CTE Model Curriculum Standards 2.0 Module 1: Overview “ CTE Leading the Way Towards Career AND College Readiness ”

1. CTE Model Curriculum Standards 2.0 Module 1: Overview“CTE Leading the Way Towards Career AND College Readiness”

2. The new model curriculum standards are available online at: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

3. KWL Chart

4. Target Outcomes Upon completing this session, you will be able to explain: Why CTE standards were upgraded Major new features in CTE standards Integration with Common Core State Standards National shift in teaching, learning, and assessment: CTE’s role Introduction to Modules 2-4

5. Why CTE Standards Were Upgraded

6. Video: CTE Learning that works for America 6

7. Drivers of Change Economics US Indicators Technology change World Competition – Financial & Educational Demographics

8. Major New Features in CTE Standards

9. What’s Different? • Industry • Pathway • Anchor CCSS

10. New Model CTE Standards • Fewer, clearer, deeper • Research and evidence based • Reasonable in scope • Essential, rigorous, clear, specific and coherent • Aligned with postsecondary and work expectations • Measurable

11. New Pathway Standards • Unique within an industry sector • Organized by careers within the industry sector of similar functions, services, and work environments • Rewritten using action verbs in place of “know and understand” • Build from simple to complex knowledge and performance 11

12. Pathway Criteria • Has an occupational focus • Consistent in size and scope • Comprised of similar functions • Inclusive of all aspects of the industry • Includes 8-12 pathway specific standards • Demonstrates sequence potential • Lead to high skill, high wage, or high demand jobs • Sustainable and viable over next 10 years

13. CTE MCSIndustry Sector Title Changes

14. Side by Side handout

15. Side by Side handout (continued)

16. 15 Industry Sectors and Pathways • 16

17. CA CTE Standards • MCS 2005 • Industry Sector Foundation Standards • Pathway Standards • MCS 2013 • Standards for Career Ready Practice • Industry Sector Anchor Standards • Pathway Standards • CCSS Matrix

18. Foundation for Standards Development Research • Bloom’s Taxonomy (Revised) • Rigor and Relevance Framework – Bill Daggett • Knowledge Dimension - Anderson, Lorin and David Krathwohl • Depth of Knowledge - Norman L. Webb 18

19. Rigor/Relevance Framework • 19

20. Knowledge Metacognitive to form a coherent whole Procedural how parts relate, find Coherence Conceptual clarify, give examples Factual recognize, recall, locate PerformanceUse Apply Solve Create one-step process multi-step process non-routine solutions to real world to solve a routine to solve routine problems using non- routine , complex problem problems multiple steps problems using multiple steps Beyond Knowledge Construct

21. Verbs FactualConceptualProceduralMetacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate Plan Recite Infer Discern Predict Recognize Interpret Distinguish Produce Remember Maintain Enhance Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment Synthesize State Practice Explore Promote Illustrate Summarize Integrate Transfer Research Understand Solve Use Test 21

22. Beyond Knowledge Construct Knowledge DOK 4 Metacognitive form a coherent whole DOK 3 Procedural how parts relate, find Coherence DOK 2 Conceptual clarify, give examples DOK 1 Factual recognize, recall, locate Performance Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources Use one-step process to solve routine problems Apply multiple step process to solve routine problems 14

23. Beyond Knowledge Construct Knowledge Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) List 15 building products and find a “green” alternative to each one Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Create solutions to non-routine real world complex problems using multiple steps and sources Solve non-routine problems using a sequence of steps Use one-step process to solve routine problems Apply multiple step process to solve routine problems 14

24. Beyond Knowledge Construct Knowledge Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Construct a 1/8th scale model of a garage using only recycled materials List 15 building products and find a “green” alternative to each one Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources Use one-step process to solve routine problems Apply multiple step process to solve routine problems 15

25. Beyond Knowledge Construct Knowledge Explain the advantages and disadvantages of using recycled building materials Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Construct a 1/8th scale model of a garage using only recycled materials List 15 building products and a “green” alternative to each Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Create solutions to non-routine real world complex problems using multiple steps and sources Solve non-routine problems using a sequence of steps Use one-step process to solve routine problems Apply multiple step process to solve routine problems 16

26. Beyond Knowledge Construct Knowledge Explain the advantages and disadvantages of using recycled building materials Develop a wind-resistant solar carport for student parking lots and convince the school board to fund it. Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Construct a 1/8th scale model of a garage using only recycled materials List 15 building products and a “green” alternative to each Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, locate (DOK Level 1) Performance Create solutions to non-routine real world complex problems using multiple steps and sources Solve non-routine problems using a sequence of steps Use one-step process to solve routine problems Apply multiple step process to solve routine problems 17

27. Integration with Common Core State Standards

28. CTE Standards Continuum 28

29. Standards for Career Ready Practice Apply appropriate technical skills and academic knowledge Communicate clearly, effectively, and with reason Develop an education and career plan aligned to personal goals Apply technology to enhance productivity Utilize critical thinking to make sense of problems and persevere in solving them Practice personal health and understand financial literacy

30. Standards for Career Ready Practice (continued) Act as a responsible citizen in the workplace and the community Model integrity, ethical leadership, and effective management Work productively in teams while using cultural/global competence Demonstrate creativity and innovation Employ valid and reliable research strategies Understand the environmental, social, and economic impacts of decisions

31. Alignment Process Identify pathway standards that have a substantial and natural alignment to a core curriculum standard Determine if the pathway standard will enhance, reinforce or apply a specific core subject standard Developed an alignment matrix at end of each Industry Sector

32. CTE Anchor Standards 1.0 – 11.0 • 32

33. Industry Sector Anchor StandardsAcademic (1.0) 33

34. National Shift in Teaching, Learning, and Assessment: CTE’s Role

35. Video: Arne Duncan Supports CTE

36. Shift to Career and College Readiness • Focus from high school graduation to college and career readiness • Teaching literacy across all content areas • Profound changes in the way • students learn and are assessed • teachers teach • instructional leaders lead

37. Knowledge • Metacognitive • to form a coherent • whole • Procedural • how parts relate, find • Coherence • Conceptual • clarify, give examples • Factual • recognize, recall, • locate • PerformanceUse Apply Solve Create one-step process multi-step process non-routine solutions to real world • to solve a routine to solve routine problems using non- routine , complex problem problems multiple steps problems using • multiple steps Shift in Assessment Create solutions to real world non-routine, complex problems using multiple steps

38. Assessment Examples One of the following is an assessment in one of our CTE classes. The other is from the new Smarter Balanced Assessment. Can you tell which is which?

39. A job requires 45 brackets as shown. What is the fewest number of 4 x 8 sheets of plywood required? • 39

40. A construction worker is using wooden beams to reinforce the back wall of a room. Determine the height, in feet, of the beam that ends at point G. Explain how you found your answer. • 40

41. How do we shift an entire system away from multiple choice “right answers” to deeper, critical thinking, 21st century skills that employers want?

42. Introduction to Modules 2 -4 Module 2: Content & Curriculum Module 3: Instruction and Strategies Module 4: Resources

43. Target Outcomes Covered Today After today’s presentation you should be able to explain: Why CTE standards were upgraded Major new features in CTE standards Integration with Common Core State Standards National shift in teaching, learning, and assessment: CTE’s role Introduction to Modules 2-4

44. Video: Solano CTE video 44

45. Questions or comments? Thank you for your participation!