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CTE FCAT Connection PowerPoint

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					Challenging Time for Educators
Employment 1970’s
           High Skill




           Low Skill
Employment 1990’s
         High Skill

          Semi Skill

         Low Skill
Employment 2010
        High Skill

        Semi Skill

        Low Skill
1970’s   1990’s   2010
        The Challenge-
    The Changing Workplace:
Worker Skills for Success:
 Strong Academics
       Language Arts, Math, Science, Computer Skills

   Career Specific Skills (need to be)
       Broad and Transferable

   Character Virtues
       Honesty, Responsibility, Integrity
     The Challenge-FCAT: Who
     asked for it and what is the
               impact?
   Is the Focus and is Fueling our schools
   CTE’s role in FCAT must be visible
   DOE Strategic Imperative Number 3:
    “to ensure that Career, Technical and Adult
    Education curricula aligns with the Sunshine State
    Standards and maximizes student achievement as
    measured by the FCAT.”
    PRESIDENT’S FY 05 BUDGET
           NARRATIVE
          February 7, 2004
   Programs Targeted for Elimination
     Perkins
     Tech Prep

   New Program Recommended
       Secondary and Technical Excellence Education Act
        (Sec Tech)
    PRESIDENT’S FY 05 BUDGET
          NARRATIVE
                    February 2, 2004
   Why eliminate Perkins?
       “Under the heading of “getting students ready for college and
        the workforce” the budget documents note “high school test
        scores are declining, career and technical education programs
        are outdated and have proven ineffective. . . .
       “Updating Career and Technical Training. Career and
        technical training (or vocational education) in our Nation’s
        high schools has largely been an outdated relic, suitable for
        the classroom realities of the 1950s, instead of a dynamic,
        academically rigorous component o the 21st Century high
        school.
    PRESIDENT’S FY 05 BUDGET
           NARRATIVE
          February 7, 2004
   Why the new SEC TECH?
       The Administration’s Perkins reauthorization would
        require states and districts to focus more intensively
        on improving student outcomes, such as academic
        achievement, and ensuring that students are being
        taught the necessary skills to make successful
        transitions from high school to college and college to
        the workforce.
      The Challenge: SEC TECH
              (NCLB Link)
   Increase the number of students taking a rigorous
    academic curriculum to be prepared for college
    without needing remediation and high-skilled entry-
    level employment.
   Increase the high school graduation rate.
   Increase student choice among rigorous high school
    programs, accelerated transitions to college, and
    technical Programs of Study offered by community
    colleges and high schools.
   Reduce the need for postsecondary remediation
    among recent high school graduates.
OPPORTUNITY
50 percent
We Have an Opportunity to
  Carve Out a New CTE
Curriculum That Will Be…..
   A curriculum in transition
   A rigorous and relevant curriculum
   A curriculum that meets the needs of
    all students
RESPONSIBILITY
         Our Responsibility
    Create a New CTE Curriculum
      Driven by Data from two
             Categories:
   Academic Skills that students must
    master in our test driven education
    system
   Essential Skills and knowledge that
    employees need to succeed in our
    technology and information infused
    economy
           CTE’S STRATEGIES
   Curriculum Change – CTE/FCAT Projects
   Staff Development – FCAT relationship to
   Frameworks, Rigor and Relevance, teaching strategies
   English, Math, and Science connections at schools and
    district level
   Leadership involvement – School Improvement Plans,
    Principal and Assistant Principals
   Marketing
   Teacher Expectation
CTE/FCAT CONNECTION
CTE Crosswalk
  Database




Building Blocks
        Building Blocks

DOE Curriculum Frameworks
Sunshine State Standards
   Language Arts
   Math
   Science

Dr. Daggett’s Essential Work Skills
                 DOE
        Curriculum Frameworks

   COURSE OUTCOMES (01.0, 02.0, etc.)
   Student Performance Standards (01.01, 01.02,
    01.03, etc.)
   Secret Coding to Sunshine State Standards
         LA.A 1.4.1, LA.B 2.4.2, LA.E 1.4.5
         MA.A 3.4.1, MA.C 2.4.1, MA.E 1.4.2

         SC.B 1.4.3, SC.E 1.4.2, SC.H 2.4.3
Sunshine State Standards
         Strands
  Language Arts – 5 Strands
A.   Reading
B.   Writing
C.   Listening, Viewing, Speaking
D.   Language
E.   Literature
Sunshine State Standards
          Strands
  Math – 5 Strands
A.   Number Sense, Concepts, and Operations
B.   Measurement
C.   Geometry and Spatial Sense
D.   Algebraic Thinking
E.   Data Analysis and Probability
Sunshine State Standards
         Strands
  Science – 8 Strands
A. The Nature of Science
B. Energy
C. Force and Motion
D. Processes that Shape the Earth
E. Earth and Space
F. Processes of Life
G. How Living Thing s Interact with Their
    Environment
H. The Nature of Science
Sunshine State Standards

    LA.A 1.4.3 as an example...
       1  = the first standard under LA.A (Reading)
        4 = tenth grade

        3 = third benchmark under the first standard


   Language Arts = LA.X (X= A, B, C, D, E)
   Math = MA.X (X= A, B, C, D, E)
   Science = SC.X (X= A - H)
           Language Arts- LA.B 2.4.4
                                                           Language Arts
                                                               LA.


Reading                          Writing            Listening, Viewing & Speaking       Language   Literature
  A                                B                               C                       D           E


                First Standard         Second Standard
                     1.4.x                  2.4.x


     First Benchmark    Second Benchmark         Third Benchmark     Fourth Benchmark
           2.4.1              2.4.2                    2.4.3               2.4.4


   Selects and uses a variety of electronic media,
   such as the Internet, information services, and
  desktop publishing software programs, to create,
       revise, retrieve, and verify information.
     Essential Work Skills

   Developed from Dr. Daggett’s survey of
    business and industry- correlated to the
    Sunshine State Standards…
     English / Language Arts (e1 through e101)
     Math                      (m1 through m87)
     Science            (s1 through s116)

        High       Medium            Low
        1-35       36-70             71+
     Essential Work Skills
   English - Language Arts
     e1 = Apply in writing the rules and conventions
      of grammar, usage, punctuation, paragraphing
      and spelling.
     e3 = Gather information from a variety of
      sources, including electronic sources, and
      summarize, analyze, and evaluate its use for a
      report.
        High        Medium             Low
        1-35        36-70              71+
        Essential Work Skills
   Math
     m8 = Understand the correct order of operations
      for performing algebraic computations.
     m13 = Compute the perimeter and area of two-
      dimensional figures.
     m21 = Use the Pythagorean theorem to compute
      side lengths of right triangles.
        High       Medium             Low
        1-35       36-70              71+
     Essential Work Skills
   Science
     s9 = Identify the cell as a common unit between
      living things; understand cell structure and the
      functions they perform.
     s36 = Know the concepts and theories of acids
      and bases including pH and alkalinity.
     s49 = Understand the concepts and uses of
      machines (e.g., levers and pulleys).
        High        Medium              Low
        1-35        36-70               71+
                Career and Technical
English Language Arts
                     Education
                                                           State      Ag         Ag         Ag
Standards                                       National                                            Draft   Constr-
                                                                   Productio   Mechanic   Service
English 1                                        Rank      Test                                     -ing    uction
                                                                       n          s          s
               EXCERPT

                                                  E9
 1.1 The learner will apply                      E17
PREPARATION strategies to comprehend
                                                  E18
                                                            H         H           H         H        H        H
or convey experiences and information.
                                                  E34

                                                  E5
 1.2 The learner will apply                      E9
ENGAGEMENT strategies to comprehend               E13       L         M          M          H        M        M
or convey experiences and information.            E20
                                                  E21

                                                  E9
 1.3 The learner will apply RESPONSE             E13
strategies to comprehend or convey
                                                  E18
                                                            M         M          M          H        M        M
experiences and information.
                                                  E24


                                                  E20
Competency Goal 4: The learner will use
language for aesthetic and personal response.
                                                  E31       L         L           L         M        L        L
                                                  E34
                   QUICK QUIZ
   1. Who created the Essential Work Skills List, and how
    did he do it?
   2. In the Standard, LA.B. 2.4.1, what does the 4 stand
    for? Is this standard highly tested? How essential is it?
   3. Name one strand for each of the following areas:
       Language Arts
       Math
       Science
   FOUNDATIONS WORKSHEET
Rigor/Relevance
  Framework
     Rigor/Relevance Framework
   The Rigor/Relevance Framework was
    developed by the International Center for
    Leadership In Education as a tool to analyze the
    level of difficulty of curriculum, instruction and
    assessment. It is a visual representation of both
    the cognitive complexity and the application
    level of the knowledge and skills required by a
    lesson.
    Rigor/Relevance Framework
K
N    Assimilation    Adaptation
O
W        C               D
L
E
D    Acquisition     Application
G
E
         A               B
           APPLI CAT I O N
    Rigor/Relevance Framework
6     Knowledge
5
4
3
2
                 Application
1
        1   2     3   4   5
    Rigor/Relevance Framework
6
5
4
3
2
1

       1    2     3    4    5
                Bloom’s Taxonomy
Awareness Level
   Recall specific information
   List, arrange, tell, underline, identify, locate
   List the 4 P’s in the marketing mix.
Comprehension Level
   Understanding or interpretation of information
   define, explain, calculate, reword
   Explain how to apply varnish to a table
                  Bloom’s Taxonomy
Application level
   Applying knowledge and understanding to a new situation
   solve, operate, use handle, apply
   Using a ruler, determine the square footage of the floor in this classroom.

Analysis Level
   Separate a complex idea into its components
   categorize, simplify, examine, inspect, survey
   Which Microsoft office application was used to create this presentation?
                 Bloom’s Taxonomy
Synthesis Level
   Combining knowledge to form a new idea
   create, build, generate, reorganize
   Write or tell a new story using the same characters

Evaluation Level
   Choosing an alternative in making a decision
   decide, classify, judge, prioritize, determine
   Which salesperson provided the best customer service? Why?
                   Application Model
Knowledge
   Learning knowledge, attitude or skills
   Learning how to use the internet

Apply in Discipline
   Using the knowledge, attitude, or skills within the course curriculum
   Searching the internet to find information to complete a class project
                   Application Model
Apply Across Disciplines
   Using the knowledge, attitude or skills in all discipline curriculums
   Use the skills learned in the Microsoft Office class to prepare humanities
    report and presentation

Apply to Predictable Situations
   Using information to analyze and solve real problems with predictable
    solutions
   Read a recipe, measure and combine ingredients to make a decorated birthday
    cake.
                  Application Model
Apply to Unpredictable Situations
   Using information to analyze and solve real problems with unknown
    solutions
   Use a road map to figure out where you are and where you should go when
    lost on a trip from Rochester, New York to Jackson, Mississippi
        Quadrant A - Acquisition
   Students gather and store   Example:
    bits of knowledge and       Knowing that Shakespeare
    information. Students        wrote Hamlet.
    are primarily expected to
    remember or understand
    this acquired knowledge.
        Quadrant B - Application
   Students use acquired     Example:
    knowledge to solve        Knowing how to use math
    problems, design           skills to make purchases
    solutions, and complete    and count change.
    work.
        Quadrant C - Assimilation
   Students extend and         Example:
    refine acquired            Analyzing the benefits and
    knowledge to be able to      challenges of the cultural
    use that knowledge           diversity of the U.S.
    automatically and            versus homogenous
    routinely to analyze and     nations.
    solve complex problems
    and create unique
    solutions.
          Quadrant D - Adaptation
   Students have the competence         Example:
    to think in complex ways and to
    apply the knowledge and skills       Gathering information
    they have acquired. Even when         from a variety of sources
    confronted with perplexing
    unknowns, students are able to        to propose a solution to
    use their extensive knowledge         a complex environmental
    and skills to create solutions and
    take action that further develops     problem.
    their skills and knowledge.
                                   Example

Science Essential Skill: Understand the concepts and uses of machines (e.g.,
levers and pulleys).

   Quadrant                  What the student knows and is able to do

       A         Name the basic simple machines.

       B         Explain the function of the arm and elbow in terms of a simple
                 machine.

       C         Analyze the mechanics of a bicycle in terms of how several simple
                 machines act together to make it work.

       D         Construct a machine from materials around the home that utilizes at
                 least two simple machines and that will make some type of work
                 more efficient.
  Selecting Strategies on
     Rigor/Relevance
 Best Strategies for Quadrant A - Acquisition


 Guided      Practice
 Lecture

 Memorization
  Selecting Strategies on
     Rigor/Relevance
 Best Strategies for Quadrant B - Application


 Cooperative  Learning
 Demonstration

 Instructional Technology

 Problem-based Learning

 Project Design

 Simulation/Role Playing

 Work-based Learning
  Selecting Strategies on
     Rigor/Relevance
 Best Strategies for Quadrant C - Assimilation


 Brainstorming

 Inquiry

 Instructional       Technology
 Research

 SocraticSeminar
 Teacher Questions
     Selecting Strategies on
        Rigor/Relevance
    Best Strategies for Quadrant D - Adaptation

 Brainstorming                    Project Design
 Cooperative Learning             Research
                                   Simulation/Role-
 Inquiry
                                    playing
 Instructional                    Socratic Seminar
  Technology                       Teacher Questions
 Presentations/                   Work-based
  Exhibitions                       Learning
 Problem-based
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
    Strategies that Work
   Identifying Similarities and
    Differences
   Summarizing and Note
    Taking
   Reinforcing Effort and
    Providing Recognition
   Homework and PracticeRobert Marzano, 2001
    Strategies that Work
   Cooperative Learning
   Setting Objectives and
    Providing Feedback
   Generating and Testing
    Hypotheses
   Cues, Questions, and Advance
    Organizers          Robert Marzano, 2001
Correlation
   With
Assessments
Rigorous and Relevant Instruction
     Types of Assessment
   Multiple Choice
   Constructed Response
   Extended Response
   Process Performance
   Product Performance
   Portfolio
   Interview
   Self Reflection
Forms
Matching


of Student
Assessment
Strategies to




           Multiple Choice

           Constructed
           Response

           Extended
           Response

           Process
           Performance

           Product
           Performance

           Portfolio


           Interview

           Self Reflection
                   ACTIVITIES
   Choose one concept from the list you made earlier.
   What do you want students to know about this
    concept?
   What do you want students to be able to do with this
    concept?
   Brainstorm a list of activities that will work for students
    to gain this knowledge and these skills.
   Place these activities on the Rigor and Relevance
    Framework.
 CHOOSE FRAMEWORKS AND
SUNSHINE STATE STANDARDS
   Now that you have planned your unit, go
    through your course crosswalks and highlight
    the student performance standards that you have
    covered.
   Then, highlight the highly tested Sunshine State
    Standards and the essential skills numbered 1-35.
STRATEGIES
Do not confine your
children to your own
learning, for they
were born in another
time.

           Hebrew proverb

				
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