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An Introduction to California's Newly Revised CTE MCS
- 1. 1
- 2. 2 The new model curriculum standards are available online at: http://www.cde.ca.gov/ci/ ct/sf/ctemcstandards.asp
- 3. Upon completing this session, you will understand: 1. Why CTE standards were upgraded 2. Major new features in CTE standards 3. Integration with Common Core State Standards 4. National shift in teaching, learning, and assessment: CTE’s role 3
- 5. 5 ▶Fewer, clearer, deeper ▶Research and evidence based ▶Reasonable in scope ▶Essential, rigorous, clear, specific and coherent ▶Aligned with postsecondary and work expectations ▶Measurable
- 6. 6 ▶ 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
- 7. 7 ▶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
- 8. 8 MCS 2005 • Industry Sector Foundation Standards • Pathway Standards MCS 2013 • Standards for Career Ready Practice • Industry Sector Anchor Standards • Pathway Standards • CCSS Matrix
- 9. Research Bloom’s Taxonomy (Revised) Rigor and Relevance Framework – Bill Daggett Knowledge Dimension - Anderson, Lorin and David Krathwohl Depth of Knowledge - Norman L. Webb 9
- 11. 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 11
- 12. 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 12
- 13. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, loca te (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and find a “green” alternative to each one
- 14. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, loca te (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and find a “green” alternative to each one Construct a 1/8th scale model of a garage using only recycled materials
- 15. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, loca te (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and a “green” alternative to each Construct a 1/8th scale model of a garage using only recycled materials Explain the advantages and disadvantages of using recycled building materials
- 16. Knowledge Beyond Knowledge Construct Metacognitive form a coherent whole (DOK Level 4) Procedural how parts relate, find Coherence (DOK Level 3) Conceptual clarify, give examples (DOK Level 2) Factual recognize, recall, loca te (DOK Level 1) Performance Use one-step process to solve routine problems Apply multiple step process to solve routine problems Solve non-routine problems using a sequence of steps Create solutions to non-routine real world complex problems using multiple steps and sources List 15 building products and a “green” alternative to each Construct a 1/8th scale model of a garage using only recycled materials Explain the advantages and disadvantages of using building recycled materials Develop a wind- resistant solar carport for student parking lots and convince the school board to fund it.
- 17. Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 17
- 18. 1. Apply appropriate technical skills and academic knowledge 2. Communicate clearly, effectively, and with reason 3. Develop an education and career plan aligned to personal goals 4. Apply technology to enhance productivity 5. Utilize critical thinking to make sense of problems and persevere in solving them 6. Practice personal health and understand financial literacy 18
- 19. 7. Act as a responsible citizen in the workplace and the community 8. Model integrity, ethical leadership, and effective management 9. Work productively in teams while using cultural/global competence 10. Demonstrate creativity and innovation 11. Employ valid and reliable research strategies 12. Understand the environmental, social, and economic impacts of decisions 19
- 20. 2020
- 21. 2121
- 22. 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 22
- 23. 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 23 Create solutions to real world non- routine, comple x problems using multiple steps
- 24. 46
- 25. Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 25
- 26. 48
- 27. CTE Anchor Standards 1.0 Academics 7.0 Responsibility & Flexibility 2.0 Communications 8.0 Ethics & Legal Responsibilities 3.0Career Planning & Management 9.0 Leadership & Teamwork 4.0Technology 10.0 Technical Knowledge & Skills 5.0 Problem Solving & Critical Thinking 11.0 Demonstration & Application 6.0 Health & Safety Previously known as Foundation Standards 49
- 28. Anchor Standard 2.0, 3.0, 4.0 . . . 50
- 29. Performance Indicator 2.1, 2.2, 2.3 . . . 51
- 30. Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 30
- 31. Unique to industry sector Describes what students should know and be able to do Builds from simple to complex knowledge and performance 54
- 32. Highlight or underline what you are already doing 55
- 34. Employer Industry Specific Pathway Standards Industry Sector Anchors (Knowledge and Performance Anchor Standards) Standards for Career Ready Practice 34 Beyond the scope of the standards document
- 35. Conduct short, focused projects and longer term in-depth research Produce clear and coherent writing, whatever the selected format Communicate research 35
- 36. Lead high-level, text-based discussions Focus on process, not just content Create assignments for audiences outside of the classroom and with real purpose Teach argument, not persuasion Increase text complexity 36
- 37. Current • Instructor Driven • Individual Work • Getting the Answer Future • Student Driven • Collaborative Work • Showing the Work 37
- 38. 38 A Blueprint for Curriculum and Lesson Design Coming to your classrooms now!
Notes de l'éditeur
- Welcome audienceQuick survey of who the audience is (Teachers, Site Administrators, Counselors, COE or District Superintendents)Acknowledge any CDE staff in room and any members of the CCSESA CTE Workgroup
- Speaker should emphasize the convenience of the linked resource online, which takes viewers directly to Industry Sectors. QR code takes smartphone users, tablets, etc. directly to the webpage.Announce that the MCS Introduction is available online
- Slide is self explanatory.
- The Career Technical Education (CTE) Model Curriculum Standards are designed to assist in developing high quality curriculum and instruction to help ensure students are career and college ready. The new Common Core State Standards require academic teachers to include real world applications in their curriculum. Who better to support them than CTE teachers who have always included real world relevance in their curriculum? The result: better prepared studentsThe standards offer clear guidelines for course content development and expectations for student achievement. Standards are rigorous, research-based, evidence-based, relevant, and reasonable in scope. Building on their format, the revised CTE Model Curriculum Standards expands the research base used in writing the standards. The additional research includes the Wisconsin Center of Educational Research Depth of Knowledge Levels, the Rigor/Relevance Framework from the International Center for Leadership in Education, and A Model of Learning Objectives based on A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives from the Iowa State University Center for Excellence in Learning and Teaching.
- When the state board adopted the common core state standards, the need arose to align the CTE standards with the new common core. Therefore, the new model CTE standards were developed with deliberate parallels to Common Core State Standards.Say something like, “The new standards are fewer clearer and deeper similar to common core, based on research, and aligned with postsecondary and work expectations. They are measurable because college and career readiness demands that career readiness be measured.”
- Pathways are NOT designed to be stand alone courses.A CTE course will always have a predominant sector and pathway. This is required for credentialing, UC designation and Perkins qualification. However in some cases a course might pull some standards from another pathway and sometimes even from a different industry sector to enhance the curriculum by showing the relationships between industry's.Example: In the Manufacturing and Product Development industry sector, the Product Innovation and Design pathway may want to include lessons on marketing a new product. In that case, the instructor might teach some of the standards found in the Marketing Sales and Services sector’s Entrepreneurship /Self Employment pathway.
- One pathway does have 13 standards, but that’s the only exception. (Health Science & Medical Technology)
- New Standards for Career Ready Practice are for ALL students.CRITICAL POINT – Foundation standards are now renamed Anchor Standards to be consistent with Common Core. Pathway standards have been upgraded according to business and industry recommendations.Common Core Matrix shows CCSS alignment to Pathway standards.
- Graphic from Bill Daggett’s presentation on Rigor and Relevance. This is part of the research for the new Model Curriculum Standards. CTE takes the Rigor and Relevance framework and expands it to an even greater degree.
- The Beyond Knowledge Construct and Verbs on the next slide: reference page 3 of the CTE Model Curriculum Standards Executive Summary. Beyond Knowledge Construct was CDEs interpretation of Rigor and Relevance. The new pathway standards were developed according to this model.Depth of Knowledge (DOK) model is employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). Depth of knowledge increases as the learning expectations move from Quad A to Quad DQuad D is higher level performance such as “create solutions to real world, non-routine, complex problems using multiple steps and metacognitive to form a coherent whole”
- The standards for career ready practice are what all high school students need to be employable and college ready.The industry sector anchor standards (also known in the CDE document as Knowledge and Performance Anchor Standards) are common across the entire industry sector and are what students in that sector need to understand and apply. They are aligned to the ELA common core state standards as all forms of literacy are critical in every industry sector.The pathway standards are the next level above the anchor and these are specific to a pathway within that industry sector that leads to a student being career ready.The industry specific standards are standards not covered in our document but are specific to industry that might require certification An employer may require additional training beyond the industry certificate.
- Standards for Career Ready Practice: reference pages 11 & 12 of the CTE Model Curriculum Standards Executive Summary.Cue audience to pull out/ or pass out Handout module 1-#4: Standards for Career Ready Practice These are for ALL students, not just CTE students!This is the foundation that all students need to be ready for careers AND college. We will take a closer look at these in Module 2.
- They are adapted from the National Common Career Technical Core and funded by the National Association of State Directors of CTE Consortium; over 42 states were involved in the development of these practices. This was a national effort to make certain ALL students get this information. These are the updated version of the 21st SCANS skills. Discuss these standards in depth.
- CTE Anchor Standards – Common Core English Language Arts Alignment: reference page 6 of the CTE Model Curriculum Standards Executive Summary. These are the former Foundation Standards. The 11 anchor standards build on the standards for career ready practice and are common across the 15 industry sectors They have direct alignment to ELA CCSS. Anchor Standards 1.0 is identified as Academics …….. these are directly aligned by sector pathways here…..
- Academic Alignment Matrix: reference page 9 of the CTE Model Curriculum Standards Executive Summary. Each sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. On the left are industry-specific academic standards – on the right are the pathway standards which align with the academic standard. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard. WE WILL SEE THESE AGAIN IN MODULE 2
- CTE courses have always included a greater degree of academics than most teachers are aware.The new standards with the deliberate Academic Alignment Matrix show both the CTE teacher and the core academic teacher the vast number of core academic standards taught in CTE courses. CTE has integrated core academics for years and now the core academic teachers will incorporate more real world applications in their instruction as a result of the college and career readiness requirement in the new common core. Academic teachers should partner with CTE teachers to help academics make that shift and incorporate real world applications and Project Based Learning in the core curriculum.
- You will remember in the Beyond Knowledge Construct that Quad D is higher level performance such as “create solutions to real world, non-routine, complex problems using multiple steps”. CTE students have been assessed in the D Quadrant for years. Now core academic students will be assessed in the D Quadrant – a major shift for core academic teachers.
- Common Career Technical Core (CCTC) careertech.orgThese are what all high school students need to be employable and college ready. NOTE: These Standards for Career Ready Practices are found in the front pages (see document handed out) The CDE is working to get this into the Common Core Documents. They are not there yet, but they are working on it. There is an activity in Module 2 to process these and integrate them into course outlines.
- The 11 anchor standards build on the career ready practices. In the CDE document they are calledKnowledge and Performance Anchor Standards. They are by industry sector. common across the entire industry sector
- You might recognize these as the former Foundation Standards. These are what students in that sector need to know and be able to do. In Module 2, teachers begin to see the CTE connections to Common Core and understand how they can be easily integrated into their courses
- 1.0 is specific to the industry sector and includes core academic standards2.0-10.0 are directly aligned to the ELA common core anchor standards, as all forms of literacy are critical in every industry sector. In Module 2 we help teachers understand how to identify these connections.11.0 are application standards
- 1.0, 2.0, 3.0, etc. are the Standards
- 2.1; 2.2; 2.3, etc. are called Performance indicators which scaffold to learning to meet expectations identified in the standard.
- The pathway standards are the next level above the anchor and these are specific to a pathway within that industry sector that leads to a student being career ready.
- Pathways are NOT courses. A course will have one predominant pathway.
- Similar to the activity we have done here today, Module 2 provides processes for teachers to gain a deeper understanding of their new pathway standards and how to integrate them into their course outlines.
- Academic Alignment Matrix The alignment matrices include the subjects of Common Core English language arts and mathematics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes 1.0 are academic standards that have been aligned to specific industry sector standards. For example:The Arts, Media and Entertainment standards will not have the intense mathematic standards that Engineering and Architecture will have. The math standards will be different based on what math is actually taught in each sector.Business and Finance has no science, therefore there are no science standards in the anchor standards for Business and Finance.
- For those who pursue their career pathway, their employer will require additional training beyond the industry certificate. The industry specific standards are standards not covered in our document.
- Students need to learn how to conduct research and read the results of their research discerningly. Critical reading, writing, and speaking are at the heart of the CTE MCS upgrade and are a clear focus area in the anchor standards. Communication is a crucial 21st century skill in every form and it is one that we commonly see on job descriptions as well as hear from advisory committee members as essential for success in the workplace.
- Every piece of writing is an argument – even a recipe! Teachers can support their students ability to develop arguments by integrating more complex assignments that include inquiry and the reporting out of findings. The assessment does not only have to evaluate the final product, but also the process. And, the question of audience is an important one as we look at how the definition of audience has broadened due to technology and the world wide web.
- Teaching and learning post-NCLB demands a student-centered instructional plan that integrates 21st century skills such as collaboration and communication. The focus now moves from getting the right answer to demonstrating mastery of the process.