Career Technical Education

1. Career Technical Education MAKING STANDARDS WORK

5. Increasing Rigor & Relevance Foundation Standards Pathway Standards CTE Frameworks

6. Career Pathways

7. Introductory Course Capstone Course CTE Course Sequence CTE Content Specific Area of Interest Concentrator Course

8. “Unwrapping” Standards Identifying Essential Concepts and Skills Found in the Standards and Indicators

9. Standards Terms and Definitions • “Unwrapping” – Examining standard and related indicators to determine exactly what students need to: • Know (concepts or content) • Be able to do (skills) • Through particular topic or context (what teachers will use to teach concepts and skills)

10. Standards Terms and Definitions • Standard • General expectations of what students should know and be able to do • Sub-component • Elaborate on the specific concepts and skills encompassed by the standard

11. Standards Terms and Definitions • Concept • An abstract idea that points to a larger set of understandings, (e.g., peace, democracy, culture, power, nationalism, imperialism, war, etc.) • Content • Information students need to know in a given standard, its related indicators, or entire course of study

12. Standards Terms and Definitions • Topic • Lessons and activities used to teach concepts and skills • Context • Circumstances in which a particular event occurs • Background information or structure to help make sense of new information

13. Let’s Go Deeper Into the Standards What do students really need to know and be able to do?

14. Unwrapping Standards Circle Nouns (Concepts) Underline Verbs (Skills)

15. Manufacturing and Product Development Industry Sector Graphic Arts Technology Career Pathway Standard A2.0 Students understand graphic arts functions and copy preparation, including applications of desktop publishing and electronic imaging software.

16. Standard Subcomponent A2.3 Know desktop publishing and electronic imaging software principles and processes used to prepare graphic arts products.

17. Unwrapped Standard: Graphic Arts A2.3 Knowdesktop publishing and electronic imaging software principles and processes used to preparegraphic arts products.

18. Unwrapped Standard Know (Know what?) • desktop publishing • electronic imaging software principles • processes used Prepare/Produce (Prepare what?) • graphic arts products • printed product Use (Use what?) • desktop publishing principles • electronic imaging software principles

19. Instructional Tasks • Know • Understand • Develop • Conduct • Analyze

20. CTE & Blooms’ Taxonomy EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

21. Rigor/Relevance Framework D 6 Knowledge C 5 Understands 4 3 A B 2 Knows 1 Application 1 2 3 4 5

22. Instructional Tasks • Know* • identify (Level 1: knowledge) • explain (Level 2: comprehension) • apply (Level 3: application) • combine (Level 5: synthesis)

23. Unwrapped Standard Know (Know what?) • IDENTIFY electronic imaging software and desktop publishing principles • EXPLAIN purpose of each design principle • APPLY electronic imaging software principles • APPLYdesktop publishing principles • COMBINE processes used

24. Graphic Organizer Choices • Choose whichever type works best for you: • Outline • Bulleted list • Concept map (see next slide) • <www.inspiration.com> for graphic organizer software program

25. “Unwrapping” Standards: Practice Activity 3.0 Career Planning and Management • 3.6 Know important strategies for self-promotion in the hiring process, such as job applications, résumé writing, interviewing skills, and preparation of a portfolio.

26. “Unwrapping” Standards: Practice Activity • Select Pathway and Course of your choice • Select standard(s) and sub-components to teach through performance assessment • Underline important concepts (nouns) and circle important skills (verbs) • Create a graphic organizer for concepts and skills you “unwrap”

27. Practice Unwrapping

28. Self-Checking Questions After “Unwrapping” • Are all concepts and skills in selected standards and indicators represented on graphic organizer? • Could you put away the standards and teach confidently from the “unwrapped” version? • Would other educators identify the same concepts and skills if they “unwrapped” the same standards and indicators?

29. Plan for Sharing Out • After approximately 30 minutes, design teams will share with whole group: • Which grade level and content area standards they “unwrapped” • Insights they gained • Brief discussion and feedback will follow

30. Power Standards

31. Ever Wondered This? So many standards (indicators), so little time! How can teachers effectively teach and assess them all?

32. Would You Agree? • Isn’t depth of a lesser number of key concepts and skills preferable to “covering” superficially every concept in the book? • Typically in U.S., teaching has been “inch deep, mile wide” • Wouldn’t “inch wide, mile deep” better meet student learning needs?

33. Deciding What to Teach Within Time Allotted • “Given the limited time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.” Heidi Hayes Jacobs, 1997

34. Time and Viability • “In the current era of standards-driven curriculum, viability means ensuring that the articulated curriculum content for a given course or given grade level can be adequately addressed in the (instructional) time available.” Robert Marzano, What Works in Schools, ASCD, 2003, p. 25.

35. Power Standards • All standards (and indicators) are not equal in importance! • Narrow the standards and indicators by distinguishing the “essentials” from the “nice to know” • Teach the “nice to know” in the context of the essentials! • Prioritization, not elimination!

36. The New Model – From Coverage to Focus State Standards Potential Curriculum and Test Objectives Power Standards FOCUSED Curriculum and Assessments

37. Critical Conversations • “What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and a readiness for success?”

38. Power Standards Rationale • Please refer to information from Douglas Reeves in supporting documents: • The “Safety Net” Curriculum • Power Standards for the Middle Grades

39. Read and Discuss • Please take five minutes to read and highlight both articles ALONE • Then take the next five minutes to share with nearby colleagues your insights from the readings • Finally, share out with large group any key points, issues, concerns,“A-ha!”s with regard to identifying Power Standards

40. How Do Educators Prioritize? • Given all the standards in every grade and content area, how do you decide what is most important for students to know and be able to do?

41. Guiding Questions for Identifying Power Standards • Which standards are critical for our students to know and understand? • Which standards—accordingto our state assessment data—do we especially need to emphasize? • Which standards represent concepts and skills that endure?

42. Power Standards Selection Criteria • Consider looking at all the standards through the common “lens” of: • Endurance, leverage, and readiness for next level of learning OR • What students need for success—in school, in life, and on state tests?

43. Power Standards and Supporting Standards

44. Power Standards and Supporting Standards • Like fence postholes, Power Standards provide curricular focus in which teachers need to “dig deeper” and assure student competency. • Like fence rails, “Supporting Standards” are curricular standards which connect to and support Power Standards. Rich Quinn, East Hartford, CT

45. Are the Rectangle and Rhombus Equally Important? • Which is more essential for students to really understand and be able to do—in school, in everyday life, and on state tests? • Understand how to find area and perimeter of a rectangle or triangle in an applied, real-life context

46. Are the Rectangle and Rhombus Equally Important? OR • Memorize the formula for finding the area and perimeter of a trapezoid, parallelogram, or rhombus • The rectangle is a fence post; the rhombus is a rail

47. A Process for Identifying the Power Standards • CTE participants seated by Industry Sector • Select Pathway in state standards • Focus on first course within Pathway • Agree with colleagues on selection criteria

48. Step 1: Use Your Professional Judgment • Using your selection criteria, review particular section of content area standards INDIVIDUALLY • Then compare/contrast your selections WITH COLLEAGUES • Reach initial consensus of what YOU believe is ESSENTIAL for students to know and be able to do in that particular pathway and in that particular course

49. Step 2: Look for Connections to Tests • Review state testing information and other key assessments such as Industry Certification • Review your actual student test data • Look for connections between your selected Power Standards, your test information, and your data • Revise your selections as needed

50. Step 3: Chart Your Selections • Head a piece of chart paper with the gradelevel or course and title of section (Graphic Arts, Auto Mechanic, Culinary, etc.) • List the Power Standards (Indicators) you have identified by number (1.1, 1.3,1.4.b, etc.) • Write a brief synopsis or summary of the selected indicator after each number • Post your charts in Career Pathway order