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AVUHSDPerkins Industry Sector

MeetingsOctober 10 and 14, 2013

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Taking it to the Next Step

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Introductions Group Activity #1 Overview of Linked Learning Group Activity #2 Teacher Best Practices CTE Model Curriculum/CCSS Group Activity #3 Integration Group Activity #4 Information

Agenda for the Day

Discussion regarding pre-assignments (30 minutes)

Linked Learning (1 hour) Break (10 minutes) Teacher speaker/s (10 minutes) Common Core and MCS-CTE begun (2 hours) Lunch break (45 minutes) CCSS and MCS-CTE concluded (45 minutes) Housekeeping items (45 minutes) Wrap-up and preview for February meetings (30

minutes)

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Agenda

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Understand how Linked Learning framework aligns with district direction

Deeper understanding of CTE standards and alignment to CCSS

Develop thought process for design thinking as it relates to CCSS

Lesson alignment to Quadrant D, specifically in project based learning

Course sequencing Information related to Perkins

Outcomes

Based upon the HBR article you read and the David Kelley video you watched, please discuss among your table partners, then share out your conclusions:◦ Reflect on how a lesson, unit, or project that

you did last school year could have been done better, and why.

◦ How does failure play a part in learning (for both you and your students)?

◦ How would you approach improving the experience for your students and you?

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The Benefits of Failure

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Group Activity #1 Review both the article and

the video that was sent to you and posted on wiki

Discuss within your group a lesson that didn’t achieve the results you expected

How could the resources you reviewed help you with making changes to increase the level of student learning

◦ How might you use the design process in your efforts to change your teaching practice?

Tim Brown on Design Thinking Design Thinking Process handout

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Design Thinking

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"What is Linked Learning?" video Teacher research activity

◦ In the envelope on your table, you will find one of the four pillars of Linked Learning

◦ You will have 20 minutes to conduct Internet research regarding that pillar – as a group, please be able to answer the following questions: What is the main element of that pillar? Based on your research, why did Linked

Learning select that component as one of its pillars?

What questions do you still have about the element?

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Linked Learning

Overview Four pillars

◦ Academic core◦ Student support◦ Technical core◦ Work-based learning

District direction Course wiki – Linked Learning tab –

handouts ConnectEd Studios

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Linked Learning continued

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Rigorous, aligned with state and Common Core Standards leading to proficiency on standardized tests

Diverse and robust array of authentic assessment measures

Ensures ALL students have access to courses that meet UC/CSU a-g admissions

Prepares students for success w/o remediation

Linked Learning Key Components- Academic

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Identifies students who need support and provide range of services and strategies to facilitate student support that improves student academic performance

Effective system of guidance and advisement that provide resources that demonstrate student achievement and progress

Counselors ensure equitable recruitment and placement of students

Linked Learning Key Components Student Support

Technical Core◦ “A sequence or cluster of 6 or more technical

courses is aligned to state or national CTE standards and/or industry standards. Multiple sequences offer specialization options for students. The pathway ensures that all students have access to courses that meet UC/CSU a-g admissions requirements.”

◦ Pathway theme◦ Program of study

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Linked Learning Key Components

Work-Based Learning◦ Continuum of career awareness, career exploration, career

preparation, career training beginning at early ages through adulthood

◦ Does not mean that every experience must take place at a workplace or during a standard work-day

◦ Could include: Career assessments Guest speakers Career days/fairs Field trips Job shadowing Industry mentorships School-based lab or simulated work environment, school business Virtual environment – industry relationship Internships, apprenticeships, etc.

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Linked Learning Key Components

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How is it Different ? Every pathway includes the four Linked

Learning guiding principles and include the four components

Each pathway assesses quality and develops action plan to achieve quality and fidelity through certification

Graduate student profile is developed by the district

Embed system of student support and guidance

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Identification of committee members across district to plan

Alignment to mission and vision of district Academy growth across district Assessment of quality of academies Integration of frameworks in district

professional development

“Design thinking and systems thinking”

District Support and Direction

Please share with your industry sector colleagues 3 things that have been happening with Common Core implementation at your sites.

One representative from each site share 1 item of CCSS site implementation with the whole group.◦ AVHS◦ DWHS◦ EHS◦ HHS◦ KHS◦ LnHS◦ LHS◦ PHS◦ RRxPHS◦ QHHS◦ SOAR Prep

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What Has Been Happening with CCSS at Your Sites?

Ruben Rodriguez – academic integration/process

James Stockdale – integrated projects Tim Klein – math committee Pavel Vogler/Joyce Foss - UCCI

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Teacher Speakers

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CTE Model Curriculum Standards 2.0

Overview

“CTE Leading the Way Towards Career AND College Readiness”

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KWL ChartWhat I already know about the

CTE Model Curriculum StandardsWhat I would like to learn about the

CTE Model Curriculum StandardsWhat I learned today about the

CTE Model Curriculum Standards

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COLLEGE AND CAREER READINESS

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Drivers of Change

change

US Indicators

Economics

World

Compe

tition

–

Finan

cial &

Educ

ation

al

Technology

Demographics

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

coherent▶Aligned with postsecondary and work

expectations Re-written using action verbs in place of “know and understand”▶Measurable

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New Model CTE Standards

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CA CTE StandardsMCS 2005• Industry

Sector Foundation Standards

• Pathway Standards

MCS 2013• Standards for Career

Ready Practice• Industry Sector

Anchor Standards• Pathway Standards• CCSS Matrix

Research Bloom’s Taxonomy (revised)Rigor and Relevance Framework – Bill

DaggettKnowledge Dimension - Anderson, Lorin and

David KrathwohlDepth of Knowledge - Norman L. Webb

◦ Webb's Depth of Knowledge Video

Foundation for Standards Development

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Rigor/Relevance Framework

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Knowledge

Beyond Knowledge Construct

Metacognitiveform a coherent whole(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)

Performance

Useone-step process to solve routine problems

Applymultiple step process to solve routine problems

Solvenon-routine problems using a sequence of steps

Createsolutions to non-routine real world complex problems using multiple steps and sources

List 15 building products and a “green” alternative to each

Construct a 1/8th scale model of a garage using only recycled materials

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

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Explain the advantages and disadvantages of using recycled building materials

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

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Share with an “elbow partner” one or two examples of “Quadrant D” activities or lessons that each of you has done so far this year or last year.

Choose one example and share out with the rest of your table.

Each table share out one example of a “Quadrant D” activity from your industry sector with the whole group.

Activity #1

Integration with Common Core State Standards

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CTE Standards ContinuumEmployer

Industry Specific

Pathway Standards

Industry Sector Anchors(Knowledge and Performance Anchor Standards)

Standards for Career Ready Practice

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1. Apply appropriate technical skills and academic knowledge

2. Communicate clearly, effectively, and with reason

3. Develop an education and career plan aligned to personal goals

4. 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

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Standards for Career Ready Practice

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 cultural/global competence

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

economic impacts of decisions

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Standards for Career Ready Practice (continued)

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

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Alignment Process

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CTE Anchor Standards 1.0 – 11.0

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Industry Sector Anchor StandardsAcademic (1.0)

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Working with your industry sector/pathway partners:◦ Compare your course outline (access from the course

wiki) with CTE standards (SCRP, sector anchor, and pathway) plus the CCSS matrix.

◦ Crosswalk to determine where the course outline matches the standards, and where there are gaps.

◦ Create an outline of what needs to be done to the outline to fill the standards gaps, and turn it in today.

◦ Review the UCCI list and determine which course/s might fit within your pathway.

Activity #2

National Shift in Teaching, Learning, and Assessment: CTE’s Role

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Tony Wagner on Play, Passion and Purpose

Video: Tony Wagner on 3 P’s

Focus from high school graduation to college and career readiness

Teaching literacy across all content areas

Profound changes in the way◦students learn and are assessed◦teachers teach◦instructional leaders lead

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Shift to Career and College Readiness

     

     

    

     

     

     

     

     

Knowledge

Metacognitiveto form a coherent whole

Proceduralhow parts relate, findCoherence

Conceptual clarify, give examples

Factualrecognize, recall,locate

Performance Use Apply Solve Create one-step process multi-step process non-routine solutions to real world to solve a routine to solve routine problems using non- routine , complex

problem problems multiple steps problems using multiple steps

Shift in Assessment

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Create solutions to real world non-routine, complex problems using multiple steps

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

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Assessment Examples

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

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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.

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How do we shift an entire system away from multiple choice “right answers” to deeper, critical thinking, 21st century skills that employers want?

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Work with your industry sector colleagues to discuss and then choose one set of standards which you will use to create an integrated project-based learning lesson or unit to be delivered later this year.

Determine which core academic teacher at your site with whom you will work on the lesson or unit.

Write a three- to five-sentence summary of what the lesson/unit will be, and turn it in before you leave today.

Activity #3

Thank you for your participation!

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Questions or comments?

Technology needs assessment – complete forms by industry sector

Professional development opportunities - review Teacher externships – 1-2 days Field trips/experiential learning for students –

including CTSO’s, colleges, industry certifications

CTE Month - Feb. 2014 - community service Sign articulation agreements - CATEMA Distribute old equipment

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Housekeeping Items

Q & A Feedback survey will be sent Advisory committee meetings – set dates Next meetings in February Have curriculum work completed by then Follow-up on the project-based lesson or

unit

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Wrap-up and Prep for Next Meeting