CTE and the Common Core

1. CTE and the Common Core Tom Thompson Karin Moscon Jennell Ives

2. Why Revisit This? • 40/40/20 • Teacher effectiveness • New assessments • CTE as a solution • Interest from business and industry • Common elements of standards • College and Career Readiness

3. Where is CTE in the Math Common Core?

4. Where is CTE in the ELA Common Core?

5. Where is CTE in the NGSS?

6. Connections

7. What’s New in Math? Applied Math Project

8. How would you go about using math to build this staircase?

9. Project Purpose Create a collaborative model for developing a technical math course that meets graduation requirements and improves student performance

10. Joint Effort • Oregon Department of Education (ODE) • National Research Center for Career and Technical Education (NRCCTE) • Lane County Education Service District (ESD)

11. Three Year R&D

12. Key Features of the Model • Be replicable • Meet HS math levels, standards, or both • Offer a systematic, intentional approach (not episodic) • Involve partnerships with career and technical education (CTE)

13. Foci of Units A combination of Algebra and Geometry was situated in CTE-oriented units: • Manufacturing • Bridge • Staircase • Trusses • Electrical • Energy Transfer • Architecture • Animal House • Marketing

14. Student Measures • Pre- and post-testing of mathematics ability in tech math and comparison classrooms (Accuplacer) • Math Attitude Inventory (ATMI) • Demographic student surveys • Artifacts of student activities and accomplishments

15. Year 3 Findings • Significantly improved math attitudes over peers in comparison classrooms • Comparable math achievement to peers in comparison classrooms • Students with high pre-test scores improved over their peers in geometry classes

16. Student Feedback “I learned a lot now I will be able to help my dad build a house this summer” “ Math is starting to make sense to me” “Working in teams is a lot of fun someone always knows what to do.”

17. Emergent Principles • Fostering partnerships between math and CTE teachers. • Emerging communities of practice. • Math as a central feature of situated problems and questions • Adapting instruction within the units • “We are teaching mathematics in context: we are not CTE teachers.”

18. Literacy and CTE Implementing Instructional Shifts to Support Student Transitions into CCSS

19. Please draw a number line on a piece of paper • Place a zero at one end of the number line, and 1 billion at the other end…. _________________________________________________ 0 1 billion On your number line, place where 1 million would go….

20. How Much is a Million?

21. Business as Usual? • The amount of information is exploding! • In 1870 the information a person would encounter in a lifetime is the same amount of information now found in one issue of the New York Times. • The digital Universe has grown 1000% in the last 2 years • There are now 450,000 words in the English Language. That’s 7times more than William Shakespeare had to choose from.

22. What Do Students Need to Know? • The majority of jobs our students will have do not currently exist. • The technology they will use hasn’t been invented yet • They will be solving problems that haven’t even emerged yet.

23. Tools for Teachers: Implementing Key Shifts in the CCSS

24. Oregon Common Core Shifts • Increase Reading of Informational Text • Text Complexity • Academic Vocabulary • Text-based Answers • Increase Writing from Sources • Literacy Instruction in all Content Areas • Oregon CCSS Toolkit • http://www.ode.state.or.us/go/CommonCore • Common Core State Standards – ELA & Literacy Resources • http://www.ode.state.or.us/search/page/?id=3359

25. Shift 1: Increase Reading of Informational Text • At least 50% of reading in elementary grades shifts to informational (current estimate: 7%) • By middle school, the percentage increases to 55% (current estimate: 15%) • By the end of high school, 70% (current est. 20%) • This reflects the premise that to be college and career-ready, students need to read an increasingly higher percentage of informational textthroughout the school day. This can be difficult for students to accomplishwithout strategies and practice.

26. Literacy in CTE • This site is sponsored by the High Desert ESD, Office of Career and Technical Education http://www.cteliteracylessons.com/lesson_results.cfm • On it you can find lesson plans with strategies to use for supporting students. These strategies are from the Literacy in CTE workshops.

27. Shift 1: Balance Informational and Literary Text What the Student Does What the Teacher Does Balance informational and literary text Scaffold for informational texts Teach “through” and “with” informational text. This can include various formats. (books, essays, primary documents, articles, the internet, charts, graphs…) • Build Content Knowledge • Gain exposure to the world through reading • Apply comprehension strategies

28. Shift 2: Text Complexity • Demands that college, careers, and citizenship place on readers have increased over the last 50 years • The difficulty of college textbooks, as measured by Lexile scores, has increased over the past 50 years • Many careers require reading complex technical text • By college/career, students are expected to read complex texts with a high level of independence • Based on ACT test data, only 51% of high school seniors are prepared for postsecondary reading

29. Shift 2: Text Complexity What the Student Does What the Teacher Does Use texts with more complexity at all grade levels Match readers with appropriate texts and tasks Provide scaffolded instructional supports that will lead to independence Engage as a learner with other adults • Re-read texts to delve deeper into meaning and understanding • Have a “balanced reading diet”. Different texts for different purposes. (easier and harder to read) • Tolerate frustration with text and persevere to comprehend.

30. Shift 3: Academic Vocabulary • Differences in students’ vocabulary levels is a key factor in academic achievement disparity. • Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure…to the words they are trying to learn. • Three tiers of words: emphasis on Tier 2 words (academic vocabulary)

31. Three Tiers • Tier 1: basic vocabulary, more common words that most children will know: include high-frequency words, and usually don’t have multiple meanings • Tier two: Less familiar vocabulary found in “text and tests”. They often are more precise or subtle forms of common words -analyze, consider, integrate, synthesis -saunter v. walk • Tier three: Domain specific, critical to understanding the concepts of a content. Usually low frequency use. Ex. Isotope, peninsula • AverilCoxhead • Beck and McKeown

32. Shift 3: Academic Vocabulary What the Student Does What the Teacher Does Develop students’ ability to use and access words Be strategic about which words to focus on (tier 2) Help students understand parts of words and patterns Help students with word choices in writing • Use “high octane” words across content areas while listening, speaking, reading and writing • Build a database around “language as power”. • Understand registers and when to use formal/informal language. • Practice, practice, practice Student Organizations in CTE supporting use of language for jobs.

33. Shift 4: Text-based Answers • Rich and rigorous conversations which are dependent on students reading a central text or multiple texts • Greater emphasis in the standards for students to make explicit references to textual evidence. • Text based answers are grounded in text based questions. • Text based questions/answers provide more equity in classrooms.

34. An issue of equality: Time in class/text • More instructional time spent outside the text means less time inside the text. • Departing from the text in classroom discussion privileges only those who already have experience with the topic. • It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading/ writing. • The CCSS are College and Career Readiness Standards.

35. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received?Explain your reasoning using examples from the letter. “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

36. Text dependent or not? 1. According to this speech, why did the North fight the civil war? 2. Have you ever been to a funeral or gravesite? 3. Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

37. Shift 4: Text Based Answers What the Student Does What the Teacher Does Facilitate evidenced based conversations about text Keep students “in the text” Identify questions and tasks that are text dependent. Provide practice for students to reason, justify and present argument orally, in reading, and in writing. • Find evidence to support their argument • Form judgments in a scholarly fashion • Analyze the arguments of others • Engage with the author and understand why the specific structure of the text was used.

38. Shift 5: Increase Writing from Sources • Greater emphasis on the selection and use of sources when writing to inform or to make an argument • Separate Claim dedicated to research/inquiry to investigate and write about topics. • Move toward performance tasks in assessments that focus on research skills • Research to Build and Present Knowledge one of the College and Career Readiness Anchor Standards for writing

39. CCSS focus is on Mastery of three different types of writing: • Narratives: Primarily in elementary • HS only 20% dedicated to narrative • Inform and explain • Rendering complex information clearly: precision and command of evidence is at the heart of their craft • Argument • Analytical writing: Makes good arguments based on evidence • Short focused research projects: several throughout the year • Extended research • Content Areas: Understanding that writing remains coherent, attention to grammar and conventions, but format will be different.

40. Shift 5: Increase Writing from Sources What the Student Does What the Teacher Does Spend less time on personal narratives/ opinion papers. Present opportunities to write from multiple sources Provide opportunities to analyze and synthesize ideas Develop students’ voice so that they can argue a point with evidence Allow students to form and articulate conclusions about the text. • Generate informational text • Make arguments using evidence • Organize for persuasion/argument • Compare multiple sources

41. Shift 6:Literacy Across All Content Areas • Clear message that literacy is not just an ELA issue • Separate literacy standards: Literacy in History/Social Studies, Science, and Technical Subjects • Correlates to the increased emphasis on reading informational text • Content area (domain-specific) text during ELA instruction; attention to literacy through listening, speaking, reading, and writing throughout the curriculum in your class.

42. Shift 6: Literacy Across All Content Areas What the Student Does What the Teacher Does Use texts for students to compare and arrive at conclusions Give students experiences with multiple types of text in real world experiences Provide students with opportunities to speak, read, and write within the discipline. • Build content knowledge and understanding through texts • Comfortably use a variety of texts: primary source, internet, essays, articles, speakers, discussions, research • Multiple short and focused research projects • Long term research

43. Language and the Art of Language • Language will be taking a new role in all classrooms. • Argument • Justification • Collaboration • Inquiry • Analyzing • Presenting

44. Subject area teachers integrate the literacy standards into technical subjects and Career-Related Learning Standards. http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=ELA Link for Common Core State Standards for Literacy in Science and Technical Subjects

45. Literacy Standards for Science and Technical Subjects handouts • College and Career Readiness Anchor Standards for Reading • Grade Specific Standards • College and Career Readiness Anchor Standards for Writing • Grade Specific Standards http://www.ode.state.or.us/search/page/?id=3801 Link to CCSS Toolkit for Content Area Literacy Implementation

46. Connections

47. Questions? Karin Moscon Oregon Department of Education Civil Rights and Literacy Specialist • Phone: 503-947-5706 • Email: karin.moscon@state.or.us

48. Oregon has new Science Standards! CTE can play a role in helping students apply scientific practices

49. NGSS Vision • Learning as a developmental progression • Engaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideas • Integrating the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES

50. NGSS Background Achieve NGSS Website • Development Process and Timeline • Standards in Multiple Formats for Download and Online Searching • Support Documents • www.nextgenscience.org/next-generation-science-standards ODE NGSS Website • Feedback Survey www.surveymonkey.com/s/ngss_or • Announcements of Upcoming Work on Adoption, Transition, and Implementation • Resources • www.ode.state.or.us/search/page/?id=3508 *Oregon Science Teachers Association NGSS Position Statement