Competency Attainment Rubric Pilot Two Day 1

1. Competency Attainment Rubric Pilot TwoDay 1 Presented by Gay Burden, Director Secondary to Post Secondary Transition

2. Meeting Norms • Cell phones on off or vibrate • No texting please • Be punctual returning from breaks/lunch • Take/make calls out of the meeting room • Avoid side bar conversations • Listen to your colleagues when they are speaking • Parking lot option for comments, questions, concerns • Other norms?

3. Why are we doing this? Measuring Technical Skill Attainment, 2s1 Show me the money… Increasing CTE Student Achievement Taking the Mystery out of Mastery Creating a Common Vision

4. The rubric is… • A valid and reliable instrument that puts the assessment process in the hands of teachers • Raising the level of expectations in CTE • A definition of a successful CTE student • A tool to assess students and drive instructional improvement • A way to increase consistency in completing the competency checklists across the state • A part of the CTE plan to be a leader in high school redesign and the Tennessee Diploma Project

5. Rubric Three-Tier Change Process • Stage 1: Initiate the change—Introduce the Rubric to the participants. • Stage 2: Implement the change—Apply the tools and techniques of the Rubric. • Stage 3: Institutionalize the change—Establish accountability for continued use of the Rubric. Michael Fullan

6. Train the Trainer Model • Return to school and train other CTE teachers • Integrate rubric training into existing meetings • Create opportunities for CTE pilot teachers to work together once/month • Participate in Pilot 2 Survey, Webinar and on-going feedback • Enter competency profile data online • Sample group reconvenes, June 2010

7. Introductions, please… FLIP CHART STRATEGY: • Literacy • Note-taking • Organization • Relationship building Strategy

8. Self-Introduction • YOUR NAME • Family • Education • Work Experience • Hobbies/Interests • Clubs/Organizations • My Hero • Favorites (vacations, music, books, etc.) • What I want to be when I grow up • Something funny about yourself • An interesting experience in your job • Other (your choice)

9. Team Share • Introduce yourself to your team • Talk about ways to use flip charts in the classroom • Team Leaders introduce team members to whole group • Name • Title, Program Area • One interesting tidbit

10. Implementation Timeline • January 20, Rubric Review Committee • February 2, CTE Directors Information Session • March 6, Pilot 1 Training (35 teachers, 5 CTE Directors) • June 15-16, 2 Day Focus Group, Pilot 1 Participants • Summer 2009, CTE Conference • Awareness Session for all program areas • 1 day training for CTE Directors (TASL) • September 2009, Pilot 2 Regional Training • 45 LEA Teams (CTE Director and 2 CTE Teachers) • June 2010, Focus Group, Pilot 2 Teacher Sample • Summer 2010, Full implementation • Focus of 2010 Summer Conference

11. Old Way of Thinking: Competency Profile Example *Standard 1.0 The student will analyze careers in advertising and public relations. *Standard 2.0 The student will relate the importance of advertising and public relations to the marketing mix.

12. Two Minute Team Conversation • What are the greatest drawbacks with the existing process?

13. Drawbacks with Existing Process • Limited statewide training on competency profile expectations • No meaningful data collected • Nominal accountability • Process inconsistent across program areas, regions, schools and classrooms • No definition of “Mastery” • Provided limited feedback to student • No connection between standards and practices

14. Purposes of the Rubric • Facilitate student progression through a program of study • Facilitate student progress into industry and/or post-secondary education • Increase the reliability and validity of competency checklists • Increase teacher consistency in using competency checklists and rating student competencies • Generate electronic student and classroom data that can lead to instructional improvement Source: Tennessee CTE Rubric Vision Statement

15. “When this rubric is placed in the hands of teachers, we want them to say, ‘I wish I had this rubric last year because the competency checklist makes more sense and is more meaningful with the rubric.’” --Ralph Barnett, Assistant Commissioner

16. Rubric Vocabulary, pp. 13-22 • Word Walls: • Authentic • Technical • Contexts • Synthesize • Emerging Technologies • Disparate • Multiple • Technical • Soft Skills • Demonstrates • Utilizes Strategy

17. Driving Student Success: • The teaching Roadmap: • Competency profile • Drives lesson plans, teaching strategies, and assessments • The students vehicle to success—what they need to know and be able to do • The Rubric is the GPS—tells you where you are on the road to success

18. 1-Minute Writer, p. 9 • Work individually/use handout • Describe the basic skills students would learn in one of your CTE courses. http://oneminutewriter.blogspot.com/ Strategy

19. Defining Proficiency & Basic Proficient • Meets post-secondary readiness standards. • Meets career readiness standards at entry level. Basic • Needs remediation at post secondary level. • Requires some supervision/additional training to meet career readiness standards. • Struggles using previous knowledge.

20. Tennessee Performance Measures (TCAP) Source: Tennessee State Board Policy 2.100

21. Moving Beyond Basic “The goal of 100 percent proficiency is certainly a giant leap forward from America’s past expectations for ‘minimal competency’ or universal attainment of ‘basic skills’…” Source: Rosenberg, Bella. May 2004. WHAT’S PROFICIENT? The No Child Left Behind Act and the Many Meanings of Proficiency. American Federation of Teachers, AFL-CIO, Washington, DC.

22. Rubric Category Exercise, p. 12 Review your 1-Minute Writing • Compare your 1-Minute Writing with the Rubric category descriptors for Proficient Knowledge Attainment Problem Technical Solving Skills Career Communication/ Awareness Literacy

23. Break When you return, let’s talk about moving beyond Basic…

24. Career and Post-Secondary Readiness Standards • Two Groups • 21st Century Learning Skills • ADP Executive Summary Jigsaw and Gallery Walk Strategy

25. Number yourselves 1through 7 P21 Framework Definitions Document • Group 1, Pages 1-3, stop at “LEARNING AND INNOVATION SKILLS” • Group 2, Pages 3-4 • Group 3, Pages 5-7, stop at “21ST CENTURY SUPPORT SYSTEMS” • Group 4, Pages 7-9 American Diploma Project: Ready or Not • Group 5, Pages 2-3 • Group 6, Pages 4-5 (and paragraph at top of page 7) • Group 7, Pages 6-7

26. FOUR MAIN POINTS: INDIVIDUAL THREE MAIN POINTS: PAIR SHARE 4-3-1 Free Write ONE MAIN POINT: WHOLE GROUP

27. Jigsaw Instructions: • Read assigned pages silently, complete 4-3-1 Free-Write • Move to assigned group • Identify facilitator, recorder, and presenter • Each group is limited to one flip chart page • Compare notes to confirm the main ideas • Summarize assigned reading and post for Gallery Walk and Talk • Presenter shares work with whole group

28. A GALLERY WALK AND TALK

29. Preparing Students for All Aspects of Industry • Planning • Management • Finance • Labor Issues • Community Issues • Technical and Production Skills • Underlying Principles of Technology • Health, Safety and Environmental Issues • Personal Work Habits Source: Bottoms, Gene. HSTW Summer Staff Development Conference Presentation, “Getting Serious About Embedding College Readiness Standards into Career/Technical Courses,” July 2009.

30. Moving Beyond Basic “We cannot employ people here who cannot articulate clearly, cannot think clearly, who do not have the ability to absorb data, read effectively, write effectively …” Head of a Holding Company

31. Mastery Non-Mastery

32. IEP Student Expectations • Goal is proficient for all students • Purpose of IEP Meeting • Identify those competencies to which the student will be held accountable • Example: Automotive, Brake Systems • 4.7 Fabricate and/or install brake lines (double flare and ISO types); replace hoses, fittings, and supports as needed. P-2 • IEP documents student will be held accountable for this competency with • Assistance • Extended time • If student performs at proficient level with modifications, they are scored proficient.

33. Lunch

34. The Big Picture RUBRIC • Rubric defines a successful CTE student • Rubric is a cumulative assessment tool of student achievement of COMPETENCIES COMPETENCIES • Competencies define expectations in particular course • Competencies drive instructional practices & teacher assignments STUDENT PERFORMANCE • Student work = Teacher assignment + formative and summative assessments • Teacher observation • Student behaviors • Student progress

35. Advanced Proficient Basic Below Basic Another Look at The Big Picture RUBRIC COMPETENCIES STUDENT PERFORMANCE Quiz 2 Knowledge Attainment Technical Skills Problem Solving Career Awareness Communication/Literacy … 5.5 Know something 5.7 Show something … Exam 1 5.6 Properly handle Welding gas cylinders. In-class Work Project 3 Improvement Teamwork

36. The Bigger Picture: An On-Going Process Instructional improvement occurs as teacher assignments are aligned with competencies with PROFICIENT in mind. Competency profiles were developed prior to the Rubric process. Future competency revisions and development will align with RUBRIC. RUBRIC COMPETENCIES STUDENT PERFORMANCE • Rubric defines a successful CTE student • Rubric is a cumulative assessment tool of student achievement of COMPETENCIES • Competencies define expectations in particular course • Competencies drive instructional practices & teacher assignments • Student work = Teacher assignment + formative and summative assessments • Teacher observation • Student behaviors • Student progress

37. Curriculum Alignment: Best Practices Table Teams: How do you know your curriculum is aligned with course competencies? When does/will this occur? Share with whole group COMPETENCIES • Competencies define expectations in particular course • Competencies drive instructional practices & teacher assignments 37

38. Student Performance Content Area Groups: Select one competency from course competency profile Create an assignment that could be used to determine the student level of performance for the competency selected Put work on flip chart page STUDENT PERFORMANCE • Student work = Teacher assignment + formative and summative assessments • Teacher observation • Student behaviors • Student progress

39. RUBRIC RUBRIC For the assignment you created, use the Rubric to determine which categories you have addressed Share work with whole group • Rubric defines a successful CTE student • Rubric is a cumulative assessment tool of student achievement of COMPETENCIES

40. Break When you return, let’s talk about RIGOR.

41. Why have a Looking at Student Work (LASW) Process? • Provides a safe, supportive environment for teachers to share work • Encourages teachers to offer substantive feedback to colleagues • Provides teachers with a time and forum for individual and group reflection on student work, student learning, and their own teaching • Helps teachers stay focused on essentials of teaching and learning Source: The Annenberg Institute for School Reform at Brown University , NY. www. annenberginstitute.org

42. Looking at Student Work Tuning Protocol, p. 23 • Model LASW Process, p. 24 • Focus Questions: • Which rubric categories am I addressing? • Do you think the assignment is rigorous enough? If not, how would you change the assignment to increase the cognitive complexity?

43. Looking at Student Work Tuning Protocol, p. 23 • Practice LASW Process, p. 24 • Samples of student work • Focus Question: • Does the assignment fully address the competency? • How would you rank the students level of performance on the rubric if this were the only piece of student work to address this competency?

44. Self-Assessment of Present Practice and Team Planning • Individually complete • pages 25-26

45. Competency Attainment Rubric Pilot TwoDay 2 Presented by Gay Burden, Director Secondary to Post Secondary Transition

46. IEP Student Expectations • Goal is proficient for all students • Purpose of IEP Meeting • Identify those competencies to which the student will be held accountable Resource: Special Needs Students in Career and Technical Education www.tennessee.gov/education/cte/doc/spec_nds_students.pdf 46

47. What does RIGOR look like? Table Teams: • Brainstorm a list of “Look Fors” that exemplify a rigorous course. • Write “Look Fors” at the top of flip chart Whole Group: • Compile into one list

48. Why is the Depth of Knowledge(DOK) Component Important? Depth of Knowledge = Cognitive Demand = Rigor Reference: Yellow Tab

49. Webb’s Depth of Knowledge (DOK) • Created by Norman L. Webb, Ph.D. Wisconsin Center for Education Research • A continuous scale of cognitive demand • 4 levels of cognitive complexity Source: http://facstaff.wcer.wisc.edu/normw/

50. How Do We Know When Content is Rigorous?