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CTE K-8 School Updates & Requirements

CTE K-8 School Updates & Requirements. Summer Conference June 12-14, 2018. Middle School Education Requirements. R277-700-5. R277-700 General Core. Language regarding middle school “credit” has been removed All courses previously required are still required

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CTE K-8 School Updates & Requirements

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  1. CTE K-8 School Updates & Requirements Summer Conference June 12-14, 2018

  2. Middle School Education Requirements R277-700-5

  3. R277-700 General Core • Language regarding middle school “credit” has been removed • All courses previously required are still required • Students or parents may request substitute requirements • Similar course requirement or • Consistent with plans for college and career readiness • LEA establishes policies • Must include an appeal process

  4. Middle School Education Requirements (R277-700-5) • The following are the Grades 7-8 General Core Requirements: • Grade 7 Language Arts; • Grade 8 Language Arts; • Grade 7 Mathematics; • Grade 8 Mathematics; • Grade 7 Integrated Science; • Grade 8 Integrated Science; • United States History; • Utah History; and

  5. Middle School Education Requirements (R277-700-5) • At least one course in each of the following in grades 7 or 8: • Health Education • College and Career Awareness • Digital Literacy • the Arts*; and • Physical Education *”Arts” means the visual arts, music, dance, theatre, and media arts

  6. Middle School Education Requirements (R277-700-5) • Upon parental or student request, an LEA may, with parental consent, substitute a course requirement with a course, extracurricular activity, or experience that is: • Similar to the course requirement; or • Consistent with the student’s plan for college and career readiness

  7. Guidance on how to implement Board Rule R277-700-5

  8. Board Rule 277-700-5 • How many credit are required in middle school? • R277-700-5 does not require a specific number of credits for any course or for student advancement in middle school. • Middle school courses must meet the requirements set forth in the standards associated with the course. • Class schedules are set locally, and local boards may set credit requirements. • Does the rule differentiate between half year and full year courses? • It does not. The length of courses and the requirements for meeting the standards are set locally.

  9. Board Rule 277-700-5 • Are students still required to take all the middle school courses listed in R277-700-5? • Yes. Although R-277-700-5(7) gives some flexibility to students and parents to request changes in schedules, the expectation is that all students will take the required courses unless given individual substitutions. • Substitutions to any course must be based on course, extracurricular activates, and experiences that are • Similar to course requirement or • Consistent with the student’s plan for college and career readiness. • May an LEA make substitute course decisions for groups of students, such as those involved in DLI? • No. Course substitutions are made at the request of individual parents and students and should not be made for group of students.

  10. Board Rule 277-700-5 • Which classes may be substitute for? • Any class may be substituted for as long as the student demonstrates proficiency in the course. • R277-700-7(1) • What constitutes a course, extracurricular activity or experience as describe in the rule? • LEAs must establish polices governing acceptable course, extracurricular or experience substitutions that demonstrate sufficient knowledge and skill in a course that will align with the core standards and prepare students for success at the next grade level. • LEA policies may include definitions of essential standards and methods of meeting course expectations when an outside experience only partially meets the standards.

  11. Board Rule 277-700-5 • Can a student use multiple experiences in combination to meet the essential standards of the course? • Yes. • Is there a minimum hour requirement for an outside experience? • The rule is silent on minimum hour requirements for outside experiences. Students will be expected to demonstrate competency according to local policies.

  12. Board Rule 277-700-5 • How do LEAs adopt policies to govern this rule? • Local policies must be established by local boards. • R277-700-5(8) • Can LEA deny a parent or students request for substituting a class? • Yes, an LEA may deny the parent or student’s requires for substituting a class if they requested substitution does not meet: • the core standards, • if a student fails to demonstrate competence, or • If the request is outside the bounds of local policies • R277-700-7(1)

  13. Board Rule 277-700-5 • Is there an appeals process should the request be denied? • A student or parent may appeal a decision to the local school board or designated appointee. • LEAs must establish policies that include a process for local appeal. • R277-700-5(8b) • Can a student complete a competency exam to demonstrate proficiency in a course? • The rule is silent on the specifics of how a student can demonstrate competency. • Districts and charter schools adopt policies regarding requirements for demonstrations that will be recognized locally. • R277-700-5(8)

  14. Board Rule 277-700-5 • How will a substituted course appear on a student transcript? • The rule does not specify how records will be maintained regarding substituted classes. • What grades are included in these changes? • The changes to R277-700-5 only affect grades 7 and 8. • There is not change to requirements in 6th grade or to the high school graduation requirements.

  15. Board Rule 277-700-5 • Can family vacations or music lessons meet the criteria for course substitution? • Perhaps, course substitution policies are set locally. • Local boards will decide which types of experiences and extracurricular activities meet expected standards. • Can extracurricular activities and experiences be used to replace grades? • No. The grade replacement policy in R277-717 applies only to high school. • The course flexibility now in R277-700-5 applies only to middle school.

  16. Board Rule 277-700-5 • When does this rule take affect? • The rule became effective on March 14, 2018; however, operationally speaking schools may consider the rules to be actionable in the 2018-2019 school year.

  17. June 2018 Board Meeting Computer Science Taskforce

  18. CS Taskforce Recommendation What is computational thinking? Each student in secondary public schools will have access to robust and varied computer science courses by 2022. All students will enter secondary schools with exposure to computational thinking and competencies in digital literacy. This begins in our elementary schools with competencies in keyboarding, appropriate and responsible use of technology, and basic coding principles. Computational thinking refers to the thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer. Computational thinking requires understanding the capabilities of computers, formulating problems to be addressed by a computer, and designing algorithms that a computer can execute.

  19. Strategic Priorities

  20. Develop & Implement statewide K-12 framework for CS • Define computer science for elementary, middle, and high school levels • Follow the USBE steps for standards development • Engage with industry advisory councils to establish job ready standards at secondary level

  21. Start early by engaging students at the elementary level • Promote exposure to problem-solving, logic, mathematical reasoning, and coding opportunities • Engage teachers in integrating content with productivity tools • Work early and often with students/parents/teachers on internet and digital safety

  22. Engage with variety of audiences including parents, students, teachers, school and district leaders, industry, etc. • Provide transparent data on job market and use of computer science skills in Utah Develop a statewide strategy to communicate the value of CS

  23. Work with Utah Council of Education Deans to ensure teachers are prepared to teach with requisite computer science and digital literacy skills • Provide pathways to engage variety of current teachers in earning computer science credentials • Compile a list of vetted, open educational resources that teachers can easily adopt to teach computer science in their classrooms Build capacity among educators at pre-service and in-service levels

  24. Change “recommend” to require keyboarding K-5, including competency exam by 5th grade. • Add computer science courses to middle school offerings • Provide competency route to middle school digital literacy course • Develop computational thinking as integral part of elementary education experiences, (i.e., analyzing and decomposing problems, identifying patterns, utilizing abstraction, developing algorithms). Improve upon current course requirements to scaffold CS learning K-12

  25. Provide multiple options for student access to coursework, including face to face, blended model, and distance learning. • Work with industry to support computer science coursework and delivery Ensure students can access a majority of the 19 CS courses currently offered, regardless of geography.

  26. Updates to Keyboarding

  27. Keyboarding Methods Workshop • July 11-12, 2018 • Granite Technical Institute (GTI), Salt Lake City • $60 + processing fee (Lunch will be provided) • https://www.eventbrite.com/e/keyboarding-methods-workshop-july-11-12-2018-registration-44184811962 • 9 seat available

  28. College & Career Awareness

  29. Why?

  30. Career Clusters Agriculture, Food, & Natural Resources Architecture & Construction Arts, Audio/Visual Technology & Communication Business Management & Administration, Finance, & Marketing Education & Training Engineering & Technology Health Sciences Hospitality & Tourism Human Services Information Technology Manufacturing Transportation, Distribution & Logistics Law, Public Safety, Corrections & Security Current Career Clusters can be located here

  31. Career Clusters • Show students a direct connection between doing well in high school and being able to transition smoothly to postsecondary opportunities or getting a good job when they graduate. • Students who focus on a Career Pathway acquire skills necessary for entry into well-paid career with high potential for rapid financial growth, increased levels of responsibilities, and a high degree of personal satisfaction. • Our vision is to see that every student takes advantage of the opportunity to earn college credit while in high school, understanding that through advanced academic training they will save time and money, which will enable them to quickly earn an industry license or an associate degree.

  32. What is happening with CCA? • Strands and standards will be updated school year 18-19 • Align strands and standards to Career Clusters • Update CDA lessons • Go to Board for approval Fall 2019 • Effective school year 20-21 • Focus on incorporating more computer science into the course • Problem-solving • Logic • Mathematical reasoning • Coding opportunities

  33. Professional Development Opportunities

  34. Professional Development Opportunity

  35. Ashley HiggsCTE K-8 Education Specialistashley.higgs@schools.utah.gov

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