Common Core State Standards Professional Learning Module Series

1. Common Core State Standards Professional Learning Module Series Content Literacy for Technical Subjects Pre-Assessment and Unit 1

2. Welcome to the Series Common Core State Standards (CCSS) Professional Learning Modules Available on the Brokers of Expertise Web Site atwww.myboe.org Welcome Message Lupita Alcala , Deputy Superintendent Instruction and Learning Support Branch California Department of Education (CDE) http://myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996 | California Department of Education

3. Pre-Assessment Assess your knowledge of the English Language Arts: Content Literacy for Technical Subjects prior to beginning the module: Complete the “Pre-Assessment” Please work independently, without discussion or assistance from others | California Department of Education

4. Welcome to Unit 1: Career and College Readiness in the Technical Subjects Throughout and upon completion of Unit 1, you will: Understand how the CCSS prepares high schoolstudents for graduation and entry into highereducation and careers Examine the attributes of well-prepared “college and career ready” students in the technical subjects Examine the differences and/or similarities between college readiness and career readiness | California Department of Education

5. What Makes a College and Career Ready Student? Take a few moments to think about the subject you teach…. What where some of the key skills and knowledge that you needed for success upon high school graduation? How have the skills and knowledge requirements changed for today’s students? | California Department of Education

6. 21st Century Students Need New and Expanded Skill Sets Prerequisite Skills and Capabilities for College and Career Readiness Proficiency in reading a wide range of materials and informational texts; fluent writing in several modes, most notably expository and descriptive; quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data; comprehension of the scientific method and organization of knowledge in the sciences; awareness of social systems and the study of these systems; basic proficiency in a second language; basic awareness of other cultures; and experiences in and appreciation of creative and expressive arts. Source: Educational Policy Improvement Center, 2013 | California Department of Education

7. Competency-Based Learning Many schools are modifying their approach to teaching and learning to achieve overarching college and career readiness goals as they transition to the CCSS through competency-based learning. This approach may be particularly applicable to instruction in the technical subjects | California Department of Education

8. Then and now…. While a high school diploma was once sufficient to secure a stable job with benefits, almost two-thirds of new jobs in the fastest-growing sectors of the U.S. economy now require some postsecondary education and/or training.” Alliance for Excellent Education, 2013 | California Department of Education

9. Extensions New Hampshire provides an example of a model of a competency-based learning high school system. Explore more in a report by the Alliance for Excellent Education, Strengthening High School Teaching and Learning in New Hampshire's Competency-Based System. | California Department of Education

10. Nurturing Innovation, Imagination, and Creativity Harvard University Professor Dr. Tony Wagner is a leading expert on the topic of how adults can nurture young people’s creativity by sparking their imaginations, allowing them to learn from failures, and encouraging perseverance. Dr. Wagner also offers an analysis for what high school students of the “Net Generation” — those who have grown up surrounded by technology — value and how they are motivated. Creating Innovators, video link: http://www.youtube.com/watch?v=3c6_Hzgqfmg | California Department of Education

11. What Motivates The “Net” Generation? Accustomed to instant gratification and “always-on” connection Use the web for 1) extending friendships, 2) interest- driven, self-directed learning, and 3) as a tool for self- expression Constantly connected, creating, and multitasking in a multimedia world—everywhere except in school Less fear and respect for authority—accustomed to learning from peers; want coaching, but only from adults who don’t “talk down” to them Want to make a difference and do interesting/worthwhile work Source: Dr. Tony Wagner | California Department of Education

12. What does this mean for schools? Mastering the Competencies of “Just in Time Learning” Rigor is figuring out the right question/problem to be solved Exploring new questions/problems within and across disciplines Learners working in teams Motivated by intrinsic rewards Taught by teamed coaches through exploration and discovery Assessed through auditing strategies, portfolios, and exhibitions of mastery Wagner, 2009 | California Department of Education

13. CCSS Descriptors of College and Career Ready Students They demonstrate independence. They build strong content knowledge. They respond to the varying demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use technology and digital media strategically and capably. They come to understand other perspectives and cultures. Full text link: http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language | California Department of Education

14. CCR Standards The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9–12) standards work in tandem to define the college and career readiness line-the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments. CCSS Initiative , 2012 | California Department of Education

15. Take a moment to reflect How do the characteristics of the “Net Generation” and the College and Career Ready Descriptors apply to the students you teach? How can you adapt your teaching to better connect with your students? | California Department of Education

16. Extensions For a more detailed examination of CCSS as they relate to College and Career Readiness, read A First Look at the Common Core College and Career Readiness." | California Department of Education

17. What Is College and Career Ready? • Does a future electrician need the same education as a future professor? • What do students need to succeed at a good college or a good first job? • College and Career Readiness video link: http://vimeo.com/22656891 | California Department of Education

18. The Demands of a Global Economy The following slides contain statements from the Career Readiness Partner Councilthat help to understand our national place within the demands of a global economy. Read each and see if you agree with these ideas. | California Department of Education

19. Do you agree with this statement? “Once a powerhouse, the United States now trails many nations in achievement and attainment in secondary and postsecondary learning. And, increasingly, there is evidence of a mismatch between employer needs and the knowledge and skills of the current and future workforce, on display in employment figures and reports from business and industry leaders." | California Department of Education

20. Do you agree with this statement? “There is an often-confusing mix of definitions, frameworks, policies and implementation strategies for career readiness. Some viewpoints center on learning skills for a specific entry-level job, while others define career readiness as a broader understanding of workplace skills. Still other definitions focus on knowledge and skills for a particular industry sector such as health sciences or marketing. Career readiness is a convergence of all of these definitions." | California Department of Education

21. Do you agree with this statement? “A career-ready person effectively navigates pathways that connect education and employment to achieve a fulfilling, financially-secure and successful career. A career is more than just a job. Career readiness has no defined endpoint. To be career ready in our ever-changing global economy requires adaptability and a commitment to lifelong learning, along with mastery of key academic, technical and workplace knowledge, skills and dispositions that vary from one career to another and change over time as a person progresses along a developmental continuum. Knowledge, skills and dispositions that are inter-dependent and mutually reinforcing." | California Department of Education

22. Standards and Individual Students How do we teach to standards with the understanding that each student is an individual? Above and Beyond video link: http://www.youtube.com/watch?v=7KMM387HNQk | California Department of Education

23. Attributes of a College and Career Ready Student Take another look at the College and Career Readiness Descriptors. Choose two of these that are priority areas for your school. How will your school site will be able to make a shift to better prepare our students? What specific instructional changes will you make in the two areas? | California Department of Education

24. 4 Keys to College and Career Readiness Key Cognitive Strategies Key Content Knowledge Key Learning Skills and Techniques Key Transition Knowledge and Skills Educational Policy Center on Student Preparedness for Career and College https://collegeready.epiconline.org/portal/public/information/fourkeysimready | California Department of Education

25. Are there limits? “It's possible to identify other important factors not addressed by the definition, such as positive citizenship, parental support, peer group influence and, perhaps most importantly, student financial capability to attend college. These factors and others are indeed important, but schools cannot necessarily teach or influence them as directly as they can the Four Keys. It is important for schools to help students become good citizens, access financial resources, gain parental support, and develop peer networks that support postsecondary readiness. But the areas in need of most direct attention and generally under the most direct control by schools are those enumerated in the Four Keys to College and Career Readiness." Source:  EPIC Online, College Ready website (Scroll to bottom of page.) | California Department of Education

26. Standards for Career Ready Practice The Standards for Career Ready Practice California Career Technical Education Model Curriculum Standards, describe the fundamental knowledge and skills students need to be ready for college and career. | California Department of Education

27. 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 with 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. • Act as a responsible citizen in the workplace and the community. • Model integrity, ethical leadership, and effective management. • Work productively in teams while integrating cultural and global competence. • Demonstrate creativity and innovation. • Employ valid and reliable research strategies. • Understand the environmental, social, and economic impacts of decisions. | California Department of Education

28. A Plan for Your School to Better Prepare Students for Career and College • At your school site, is there a common understanding between faculty, administration and staff about readiness for students beyond high school?  • Does your school site have a plan to develop common language and understanding?  If so, has everyone had time to read and engage in understanding the plan and their role? • What specific steps have your faculty and administrators taken to implement programs to take the standards from concept to reality? | California Department of Education

29. Unit 1 Summary • College and Career Readiness attributes and skills have many commonalities and complement each other. • Content literacy for contemporary careers requires students to • have an understanding of technical texts; • the ability to interface verbally with managers, co-workers and peers; • the evaluative skills needed to follow training and technical manuals; • and the skills to communicate effectively to all in their chosen careers.  | California Department of Education

30. Unit 1 Summary Continued • The CCSS College and Career Ready descriptors are guides to expectations of well-prepared students. • Teachers of the technical subjects have an important role in scaffolding students’ disciplinary literacy skills to prepare for success in college and career. Source: CCSS ELA Standards IntroductionStudents Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language. | California Department of Education

31. Looking Forward Unit 2 Unit 3 Unit 4 Unit 5 | California Department of Education