Honors Implementation Mission Possible

1. Honors Implementation Mission Possible July 24, 2013 Wendy Edney, RC West Region Marty Tobey, RC Northwest Region Carol Short, Section Chief

4. Overview of Honors Process Wendy Edney

5. Where are you in the honors process? *Have never taught an honors course *Attended honors workshop but haven't taught an honors course yet *Have taught an honors course before *Attended honors workshop and have taught an honors course *Middle School teacher

6. Why is this info good for ALL courses? • Strategies for extending the curriculum for advanced learners • Standard 6 – requires that we show growth for ALL students

7. Background • 2004 - State Board of Education approved a framework for developing and implementing Honors Level Courses • 2012 - NCDPI began revising the 2004 Honors Implementation Guide and Rubric to more effectively address new standards and instructional best practices • June, 2012 - State Board of Education approved the new Honors Level Course Rubric

8. What's new in the Implementation Guide? Teacher rationale including intentional reflection and philosophy in each of the three buckets. Language that specifically addresses: Credentials 21st century skills Common Core State Standards Formative and summative assessment Post-secondary alignment Electronic submission to the state level for review. Either met or not met. Peer evaluators with state level coordination. Recommendations if not met.

9. Links to Honors Information NCDPI Honors Wiki http://honorsimplementation.ncdpi.wikispaces.net/ NCDPI CTE Honors Wiki http://ctees.ncdpi.wikispaces.net/home Q&A Webinars: http://honorsimplementation.ncdpi.wikispaces.net/Webinar+Presentations CTE Webinar: http://honorsimplementation.ncdpi.wikispaces.net/Content+Area+Presentations

10. Three Important Questions • What is Taught? • Curriculum Content • How is it Taught? • Instructional Materials and Methods • How is it Assessed? • Assessment Practices Note: These are the major sections of the Honors Implementation Guide/Course Portfolio Rubric and will be the basis for our work today.

12. Examples of Differentiation for Advanced Learners • Use of multiple texts and supplementary materials • Use of computer programs • Interest centers • Learning contracts • Compacting • Tiered sense-making activities and tiered products • Tasks and products designed with a multiple intelligence orientation • Independent learning contracts • Complex instruction • Group investigation • Product criteria negotiated jointly by student and teacher Reference: "ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom" http://www.nagc.org/index.aspx?id=151

13. Diversity of Teaching Strategies Indicating Complexity Above the Standard Level Teacher as a facilitator, coach, and model Student led learning and research Student exchange of ideas Use of higher level critical thinking skills and creativity for advanced learners Project-based learning, problem-solving learning, and seminar style learning with a concentration of writing across all modalities Integration of other content areas with connections to real-world skills and context

14. FAQs – Frequently Asked Questions • Who completes the portfolio? Individual teacher • Who approves the portfolio? Principal, CTE Director, Superintendent (or designee) and NCDPI • Will existing CTE standards and objectives meet honors level requirements? No. Honors levels standards and objectives must be an extension of the current objectives.

15. More FAQs • Will we be required to develop a portfolio for honors level courses that are in field test status? Yes • How much extra work is required to earn honors credit? Instruction should be differentiated at a higher level and not assign extra work. The focus should be on extension, acceleration, and enrichment. CTE recommends an extension of 25% of the course content. • Should standards be rewritten or should new standards be added? Teachers may extend an existing standard or add a new one. Either is fine.

16. More FAQs • May we work together? • Portions of the portfolios can be common and it is the expectation that the LEA will provide PLC or PD opportunities for teachers to work collaboratively. However, individual teacher portfolios should reflect the course implementation in his/her classroom. Example: Student work samples should be collected by individual teachers for their portfolio.

17. More FAQs • Do students needs to score a higher grade on Elements post-assessment to earn honors credit? No (And they take the same post-assessment as regular credit) • What if I already have an honors portfolio I created using the old implementation guide? A new portfolio following the new rubric and revised implementation guide must be developed.

18. More FAQs • If a new course is released at Summer Conference, how can I get an honors portfolio prepared before school starts? If your LEA permits, you may develop the portfolio while implementing a new or revised course. Remember to stay in close communication with your CTE Director.

19. Project Lead the Way On 2/9/12, a memo was sent by Dr. Rebecca Garland that stated: The following PLTW courses are eligible for two weighted quality points as provided in the State Board of Education policy for course credit. PLTW courses offer the opportunity for college credit upon successful completion of the course and passing a standardized examination. A yearly review will be conducted to amend this list as other PLTW courses add the college credit option: 8020 Intro to Engineering Design 8021 Principles of Engineering 3022 Digital Electronics 8030 Computer Integrated Manufacturing 8031 Civil Engineering and Architecture 8032 Biotechnical Engineering 8033 Aerospace Engineering

20. Portfolio Review Timeline 2012-13 - Transition Year 2013-14 - Fall/Winter: Portfolio review process for First Cohort Spring: Notification of Second Cohort 2014-15 - Second Cohort will be reviewed 2015-16 - Third and Final Cohort will be reviewed

21. Review Process • Portfolios uploaded to an online system • Will receive designation of Met/Not Met for each section • If Not Met, will be provided feedback to assist with earning Met • Peer Review of teachers from across the state who will provide suggestions

22. More FAQs • When our LEA is audited, how many portfolios must be submitted? One portfolio per identified course • How many honors courses per LEA will be audited? A random selection • How many student artifacts must be submitted when audited? Two or more per course

24. Curriculum Content Marty Tobey

26. Why is this important? • Teacher's explanation of his/her selection of curriculum content extension and additional topic objectives selected for the course. • Post-secondary preparedness (articulation, CCP, etc.) • Workforce preparedness (labor market and economic development needs, industry recognized standards or credentials, etc.) • Supports Common Core Standards

28. THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE KNOWLEDGE DIMENSION Interpret Exemplify Classify Summarize Infer Compare Explain Differentiate Organize Attribute Check Critique Generate Plan Produce Recognize Recall Execute Implement A FACTUAL KNOWLEDGE • A1 B CONCEPTUALKNOWLEDGE • B2 C PROCEDURAL KNOWLEDGE • C3 D METACOGNITIVE KNOWLEDGE

30. Increase Rigor

33. Instructional Materials and Methods Carol Short

34. Use of multiple texts and supplementary materials • Use of computer programs • Interest centers • Learning contracts • Compacting • Tiered sense-making activities and tiered products • Tasks and products designed with a multiple intelligence orientation • Independent learning contracts • Complex instruction • Group investigation • Product criteria negotiated jointly by student and teacher • Graduated task-and product-rubrics • (Referenced from: “ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom” http://www.nagc.org/index.aspx?id=151 )

36. Remember to incorporate the strategies that are effective with advanced learners.

39. This is where you’ll provide samples of YOUR work. Must include at minimum: One unit plan and two lessons adhering to these guidelines

40. This is where you’ll provide samples of THEIR work. • Must include at minimum: • Two or more student work samples that adhere to these guidelines Notice the continued emphasis on real world settings.

41. Assessment Carol Short

45. This is your mission… Should you choose to accept it.

46. Portfolio Expectations The curriculum guide is clear, concise and includes the following: • course description (including length of course) • standards • concepts (generalizations/essential questions) • issues particular to the course expectations of performance • pacing guides with examples of assignments, time tables and deadlines assessments, rubrics, grading practices • instructional materials, equipment and/or technology • sample units, lessons, and assignments • student work samples • assessment evidences that align to honors level • pre-assessment, formative, and summative assessment • ongoing student self and peer assessment to adjust and improve learning Provide teachers with "NC Honors Level Course Portfolio Review Checklist"

49. Honors Implementation Mission Possible July 24, 2013 Wendy Edney, RC West Region Marty Tobey, RC Northwest Region Carol Short, Section Chief