Preparing for Common Core State Standards in

Report
Preparing for
Common Core Standards
in
Career and Technical
Education High Schools
Adele T. Macula, Ed.D.
[email protected]
Instructional
Implications and
Effective Strategies
Common Core
and CTE
June 26, 2012
Overview of the Day
 Welcome/Introductions (9:00am)
 Overview of the Common Core State Standards - Implications for Career and Technical
Education (9:15– 10:50am)
ELA/Literacy
Mathematics
Shifts
Exemplars
Text-Dependent Questioning
Shifts
Priorities and Fluencies
Exemplars
Break (15 minutes)
 Bridging Common Core and CTE (11:05am – 12noon)
• Cross-Content Performance Mapping
• Strategies to integrate academic and technical teachers into Professional Learning Communities.
Lunch (45 minutes)
PARCC Update (12:50pm – 1:30pm)
Break-out Session (1:30pm-3:00pm)
•Next steps, specific issues and challenges related to CTE high schools
Implementing the Common Core State Standards
Common Core
and CTE
June 26, 2012
• During the 2014-2015 school year, students will be
assessed on the Common Core standards for
the first time.
• Two consortia of member states are currently
developing the assessments.
• These new standards and assessments will
influence the priorities, focus and sequence of
instruction.
Common Core
and CTE
June 26, 2012
The Common Core State Standards Initiative (CCSSI) is
a state-led effort coordinated by the National Governors
Association (NGA) and the Council of Chief State School
Officers (CCSSO).
Released June 2010
45 states, DC and 3 territories have formally adopted
www.corestandards.org
New Jersey Adopts Common Core
Common Core
and CTE
June 26, 2012
The NJ State Board of Education on June 16, 2010
adopted a resolution calling for New Jersey’s
curriculum standards to be aligned with national
Common Core Standards in math and language
arts literacy.
The standards are being phased in over time,
beginning New
with curriculum
development
in Board
2010Jersey’s
State
2011.
of Education
Adopts the Common Core State Standards
The State Board’s resolution “directs that school
district curricula for all students be aligned with
these revised K-12 standards in mathematics and
English language arts and literacy in history/social
studies, science, and technical subjects,”
according to the phased-in timeline.
NJ School Board Notes, June 23, 2010
Implementing the Common Core State Standards
Common Core
and CTE
June 26, 2012
Engaging the
Career and Technical Education
(CTE) Community
in Common Core State Standards
Implementation
Achieve Report
http://www.careertechnj.org/policy-issues/
Common Core
and CTE
June 26, 2012
http://www.achieve.org/CCSS-CTE-BridgingtheDivide
1. Developing a Common Understanding of College and Career Readiness
Include CTE leaders and business partners in efforts to create a broader view of
college and career readiness.
2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation
Ensure that CTE representatives are part of the state, district and school team
for planning and implementing the CCSS.
3. Ramping up Communications and Information Sharing
Implement a communications plan that specifically includes CTE administrators
and instructors and uses a wide variety of communication strategies: email and
listserves, informational videos, local
workshops and presentations, and regional
and statewide conferences.
4. Creating or Updating Curricular and
Instructional Resources
Engage CTE and academic educators to
update CTE standards to reflect the CCSS
and create crosswalks between the new
CCSS standards and existing CTE standards.
5. Enhancing Literacy and Math Strategies within CTE Instruction
Launch new or build upon existing professional development activities to help
CTE teachers integrate literacy and math strategies in their CTE classrooms.
6. Fostering CTE and Academic Teacher Collaboration
Bring CTE and academic teachers together in structured professional development
activities to review and reflect on the CCSS, unpack the standards to see how they
can apply in the CTE context, and create model instructional resources.
7. Establishing Expectations for and Monitoring CCSS Integration into CTE
Establish clear expectations for CCSS integration
into CTE by including references to the CCSS in
annual funding applications, continuous
improvement planning, CTE teacher
qualifications and criteria for local
monitoring visits.
8. Fostering CTE and Academic Teacher
Collaboration
Ensure that postsecondary CTE is also
included in outreach and implementation
planning.
Common Core
and CTE
June 26, 2012
CCSS DESIGN
Fewer - Clearer - Higher
• Aligned to requirements for College
and Career Readiness
• Based on evidence
• Honest about time
www.corestandards.org
CCSS DESIGN: ELA/Literacy and Math
Common Core
and CTE
June 26, 2012
2 categories:
1. COLLEGE AND CAREER READINESS STANDARDS
•
what students are expected to learn when they have graduated
from high school
Common Core Standards Design
2. K-12 STANDARDS
•
•
English Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects
Mathematics
www.corestandards.org
What the Standards do NOT define:
Common Core
and CTE
June 26, 2012
www.corestandards.org
•
•
•
•
How teachers should teach
All that can or should be taught
The nature of advanced work beyond the core
The interventions needed for students well below
grade level
• The full range of support for English language
learners and students with special needs
• Everything needed to be college and career ready
Common Core
and CTE
June 26, 2012
The goal of ensuring that all students
graduate from high school ready for
college, careers and life has taken hold
in every state across the nation.
Yet all too often, the focus on “college
readiness” and “career readiness”
remains in two distinct silos, even
though there is little question that
reading, writing, communications and
mathematical reasoning are all core
skills for success in postsecondary
education, in the workplace and for
citizenship and that educators across all
disciplines should help students
develop, deepen and refine these core
skills.
Right now, the moment is here,
and the opportunity is clear:
Common Core
and CTE
June 26, 2012
As states are working to align their education systems with the
Common Core State Standards (CCSS) in support of the goal of
graduating all students ready for college, careers and life,
academic and career and technical education (CTE) leaders at the
state and local levels can and should maximize this opportunity to
finally break down the silos between their disciplines and
collectively find ways to ensure that the new standards rigorously
engage all students in both academic and CTE courses.
A Plan and a Process
Common Core
and CTE
June 26, 2012
How CTE Administrators and
Teachers Can Lead
Effective Implementation
Common Core
State Standards
ENGLISH
LANGUAGE ARTS
and
Literacy in History/Social
Studies, Science, and
Technical Subjects
www.corestandards.org
ELA/Literacy: 3 shifts
Common Core
and CTE
June 26, 2012
1. Building knowledge through content-rich
nonfiction
2. Reading, writing and speaking grounded
in evidence from
text,
both
literary
and
www.achievethecore.org
informational
3. Regular practice with complex text and
its academic language
www.achievethecore.org
Common Core
and CTE
June 26, 2012
Common Core
and CTE
June 26, 2012
ELA/Literacy
Students who meet the Standards readily undertake
the close, attentive reading that is at the heart of
understanding and enjoying complex works of
literature. They habitually perform the critical reading
necessary to pick carefully through the staggering
amount of information available today in print and
digitally. They actively seek the wide, deep, and
thoughtful engagement with high-quality literary and
informational texts that builds knowledge, enlarges
experience, and broadens worldviews.
They reflexively demonstrate the cogent reasoning and
use of evidence that is essential to both private
deliberation and responsible citizenship in a
democratic republic. In short, students who meet the
Standards develop the skills in reading, writing,
speaking, and listening that are the foundation for any
creative and purposeful expression in language.
www.corestandards.org
CTE and the Common Core
Common Core
and CTE
June 26, 2012
•Implementation of CCSS affects instructional
materials, curricula, professional development
and assessment.
•There is potential opportunity for CTE
educators to share their expertise around
problem-based learning and the application of
content to their colleagues in mathematics,
English and other disciplines.
College and Career Readiness (CCR)
Anchor Standards
• Broad expectations
consistent across
grades and content
areas
• Based on evidence
about college and
workforce training
expectations
• Range and content
Common Core
and CTE
June 26, 2012
Gr. 6-12
Pg. 35
www.corestandards.org
Common Core
and CTE
June 26, 2012
ELA/Literacy
Comprehension (standards 1−9)
 Standards for reading literature and informational texts
 Strong and growing across-the-curriculum emphasis on
students’ ability to read and comprehend informational texts
 Aligned with NAEP Reading framework
Range of reading and level of text complexity
(standard 10, Appendices A and B)
 “Staircase” of growing text complexity across grades
 High-quality literature and informational texts in a range
of genres and subgenres
www.corestandards.org
CCR ANCHOR Standard for Reading (Literature)
Common Core
and CTE
June 26, 2012
Reading Anchor Standard #3:
Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
(Pg. 38)
Gr. 11-12: Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g. where a story is set, how the action is ordered,
how the characters are introduced and developed).
Gr. 9-10:
(Pg. 36)
Gr. 8:
Analyze 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.
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character or provoke a decision.
Gr. 7:
Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
Gr. 6:
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward resolution.
Common Core
and CTE
June 26, 2012
ELA/Literacy
K−12 standards
• Grade-specific end-of-year expectations
• Developmentally appropriate cumulative
progression of skills and understandings
• One-to-one correspondence with CCR
standards
www.corestandards.org
Key Advances
Common Core
and CTE
June 26, 2012
Reading
•
•
Balance of literature and informational texts
Text complexity
Writing
•
•
Emphasis on argument and informative/explanatory writing
Writing about sources
Speaking and Listening
•
Inclusion of formal and informal talk
Language
•
Stress on general academic and domain-specific vocabulary
www.corestandards.org
www.corestandards.org
ELA/Literacy
Common Core
and CTE
June 26, 2012
www.corestandards.org
ELA/Literacy
Common Core
and CTE
June 26, 2012
www.corestandards.org
ELA Unit Exemplar
Common Core
and CTE
June 26, 2012
A Close Reading
of
Lincoln’s Gettysburg Address
www.achievethecore.org
Pg. 58
www.corestandards.org
Key Points – CCR Anchor Standards
for Writing
Common Core
and CTE
June 26, 2012
WRITING
Writing types/purposes (standards 1−3)
•
•
•
Writing arguments
Writing informative/explanatory texts
Writing narratives
•
•
Strong and growing across-the-curriculum emphasis on students
writing arguments and informative/explanatory texts
•
Aligned with NAEP Writing framework
www.corestandards.org
Key Points – CCR Anchor Standards
for Writing
Common Core
and CTE
June 26, 2012
WRITING (continued)
Production and distribution of writing (standards 4−6)
• Developing and strengthening writing
• Using technology to produce and enhance writing
Research (standards 7−9)
• Engaging in research and writing about sources
Range of writing (standard 10)
• Writing routinely over various time frames
www.corestandards.org
Common Core
and CTE
June 26, 2012
www.corestandards.org
CCR ANCHOR Standard for Writing
Common Core
and CTE
June 26, 2012
Writing Anchor Standard #8
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
Gr. 11-12: Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation.
Gr. 9-10:
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
Gr. 7 & 8: Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Gr. 6:
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information for
sources.
www.corestandards.org
Common Core
and CTE
June 26, 2012
Writing Exemplars
• Adopting a School Dress Code
• Wood Joints
• TIG/GTAW Welding
www.achievethecore.org
Common Core
and CTE
June 26, 2012
SPEAKING and LISTENING
SPEAKING AND LISTENING
Comprehension and collaboration (standards 1−3)
Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings
Presentation of knowledge and ideas (standards 4−6)
Formal sharing of information and concepts, including through the
use of technology
MEDIA and TECHNOLOGY
•
Just as media and technology are integrated in school and life in the twentyfirst century, skills related to media use (both critical analysis and production
of media) are integrated throughout the standards.
www.corestandards.org
Literacy in Content Areas
Common Core
and CTE
June 26, 2012
www.corestandards.org
Overview of Standards for History/Social Studies,
Science, and Technical Subjects
Standards for reading and writing in history/
social studies, science, and technical subjects
•
•
•
Progressions built Grades 6-12
Complement rather than replace content standards
in those subjects
Responsibility of teachers in those subjects
Alignment with college and career readiness
expectations
www.corestandards.org
Overview of Standards for History/Social Studies,
Science, and Technical Subjects
Reading Standards for History/Social Studies, Science, and
Technical Subjects
• Knowledge of domain-specific vocabulary
• Analyze, evaluate, and differentiate primary and secondary sources
• Synthesize quantitative and technical information, including facts
presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and
Technical Subjects
• Write arguments on discipline-specific content and
informative/explanatory texts
• Use of data, evidence, and reason to support arguments and
claims
• Use of domain-specific vocabulary
Source: Indiana Dept. of Education
www.corestandards.org
ELA Appendices
Common Core
and CTE
June 26, 2012
Appendices
Appendix A:
Research Supporting Key Elements
of the Standards
Glossary of Key Terms
Appendix B:
Text Exemplars and
Sample Performance Tasks
Appendix C:
Samples of Student Writing
www.corestandards.org
Sample Performance Tasks for Informational Texts: History/Social Studies
& Science, Mathematics, and Technical Subjects (Grade 11)
Common Core
and CTE
June 26, 2012
•Students integrate the information provided by Mary C. Daly, vice president at the Federal
Reserve Bank of San Francisco, with the data presented visually in the FedViews report. In their
analysis of these sources of information presented in diverse formats, students frame and
address a question or solve a problem raised by their evaluation of the evidence. [RH.11–12.7]
• Students analyze the hierarchical relationships between phrase searches and searches that
use basic Boolean operators in Tara Calishain and Rael Dornfest’s Google Hacks: Tips & Tools
for Smarter Searching, 2nd Edition.
[RST.11–12.5]
• Students analyze the concept of mass based on their close reading of Gordon Kane’s “The
Mysteries of Mass” and cite specific textual evidence from the text to answer the question of
why elementary particles have mass at all. Students explain important distinctions the author
makes regarding the Higgs field and the Higgs boson and their relationship to the concept of
mass. [RST.11–12.1]
• Students determine the meaning of key terms such as hydraulic, trajectory, and torque as
well as other domain-specific words and phrases such as actuators, antilock brakes, and
traction control used in Mark Fischetti’s “Working Knowledge: Electronic Stability Control.”
[RST.11–12.4]
www.corestandards.org
Common Core
and CTE
June 26, 2012
Publishers’ Criteria
DOCUMENT ORGANIZATION
2 Parts: (ELA & History/SS, Science, and Technical Subjects)
Each part contains following key criteria:
I.
Key Criteria for Text Selection
II.
Key Criteria for Questions and Tasks
III.
Key Criteria for Academic Vocabulary
IV.
Key Criteria for Writing to Sources and Research
The criteria for ELA materials in grades 3-12 have one additional
section:
V.
Additional Key Criteria for Student Reading, Writing,
Listening, and Speaking
www.achievethecore.org
What Can Be Done This Year?
Common Core
and CTE
June 26, 2012
1. Teachers are aware of and understand the shifts
required to implement the Common Core
Standards in ELA/Literacy.
2. Teachers can identify, evaluate and develop
text-dependent (evidentiary) questions.
3. Teachers begin reviewing existing materials to
develop text-dependent questions.
www.achievethecore.org
Starting with Good Questions
Common Core
and CTE
June 26, 2012
1. A Guide to Creating Text Dependent
Questions for Close Analytic Reading
2. Criteria for Evaluating a Set of
Questions/Each Question in a Set
www.achievethecore.org
Common Core
and CTE
June 26, 2012
Taking a “snapshot”…
ELA/LITERACY
Where is my school, district or
classroom in the
implementation process?
Just beginning?
Developing practices?
Full plan?
Common Core
State Standards
MATHEMATICS
www.corestandards.org
M
MATHEMATICS
Common Core
and CTE
June 26, 2012
• Focus and Coherence
• A few key topics at each grade level
• Progressions across grade levels: some content
may have been moved to a different grade
• Domain and code
• Standards for Content and Standards for Practice
www.corestandards.org
M
Common Core
and CTE
June 26, 2012
MATHEMATICS
8 Standards for Mathematical Practice:
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
www.corestandards.org
M
MATHEMATICS
Common Core
and CTE
June 26, 2012
Standards for Mathematical Content
•
•
•
•
K-8 standards presented by grade level
Organized into domains that progress over several grades
Grade introductions give 2–4 focal points at each grade level
High school standards presented by conceptual theme
(Number & Quantity, Algebra, Functions, Modeling,
Geometry, Statistics & Probability)
www.corestandards.org
Mathematics Standards
Learning Progressions by Grade Level
Common Core
and CTE
June 26, 2012
MATH – 3 shifts
1. Focus: Focus strongly where the
standards focus
2. Coherence: Think across grades, and link
to major topics
3. Rigor: In major topics, pursue conceptual
understanding, procedural skill and
fluency, and application
www.achievethecore.org
Required
Grade
Level
Math
Fluencies
Grade
K
1
2
Required Fluency
Add/subtract within 5
Add/subtract within 10
Add/subtract within 20
Add/subtract within 100 (pencil/paper)
3
Multiply/divide within 100
Add/subtract within 1000
4
5
6
Add/subtract within 1,000,000
Multi‐digit multiplication
Multi‐digit division
Multi‐digit decimal operations
Solve px + q = r, p(x + q) = r
Solve simple 2X2 systems by inspection
7
8
Source: www.achievethecore.org
Priorities in MATH
Grade
Common Core
and CTE
June 26, 2012
Priorities in Support of Rich Instruction and Expectations of
Fluency and Conceptual Understanding
K–2
Addition and subtraction, measurement using
whole number quantities
3–5
Multiplication and division of whole numbers and
fractions
6
7
8
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic of
rational numbers
Linear algebra
www.corestandards.org
Algebra – Grade 8
Common Core
and CTE
June 26, 2012
Graded ramp up to Algebra in Grade 8

Properties of operations, similarity, ratio and
proportional relationships, rational number system.
Focus on linear equations and functions in Grade 8
•
Expressions and Equations
•
•
Work with radicals and integer exponents.
Understand the connections between proportional
relationships,
lines, and linear equations.
•
Analyze and solve linear equations and pairs of simultaneous
linear equations.
•
Functions
•
•
Define, evaluate, and compare functions.
Use functions to model relationships between quantities.
www.achievethecore.org
Excerpt from The Structure is the Standards
Phil Daro, Bill McCallum, Jason Zimba
Common Core
and CTE
June 26, 2012
You have just purchased an expensive Grecian urn and asked the
dealer to ship it to your house. He picks up a hammer, shatters it
into pieces, and explains that he will send one piece a day in an
envelope for the next year. You object; he says “don’t worry, I’ll
make sure that you get every single piece, and the markings are
clear, so you’ll be able to glue them all back together. I’ve got it
covered.” Absurd, no? But this is the way many school systems
require teachers to deliver mathematics to their students; one
piece (i.e. one standard) at a time. They promise their customers
(the taxpayers) that by the end of the year they will have
“covered” the standards.
www.achievethecore.org
High School Math Standards
Common Core
and CTE
June 26, 2012
The high school standards set a rigorous definition of college and
career readiness, not by piling topic upon topic, but by demanding
that students develop a depth of understanding and an ability to
apply mathematics to novel situations, as college students and
employees regularly do.
Standards indicated with a (+) are beyond the college and career
readiness level but are necessary to take advanced mathematics
courses such as calculus, advanced statistics, or discrete
mathematics.
www.corestandards.org
High School – Conceptual Themes
•
•
•
•
•
•
Common Core
and CTE
June 26, 2012
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
The high school standards call on students to practice applying mathematical ways
of thinking to real world issues and challenges; they prepare students to think and
reason mathematically.
www.corestandards.org
Modeling
Common Core
and CTE
June 26, 2012
The high school standards emphasize mathematical modeling—the use of
mathematics and statistics to analyze empirical situations, understand them more
fully, and make better decisions. For example, the standards state: “Modeling links
classroom mathematics and statistics to everyday life, work, and decision-making.
Modeling is the process of choosing and using appropriate mathematics and
statistics to analyze empirical situations, to understand them better, and to improve
decisions. Quantities and their relationships in physical, economic, public policy,
social and everyday situations can be modeled using mathematical and statistical
methods. When making mathematical models, technology is valuable for varying
assumptions, exploring consequences, and comparing predictions with data.”
www.corestandards.org
Algebra Overview
Look at…Math Appendix, page 15 to 27…
Algebra 1 Units and Course Content
www.corestandards.org
Number and Quantity Overview
Functions Overview
Geometry Overview
Statistics and Probability Overview
www.corestandards.org
Appendix
www.corestandards.org
Appendix – Page 6
www.corestandards.org
New Jersey and Achieve…
Pilot Project - Math and Health Sciences
Achieve and NASDCTE have joined to pilot a process in
which secondary and postsecondary educators develop
and evaluate instructional tasks that demonstrate how
high school mathematics expectations can be applied
using Career Technical Education (CTE) content.
The work with NJ mathematics and health science
teachers has been ongoing, and future plans for using
the protocol are being developed.
Common Core
and CTE
June 26, 2012
What Can Be Done This Year?
Common Core
and CTE
June 26, 2012
achievethecore.org
• Teachers are aware of and understand the
shifts required to implement the Common Core
Standards in mathematics.
• Teachers identify the major work for the grade.
• Teachers begin reviewing existing materials to
prepare for focus.
Common Core
and CTE
June 26, 2012
Taking a “snapshot”…
MATH
Where is my school, district or
classroom in the
implementation process?
Just beginning?
Developing practices?
Full plan?
CCSS: Important but Insufficient
Common Core
and CTE
June 26, 2012
To be effective in improving education
and getting all students ready for
college, workforce training, and life, the
Standards must be partnered with a
content-rich curriculum and robust
assessments, both aligned to the
Standards.
Common Career Technical Core (CCTE)
Common Core
and CTE
June 26, 2012
CCTC are released - June 2012
Common Career Technical
Core (CCTE), a shared set of
rigorous, high-quality Career
Technical Education (CTE)
standards have been
developed and were
released on June 19th.
CCTE will ensure that all CTE
students have access to
high-quality, rigorous,
career-focused learning
opportunities in every state,
and every community across
the nation.
For more information on the CCTC, visit www.careertech.org/career-clusters/cctc
Performance-Based Curriculum Integration
Integration Continuum
Common Core
and CTE
June 26, 2012
Curriculum Maps – HOW IT IS
Common Core
and CTE
June 26, 2012
Common Core
and CTE
June 26, 2012
Curriculum Maps
– HOW IT SHOULD BE
Common Core
and CTE
June 26, 2012
Performance Maps Across Subjects
Common Core
and CTE
June 26, 2012
Performance Maps Across Subjects
Common Core
and CTE
June 26, 2012
Performance Maps Across Subjects
Common Core
and CTE
June 26, 2012
Performance Maps Across Subjects
Common Core
and CTE
June 26, 2012
Putting Together an Effective Team
Common Core
and CTE
June 26, 2012
Professional Learning Communities
PLCs
CCSS
Common Core
and CTE
June 26, 2012
ISL!
Organizing and sustaining a PLC:
•
•
•
•
Establish a school’s baseline performance
Set goals
Plan future initiatives
Evaluate efforts toward collaboration
and joint decision-making.
Improved
Student
Learning
Getting Started: Reculturing Schools to Become
Professional Learning Communities
Robert Eaker, Richard DuFour and Rebecca DuFour
PLCs…an effective PD system
Common Core
and CTE
June 26, 2012
Schools should strive to establish a strong
ongoing professional development system
that provides every teacher with the
confidence and pedagogical knowledge
capacity needed to improve their literacy and
mathematics teaching and their judgments
on the assessing of student learning.
PACTA website www.careertechpa.org
[email protected]
Virtual Professional
Learning Communities
CTE Practices in Pennsylvania
The Capacity of a PLC:
Four Interconnected Factors
Building a PLC at Work.
2010 Solution Tree Press
New Structures and Procedures
Highly functioning learning teams have formalized, collaborative ways of identifying
essential learning goals, assessing the extent to which students have mastered those
learning goals, and responding to differentiated student needs. Establishing structured
procedures for each of these processes is essential for efficient collaboration.
Improved Communication
Teaching has long been defined by isolation. Educators have worked alone to address
the needs of their students and rarely looked beyond their own classrooms. Schools
functioning as PLCs see teachers engaged in frequent conversations, using
communication to build shared understanding about teaching and learning. This
collaborative work is built upon established systems for communication within and
across learning teams.
Enhanced Teacher Learning
The most effective learning communities are defined by a spirit of reflection, an action
orientation, and a focus on “collective inquiry” (DuFour, DuFour, & Eaker, 2008).
Teachers are continuously revisiting their instruction together, working to tailor
practices to match the individual needs of the student population they serve.
Instructional capacity improves as teachers share ideas across classrooms and as
they experience systematic training in action research.
Collective Ownership and Intelligence
Teachers take ownership of all students and respond as a collective entity to
challenges and opportunities. They make efforts to identify and then amplify
instructional practices that work—and to eliminate those that are ineffective. Teams
create warehouses of best practices that all members of a faculty can draw from to
develop an understanding of student needs.
Common Core
and CTE
June 26, 2012
Student
Learning
The primary goal
of any learning
community—
improving
student
learning—is
limited
only by a
school’s
ability to
establish new
structures,
improve
communication,
enhance teacher
learning, and
develop
collective
intelligence.
PD…PLCs…CCSS
The paradigm for teacher professional
development has shifted in this decade
to become a professional collaborative
activity.
PD
within a
PLC
Common Core
and CTE
June 26, 2012
CCCS
Implementation
Types of Learning Communities
•Study Groups (Departmental Meetings)
•Action Research Teams (Task Force Committees)
•Communities of Practice (Mentors)
•Conversation Circles
•Communicating Online (Videoconferencing,
Webinars)
Common Core
and CTE
June 26, 2012
Taking a “snapshot”…
PLCs
Where is my school, district or
classroom in the
implementation process?
Just beginning?
Developing practices?
Full plan?
PARCC
Common Core
and CTE
June 26, 2012
Partnership for Assessment of Readiness
for College and Careers (PARCC)
Governing Board States
Participating States
Common Core
and CTE
June 26, 2012
PARCC Goals
Common Core
and CTE
June 26, 2012
1. Create high-quality assessments.
2. Build a pathway to college and career readiness
for all students.
3. Support educators in the classroom.
4. Develop 21st century, technology-based
assessments.
5. Advance accountability at all levels.
PARCC Assessment Components
Common Core
and CTE
June 26, 2012
• To address the priority purposes, PARCC will develop an
assessment system comprised of four components. Each
component will be computer-delivered and will leverage
technology to incorporate innovations.
• Two summative, required assessment components designed to
• Make “college- and career-readiness” and “on-track” determinations
• Measure the full range of standards and full performance continuum
• Provide data for accountability uses, including measures of growth
• Two non-summative, optional assessment components designed to
• Generate timely information for informing instruction, interventions, and
•
professional development during the school year
An additional third non-summative component will assess students’ speaking
and listening skills
Goal 1: High Quality Assessments
Common Core
and CTE
June 26, 2012
The PARCC assessments will allow us to make
important claims about students’ knowledge and skills.
• In English Language Arts/Literacy, whether students:
• Can Read and Comprehend Complex Literary and Informational Text
• Can Write Effectively When Analyzing Text
• Have Attained Overall Proficiency in ELA/literacy
• In Mathematics, whether students:
• Have Mastered Knowledge and Skills in Highlighted Domains (e.g.
domain of highest importance for a particular grade level – number/
fractions in grade 4; proportional reasoning and ratios in grade 6)
• Have Attained Overall Proficiency in Mathematics
Common Core
and CTE
June 26, 2012
PARCC Refined Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
Flexible
Diagnostic Assessment
• Early indicator of
student knowledge and
skills to inform
instruction, supports,
and PD
Summative,
Required assessment
Mid-Year Assessment
• Performance-based
• Emphasis on hard-tomeasure standards
• Potentially summative
Non-summative,
optional assessment
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of concepts
and skills
Speaking
And
Listening
End-of-Year
Assessment
• Innovative, computerbased items
Evidence-Centered Design (ECD)
Common Core
and CTE
June 26, 2012
Claims
Design begins with the
inferences (claims) we
want to make about
students
Design begins with the
inferences (claims) we
want to make about
students
Evidence
Task Models
In order to support
claims, we must gather
evidence
Tasks are designed to
elicit specific evidence
from students in support
of claims
ECD is a deliberate and systematic approach to assessment development that
will help to establish the validity of the assessments, increase the
comparability of year-to year results, and increase efficiencies/reduce costs.
Goal #2: Build a Pathway to College and
Career Readiness for All Students
K-2 formative
assessment
being
developed,
aligned to the
PARCC
system
K-2
Timely student achievement
data showing students,
parents and educators
whether ALL students are ontrack to college and career
readiness
3-8
College
readiness score
to identify who
is ready for
college-level
coursework
Common Core
and CTE
June 26, 2012
Targeted
interventions &
supports:
•12th-grade bridge
courses
• PD for educators
High
School
ONGOING STUDENT SUPPORTS/INTERVENTIONS
SUCCESS IN
FIRST-YEAR,
CREDIT-BEARING,
POSTSECONDARY
COURSEWORK
Goal #3:
Support Educators in the Classroom
INSTRUCTIONAL TOOLS TO
SUPPORT IMPLEMENTATION
Common Core
and CTE
June 26, 2012
PROFESSIONAL DEVELOPMENT
MODULES
K-12 Educator
TIMELY STUDENT ACHIEVEMENT
DATA
EDUCATOR-LED TRAINING TO SUPPORT
“PEER-TO-PEER” TRAINING
Goal #4: Develop 21st Century,
Technology-Based Assessments
Common Core
and CTE
June 26, 2012
PARCC’s assessment will be computer-based and leverage
technology in a range of ways:
Item Development
• Develop innovative tasks that engage students in the assessment
process
Administration
• Reduce paperwork, increase security, reduce shipping/receiving &
storage
• Increase access to and provision of accommodations for SWDs and ELLs
Scoring
• Make scoring more efficient by combining human and automated
approaches
Reporting
• Produce timely reports of students performance throughout the year to
inform instructional, interventions, and professional development
Goal #4: Develop 21st Century,
Technology-Based Assessments
Common Core
and CTE
June 26, 2012
PARCC assessments will be purposefully designed to
generate valid, reliable and timely data, including
measures of growth, for various accountability uses
including:
•
•
•
•
School and district effectiveness
Educator effectiveness
Student placement into college-credit bearing courses
Comparisons with other state and international
benchmarks
PARCC assessments will be designed for other
accountability uses as states deem appropriate
Common Core
and CTE
June 26, 2012
PARCC Timeline
SY 2010-11
Launch and
design phase
SY 2011-12
Development
begins
SY 2012-13
SY 2013-14
First year
pilot/field
testing and
related research
and data
collection
Second year
pilot/field
testing and
related research
and data
collection
SY 2014-15
Full
administration
of PARCC
assessments
Summer 2015
Set
achievement
levels,
including
college-ready
performance
levels
www.parcconline.org
PARCC “Model Content Frameworks”
Common Core
and CTE
June 26, 2012
www.parcconline.org
Common Core
and CTE
June 26, 2012
Breakout Session
Principals of Career Academies
and
Principals of Traditional Technical High Schools
Next Steps
Specific issues and challenges
related to their schools
Collaborations
and Partnerships
www.achievethecore.org
Achieve Report Recommendations
Common Core
and CTE
June 26, 2012
1. Developing a Common Understanding of College and Career Readiness
2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation
3. Ramping up Communications and Information Sharing
4. Creating or Updating Curricular and Instructional Resources
5. Enhancing Literacy and Math Strategies within CTE Instruction
6. Fostering CTE and Academic Teacher Collaboration
7. Establishing Expectations for and Monitoring CCSS Integration into CTE
8. Involving Postsecondary CTE in CCSS Implementation

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