Summer Institutes

1. ChangeTeacherPractice ChangeStudentOutcomes Summer Institutes 2013

2. 2013 Summer Institutes | Change Teacher Practice  Change Student Outcomes Remodeling Session Common Core and CTE Task Alignment CTE Regional Coordinators June’s remodeling

3. North Carolina Summer Institutes Learning Path 2013 2011 2012 Summer Institutes Summer Institutes Summer Institutes IMPROVING PRACTICE WHAT HOW Focus: Planning how instruction needs to change Focus: Reflecting, adjusting and improving after year one of implementation Focus: Internalizing a new SCOS Essential Standards

4. Purpose • The purpose of this session is to provide professional development resources to districts as they align CTE Standards to the Common Core. • Achieve has developed a set of resources leaders can use to plan and execute their own alignment activity. The materials focus mainly on hosting a workshop with mathematics and CTE teachers. However, the process employed can be applied to other professional learning opportunities and could be further developed into integrated activities within Home Base.

5. Where can I find these files and resources? • All files and resources for this session can be found using the address below: • http://tinyurl.com/SI2013CTE

6. “Quality professional development that changes math instruction from teacher centered to student centered and from isolated skills to problem based learning…”Jill Barker, Principal Haywood County

7. Objectives and Outcomes Session Objectives: (What we hope to accomplish during this session) • Participants will identify current status with regard to alignment of Career and Technical Education (CTE) standards to Common Core and Common Career Technical (CT) Core. • Participants will understand how to implement Professional Development to engage teachers in task alignment. • Participants will receive strategies for evaluating success of implementation. Learning Outcomes: (What we hope will be accomplished in your LEA) • Summer Institute participants will recognize the components of the two-day workshop model provided by Achieve.org. • Summer Institute participants will be able to implement this professional development by engaging CTE and math (or other program area) teachers. • Participants in the LEA workshop will be able to evaluate tasks with regard to their alignment to CTE, Common Core, and Common CT Core. • Participants in the LEA workshop will be able to create tasks that align to CTE, Common Core, and Common CT Core.

8. Session Outline • Where are we? • Participants will identify current status with regard to alignment of CTE standards to Common Core and Common CTE Core • Where are we going? • Participants will understand how to implement Professional Development to engage teachers in task alignment • How will we know when we get there? • Participants will receive strategies for evaluating success of implementation

9. Where are we?(with regard to Common Core State Standards, Common CT Core, and CTE alignment)

10. Stoplight Activity • Participants will receive a list of attributes regarding implementation and integration of Common Core and CTE Essential Standards • (May wish to work in LEA groups) • Use the dots provided using the scale below: • Green – Full implementation • Yellow – Some implementation • Red – No implementation

11. Standard 4: Teachers facilitate learning for their students. 4.02 Teachers plan instruction appropriate for their students. • Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be constantly monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural diversity and to individual learning needs. • Collaborate with colleagues • Use data for short and long range planning • Engage students in the learning process • Monitor and modify plans to enhance student learning • Respond to cultural diversity and learning needs of students 4.05 Teachers help students develop critical thinking and problem-solving skills. • Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems. • Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions • Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems

12. Where are we going?

13. Common Core • www.corestandards.org • http://www.corestandards.org/in-the-states • To see which states have adopted the Common Core

14. Common Core/Essential Standards • http://www.ncpublicschools.org/acre/standards/

15. Common Core and CTE • CTE teachers can and do support the Common Core. Often, we find they are already doing it in ways they may or may not even know.

16. Why do I have to teach this stuff? • 1990 Carl D. Perkins Vocational and Applied Technology Education Act (Perkins 2) • For the first time in federal vocational legislation, emphasis was placed on academic as well as occupational skills. • Three pronged approach to better prepare a highly skilled workforce • Integration of academic and vocational education • Articulation between segments of education engaged in workforce preparation – epitomized by Congressional support for Tech Prep • Closer linkages between school and work • Required states to develop systems of performance measures and standards for secondary and postsecondary vocational education

17. Academic Achievement • Expectations for higher academic achievement gave rise to the integration of academic and career/technical education movement, starting with the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. Secondary educational institutions were encouraged to link academic and CTE curricula, and emphasize their interrelatedness in real-world contexts. The intent was to connect the curricula of various subjects so that students would be able to address in a holistic manner the problems, concerns, and issues of the environments in which they lived. • McCaslin and Parks, 2002, Teacher Education in CTE: Background and policy implications for the new millenium

18. NC CTE Performance Indicators • 1S1 – Academic Attainment – Reading/Language Arts • 1S2 – Academic Attainment – Mathematics • 2S1 – Technical Skill Attainment • 3S1 – Secondary School Completion • 4S1 – Student Graduation Rates • 5S1 – Secondary Placement • 6S1 – Nontraditional Participation • 6S2 – Nontraditional Completion

19. What’s in your Toolkit?

20. Common Core-CTE Task Alignment Workshop • http://www.achieve.org/ccss-cte-workshop-planning-tools

21. Who do you invite? • CTE Teachers • Math Teachers • Note: This model can be applied to other academic areas.

22. Consider the following when planning your workshop: • How many CTE and Math educators do you anticipate attending? • What is the anticipated ratio of facilitators to educators? • Will you have any subject matter experts attend? • How will your secured facility accommodate the workshop? • What CTE standards will you use? Note: In this workshop, we will use NC CTE Essential Standards and the Common Career Technical Core Standards in addition to the Common Core State Standards.

23. Participants need to bring or have access to: • NC CTE Essential Standards • Common Core Math Standards • Common Career Technical Core, Knowledge and Skill Statements

24. Frontload Your Participants • http://www.achieve.org/ccss-cte-workshop-planning-tools • Prior to attending the session, ask the teachers to access the link above and watch the 7 minute video under the heading “For Workshop Participants”

25. Planning Module for Facilitators • http://vivayicsolutions.com/Achieve/ModuleFinal/story_html5.html • Takes approximately 45 minutes to complete • We’ll take the quick tour through all of the resources today! • If you need a refresher after this workshop, you can use the link above.

26. Additional Resources • http://vivayicsolutions.com/Achieve/ModuleFinal/story_html5.html • Use the resources link located in the top right corner.

27. Facilitator’s Outline

28. Day #1 - Intro

29. Discuss Discover Design Common Core-CTE Task Alignment Workshop

30. Welcome Overview of Approach Process Discover Performance Tasks Review and Modify Tasks Offer Feedback Adapt tools to your district

31. Recalling the Video Common Core State Standards Common Career Technical Core Standards Instructional Tasks Source:

32. Day #1- Introduction to Instructional Tasks Source:

33. Understanding The Task

34. A High Quality Task Should: • Be standards-based • Reflect strong instructional practices • Assess knowledge and skill • Support continuous improvement • Prepare students for college and careers • Elicit complex demonstrations or applications • Assess all students

35. Previewing the Process Step 1. Thoroughly read the task before working through it. Step 2. Compare your work with the answer key/rubric and other instructional support materials and/or with the work of colleagues. Step 3. Identify the content and performances required to complete the task.

36. Practice Task Let’s start with an easy one… Course Name: ProStart II Competency: Understand foodservice cost.

37. Source:

38. Source: Objective 3.7Define and calculate food cost and food cost percentage. • Here’s the info you’ll need to know: • Formula • Food Cost % = (Beginning Inventory + Purchases – Ending Inventory)/Food Sales

39. Working a Practice Task • Joe, the restaurant owner, has $10,000 in beginning inventory. He purchased an additional $2,000 of product this week and ended up with $10,500 in inventory. His sales for the week totaled $5,000. Task: • Calculate his food cost and food cost percentage for the week. • What are some ways he could decrease his food cost percentage? • How might he increase his sales? • ExampleYour data: $10,000 beginning inventory, $2,000 in purchases, $10,500 ending inventory, $5,000 in sales.Your formula: FC% = (BI + P - EI) / S(10,000 + 2,000 = 12,000) - 10,500 = 1,5001,500/5,000 =.30 or 30% food cost

40. Source: Evaluating and Modifying Practice Instructional Task

41. Let’s Discuss Alignment • Career and Technical Education Essential Standards • Common Core State Standards • Common Career Technical Core

42. Career and Technical Education Essential Standards • This was written to align to Objective 3.00 and Competency 3.7 of the ProStart II curriculum. • How strong is the current alignment? Is there additional alignment? How could it be strengthened?

43. Alignment Scale 3 = Excellent: The performances of the task are clearly consistent with the performances of the identified standard. 2 = Good: This rating is used for a partial match. Performances addressed in the task are consistent with the most critical performances of the identified standard. However, supporting performances of the standard may not be addressed (possibly by design). 1 = Weak: This rating is used for a partial match when the most critical performances addressed in the identified standard are NOT addressed in the task. However, supporting performances of the standard are addressed. 0 = No Alignment: None of the performances addressed in the task match the performances of the identified standard. (Delete this standard from the list of standards identified as aligned with the task.)

44. Alignment Scale Example Alignment

45. Working a Practice Task Discuss: How might this task be rewritten to better align even with the CTE Essential Standards for ProStart II?

46. Common Core State Standards • Let’s take a look at Math One and how this task might align with that course. • http://maccss.ncdpi.wikispaces.net/Course+Sequence+Options

47. NCDPI Math Wiki

48. Alignment Scale 3 = Excellent: The performances of the task are clearly consistent with the performances of the identified standard. 2 = Good: This rating is used for a partial match. Performances addressed in the task are consistent with the most critical performances of the identified standard. However, supporting performances of the standard may not be addressed (possibly by design). 1 = Weak: This rating is used for a partial match when the most critical performances addressed in the identified standard are NOT addressed in the task. However, supporting performances of the standard are addressed. 0 = No Alignment: None of the performances addressed in the task match the performances of the identified standard. (Delete this standard from the list of standards identified as aligned with the task.)

49. Alignment Scale Example Alignment

50. Working a Practice Task Discuss: How might this task be rewritten to align even more strongly with the CCSS?