Career Academies Support CCSS Instructional Shifts

1. Career Academies Support CCSS Instructional Shifts Erin Fender,Project Manager College & Career Academy Support Network (CCASN) Univerity of California, Berkeley - Graduate School of Education

2. CCASN promotes researched-based practice to improve students’ preparation for college and careers through direct support to schools and districts Conducts practice-based research and documentation Has created 2 websites with over 20 guides, research reports, national directory of academies, “toolbox” of downloadable materials, videos, and more Informs local, state and national policy • About CCASN • http://casn.berkeley.edu • http://collegetools.berkeley.edu

3. Who are you? • From where? • Your role?

4. Today’s Agenda • Define the instructional shifts called for in CCSS and NGSS • Understand how integration of CTE and academics can be leveraged to promote the instructional shifts • Provide Career Academy-specific examples, strategies and student work that promote instructional shifts • Explain how Career Academies prepare students for the new SBAC and PARCC assessments • Gain knowledge about resources to assist making the shifts

6. College and Career Readiness Career Academies CCSS

7. Career Academies and the CCSS are mutually supportive 1. Shared student learning outcomes, with an emphasis on higher order thinking skills 2. Compatible approaches to interdisciplinary curriculum, instruction, and performance-based assessment 3. Real-world integration and application of academic and technical skills and knowledge 4. Student assessment through authentic demonstrations of learning (e.g., portfolios, project defenses, exhibitions)

8. Major Shifts for CCSS Literacy Buildingknowledge through content-rich informational text Regular practice with complex text and academic vocabulary Reading, writing,and speaking grounded in evidence from text, both literary and informational

9. Standards of Mathematical Practice Make senseof problems and perseverein solving them. Reasonabstractly and quantitatively. Constructviable arguments and critiquethe reasoning of others. Modelwith mathematics. Use appropriate toolsstrategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning

10. NGSS Practices • Asking questions and defining problems • Planning and carrying out investigations • Gathering, analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations, designing solutions • Developing and using models • Obtaining, evaluating, communicating information • Engaging in argument from evidence

11. Career Academies = Complex Integration SingleSubject Paired Interrelated Conceptual BASIC INTERMEDIATE COMPLEX

12. Industry Survey

13. Business and Finance Market Trends Labor reports Budget Reports

14. Architect/Urban Planner Project Bids Request for Proposals Building Codes

15. Emergency Medicine Industry Journals Patient Narratives Field Protocols

16. Law Enforcement Police Report Reference Text Trade Journal

17. Education non-profit Grant Proposals Educational Theory Education Journal

18. CCSS-ELA Shifts = Literacy Buildingknowledge through content-rich informational text Regularpractice with complex text and academic vocabulary Reading, writing,and speaking grounded in evidence from text, both literary and informational

19. Brain Research says… • When people learn in an applied context they access many more neural networks, hooking new knowledge more deeply into existing schema. • Students learn more and it sticks when learning is connected and applied in authentic contexts. Newmann, F.M. Smith, B, & Allensworth, E (2001) Instructional program coherence: what is it and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23/4 (297-321).

20. Activities to support the shifts • Provide time and training to: • cross-walk the standards to student-learning outcomes in each course and grade level • unpack the standards to clearly understand what is being asked of the student • Develop prototypes of performance assessments or interdisciplinary projects that are mapped to the CCSS • Provide access to existing resources (eg. LDC and CCASN Curriculum Database)

22. Post-Secondary Articulation College and Career Plan----------College Tours----------Applications ------------Dual Enrollment Social Studies Social Studies Social Studies Social Studies Middle School Articulation Multiple Post-Secondary Opportunities Math Math Math Math CTE CTE CTE CTE Introductory Level Intermediate Level Capstone Level English English English English Science Science Science Science Support Services Support Services Support Services Support Services Work-based Learning Opportunities Company Tours ----------------------------Job Shadowing------------------------------ Internships

24. Specific examples of interdisciplinary threads

25. Roman Chariot Race

27. CCSS ELA Instructional Shifts • Buildingknowledge through content-rich informational text • Regular practice with complex text and its academic language • Reading, writing,and speaking grounded in evidence from text, both literary and informational

28. Standards of Mathematical Practice Construct viable arguments and critiquethe reasoning of others Model with mathematics Use appropriate toolsstrategically

29. NGSS Practices • Asking questions and defining problems • Planning and carrying out investigations • Gathering, analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations, designing solutions • Developing and using models • Obtaining, evaluating, communicating information • Engaging in argument from evidence

30. Example

31. Write an example of: • a discipline-specific text-dependent question that could be asked based on this text • a math question that requires students to construct viable arguments and critiquethe reasoning of others • How do the questions you developed in #1 address the instructional ELA shifts, the Standards of Mathematical Practice, and/or the NGSS Practices in a Career Academy context?

32. Math Example Verify Apple’s claim: By reducing iPhone packaging by 28 percent from 2007 to 2012, we ship up to 60 percent more boxes in each airline shipping container. That saves one 747 flight for every 416,667 units we ship. CCSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.

33. Math Example Design packaging for an iPhone using packaging for an iPhone 5 as a guideline or propose a design for iPhone and iPhone 5 packaging to meet or exceed Apple’s environmental claims. CCSS.Math.Content.HSG-MG.A.3Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

34. Science Literacy Example How can corporations take responsibility for their environmental impact? After reading Apple’s environmental report, write an essay in which you discuss primary opportunities to reduce the environmental impact of manufacturing, and evaluate Apple’s efforts. Support your position with evidence from the text. NGSS.HS-LS2-7. Human environmental impact mitigation HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

35. US History Literacy Example How have environmental protection laws impacted how companies do business? After reading Apple’s environmental report and the major federal environmental laws, write an essay that explains the impact of environmental protection laws on how companies must manage a product’s manufacture. Support your discussion with evidence from your reading. CA-HIST11-2 Rise of Industrialization CA-HIST11-11.5 History and impact of environmental movement

36. Starting Points for Literacy Should museums exhibit graffiti as art? After reading excerpts from The Story of Art and watching Exit Through the Gift Shop, write a report arguing for or against based on functional and historical theories of art. Support your position with evidence from the texts. Consider this question: What art speaks to you? After reading excerpts from The Story of Art and watching Exit Through the Gift Shop, identify a visual image that you find striking and write an essay explaining why you find it powerful. Industry aligned texts Text-dependent questions Evidence-based writing

37. How does the integration of CTE and academic courses (aka Career Academies) better prepare students for Common Core Assessments?

38. Common Core and New Assessments • Requires an instructional shift to interdisciplinary teaching and learning • Increased emphasis on real world application • Authentic demonstrations of learning through student performance assessments • Balancing of informational and literary texts • Mastery of concepts at a deeper level

39. Mathematical Questions From SBAC, “Performance Tasks: Require student initiated planning, management of information/data and ideas Reflect a real world task; allow for multiple approaches Represent content that is relevant to students Allow for demonstration of important knowledge and skills, including those that address 21st century skills such as critically analyzing and synthesizing information presented in a variety of formats, media, etc.”

42. PARCC Sample Item Seeing Structure in a Quadratic Equation

43. PARRC Example

44. Related Resources

45. Linked Learning and the Common Core

46. Career-themed Curriculum Database • On the CCASN website • http://casn.berkeley.edu/curriculum.php • A repository over700 lesson plans, units, projects and coursesthat link academic disciplines to specific industry sectors • Vast majority clearly aligned to CCSS

47. Literacy Design Collaborative (LDC)

48. Thank you Erin Fender efender@berkeley.edu http://casn.berkeley.edu