1 By Hans Meeder Meeder Consulting Group Hans@MeederConsulting.com Career Technical Education and...

transcript

By Hans MeederMeeder Consulting Group

Hans@MeederConsulting.com

Career Technical Career Technical Education and Education and

Common Common StandardsStandards

Hans MeederHans MeederMEEDER CONSULTINGMEEDER CONSULTING

Today’s conversation

1. The Common Core State Standards for English Language Arts and Math

2. How CTE Can Connect to the Common Core State Standards

3. The Common Career Technical Core4. Discussion: Implications for New

York CTE

The Global War for JobsThe Global War for Jobs• A “good job” is one with steady work, a

paycheck and 30+ hours a week• A good job is the number one aspiration

of people across the world.• According to the Gallup World poll, 3

billion people say they want a good job.• Currently, there are only 1.2 billion jobs

in the world.• There is a short-fall of 1.8 billion jobs…• Thus, the Coming Jobs War…

By 2018, about two-thirds of all employment will require By 2018, about two-thirds of all employment will require some college education or better.some college education or better.

Source: “Help Wanted” Projections of Jobs and Education Requirements Through 2018,Georgetown University Center on Education and the Workforce

129 million91 million 154 million 166 million

By 2018, 63 percent of job openings will require workers with at least some college education

Source: “Help Wanted” Projections of Jobs and Education Requirements Through 2018,Georgetown University Center on Education and the Workforce

New and replacement demand(46.8 million by 2018)

30%33%

Source: Levy F. and R.J. Murnane (2004) The New Division of Labor: How Computers are Creating the Next Labor Market. Princeton, N.J.: Princeton University Press

U.S. Jobs becoming more complex

The requirements of the workforce

are changing

Why are 21Why are 21stst century skills so important century skills so important??

What employers really want…Top skills for workers

with high school diploma

• Professionalism/Work Ethic (80.3%)

• Teamwork/ Collaboration (74.7%)

• Oral Communications (70.3%)

• Ethics/Social Responsibility (63.4%)

• Reading Comprehension (62.5%)

Top skills for workers with 2-year degrees

• Professionalism/ Work Ethic (83.4%)

• Critical Thinking/ Problem Solving (72.7%)

• Reading Comprehension (71.6%)

• Professionalism/ Work Ethic (93.8%)

• Written Communications (93.1%)

• Critical Thinking/ Problem Solving (92.1%)

Top skills for workers with four year degrees

“Are They Really Ready to Work?”

American Workers Need Skills and American Workers Need Skills and Knowledge…Knowledge…

• To choose a career• To seek a job• To earn a job• To succeed on the job• To learn and adapt and advance on the job• To be resilient in the face of set-backs• To navigate a career path• To re-tool and re-direct on a new path if needed

Students need more than literacy, numeracy skills, and career-specific technical skills for true college and career success.

They need to demonstrate career-ready practices, with an understanding of the entrepreneurial, start-up environment.

Education programs need to seriously address development of ALL these skill sets.

Skills and Skills and KnowledgeKnowledge

Re-CapRe-Cap

Part 2Part 2Understanding the Understanding the Common Core State Common Core State Standards Standards

Recent History of Recent History of Education Education StandardsStandards

• 1989 – National Governors Association gives birth to the standards movement

• 1990 – National Education Goals Panel established

• 1994 – Goals 2000 requires state assessments for ELA and Math

• 1996 – Achieve, Inc. launched to promote the standards movement

• 2001 – No Child Left Behind becomes law

• 2009 – Common Core State Standards effort launched with governors and state school chiefs

• 2010 – Common Core State Standards finalized

The Common Core State The Common Core State Standards InitiativeStandards Initiative

Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2

territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards.

The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the

Council of Chief State School Officers (CCSSO). www.corestandards.org

Why Common Core Why Common Core State Standards?State Standards?

Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.

Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.

Equity: Expectations are consistent for all – and not dependent on a student’s zip code.

Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.

Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

*Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.

Common Core State Common Core State Standards Design Standards Design

Building on the strength of current state standards, the CCSS are designed to be:

– Focused, coherent, clear and rigorous

– Internationally benchmarked

– Anchored in college and career readiness*

– Evidence- and research-based

Common Core State Common Core State Standards Evidence BaseStandards Evidence Base

For example: Standards from individual high-performing countries and provinces were used to inform content, structure, and language. Writing teams looked for examples of rigor, coherence, and progression.

Mathematics

1.Belgium (Flemish)2.Canada (Alberta)3.China4.Chinese Taipei5.England6.Finland7.Hong Kong8.India9.Ireland10.Japan11.Korea12.Singapore

English language arts

1.Australia• New South Wales• Victoria

2.Canada• Alberta• British Columbia• Ontario

3.England4.Finland5.Hong Kong6.Ireland7.Singapore

46 States + DC Have Adopted the 46 States + DC Have Adopted the Common Core State StandardsCommon Core State Standards

* Minnesota adopted the CCSS in ELA only

Common Core State Common Core State Standards for Standards for MathematicsMathematics

Overview of Overview of High School Mathematics StandardsMathematics Standards

The high school mathematics standards:

–Call on students to practice applying mathematical ways of thinking to real world issues and challenges

–Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do

–Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

–Identify the mathematics that all students should study in order to be college and career ready.

Key Instructional Shifts in Mathematics

The Common Core State Standards emphasize coherence at each grade level – making connections across content and between content and mathematical practices in order to promote deeper learning. The standards focus on key topics at each grade level to allow educators and students to go deeper into the content. The standards also emphasize progressions across grades, with the end of progression calling for fluency – or the ability to perform calculations or solving problems quickly and accurate. The Standards for Mathematical Practice describe mathematical “habits of mind” or mathematical applications and aim to foster reasoning, problem solving, modeling, decision making, and engagement among students. Finally, the standards require students to demonstrate deep conceptual understanding by applying them to new situations.

Standards for Standards for Mathematical PracticeMathematical Practice

Eight Standards for Mathematical Practice

•Make sense of problems and persevere in solving them

•Reason abstractly and quantitatively

•Construct viable arguments and critique the understanding of others

•Model with mathematics

•Use appropriate tools strategically

•Attend to precision

•Look for and make use of structure

•Look for and express regularity in repeated reasoning

Common Core State Common Core State Standards for Standards for English English

Language Arts and Literacy Language Arts and Literacy in History/ Social Studies, in History/ Social Studies,

Science, and Technical Science, and Technical SubjectsSubjects

Key Instructional Shifts in ELA/Literacy

In Reading, the major advances are the shift away from literature-focused standards to a balance of literature and informational texts to reflect college- and career-ready expectations. There is also a greater focus on text complexity and at what level students should be reading.

In Writing, there is a strong emphasis on argument and informative/ explanatory writing, along with an emphasis on writing about sources or using evidence to inform an argument.

The Common Core also include Speaking and Listening expectations, including a focus on formal and informal talk, which can be done through presentations and group work.

The Language standards put a stress on both general academic and domain-specific vocabulary.

The Common Core also address reading, writing and literacy across the curriculum, and include literacy standards for science, social studies and technical subjects. These standards complement rather than replace content standards in those subjects, and are the responsibility of teachers in those specific disciplines, making literacy a shared responsibility across educators.

Overview of Reading Strand

Reading

Progressive development of reading comprehension; students gain more from what they read

Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5)

Reading Standards for Literature (K-12)

Reading Standards for Informational Text (K-12)

Reading Standards for Literacy in History/Social Studies (6-12)

Reading Standards for Literacy in Science and Technical Subjects (6-12)

Overview of Writing Strand

Writing• Expect students to compose arguments and opinions,

informative/explanatory pieces, and narrative texts• Focus on the use of reason and evidence to substantiate

an argument or claim• Emphasize ability to conduct research – short projects and

sustained inquiry• Require students to incorporate technology as they create,

refine, and collaborate on writing• Include student writing samples that illustrate the criteria

required to meet the standards (See standards’ appendices for writing samples)

Overview of Speaking and Listening and Language Strands

Speaking and Listening • Focus on speaking and listening in a range of settings, both formal and informal

– academic, small-group, whole-class discussions

• Emphasize effective communication practices

• Require interpretation and analysis of message as presented through oral, visual, or multimodal formats

Language• Include conventions for writing and speaking

• Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading

• To be addressed in context of reading, writing, speaking and listening

Media and Technology are integrated throughout the standards.

28 states are in the 28 states are in the SMARTER-BALANCED consortiumSMARTER-BALANCED consortium

participantnon participant

24 states & DC are in the 24 states & DC are in the PARCC consortiumPARCC consortium

participantnon participant

Assessment: Evidence-Centered Design

LITERACY STANDARDS Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Students can produce effective and well-grounded writing for a range of purposes and audiences.

Students can employ effective speaking and listening skills for a range of purposes and audiences.

Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information.

LITERACY CLAIMS

Assessment: Evidence-Centered Design

MATH STANDARDS Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.

Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

MATH CLAIMS

Part 3Making the

Connection with CTE

Strategies for Bridging the DivideStrategies for Bridging the Divide

1. Developing a Common Understanding of College and Career Readiness

– Action: Create a broader definition of college and career readiness.

2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation

– Action: Ensure that CTE representatives are part of the state team for planning and implementing the CCSS.

3. Ramping up Communications and Information Sharing

– Action: Implement Multi-faceted communications plan.

4. Creating or Updating Curricular and Instructional Resources– Action (1): CTE and academic educators update CTE

standards and create crosswalks.– Action (2): Update or create model instructional resources

for both CTE and core academic teachers.

5. Enhancing Literacy and Math Strategies within CTE Instruction– Action: Help CTE teachers integrate literacy and

numeracy strategies in their CTE classrooms.

6. Fostering CTE and Academic Teacher Collaboration– Action: Bring CTE and academic teachers together in

structured professional development activities.

7. Establishing Expectations for and Monitoring CCSS Integration into CTE– Action: Establish clear expectations for CCSS

implementation into CTE.

8. Involving Postsecondary CTE in CCSS Implementation– Action: Ensure that postsecondary CTE is also included

in outreach and implementation planning.

1– Novice. Nothing happening with CTE.

2- Beginner. Some initial planning and discussions relating to CTE. CTE is at the table.

3- Intermediate. Carried out some awareness activities that involve CTE teachers. Previous work on literacy and numeracy in CTE, but not aligned with the CCSS.

4-Progressing. Have conducted serious activities around “unpacking” the standards, creating integrated lesson plans, CTE/academic teachers collaboration.

Given the 8 strategies, how would you place Given the 8 strategies, how would you place your district/tech center?your district/tech center?

Career Ready Practices

Career ReadyPractices

• A framework for the developmental experiences necessary to becoming career ready.

• Experiences that can be “practiced” using many different approaches in a variety of settings.

• A student refines these practices throughout their full continuum of learning: through their journey in school, college, the workforce and when they return to advance their education.

Career Ready Practices1. Act as a responsible and contributing citizen and

employee.2. Apply appropriate academic and technical skills.3. Attend to personal health and financial well-being.4. Communicate clearly and effectively and with reason.5. Consider the environmental, social and economic

impacts of decisions.6. Demonstrate creativity and innovation.7. Employ valid and reliable research strategies.

Career Ready Practices

8. Utilize critical thinking to make sense of problems and persevere in solving them.

9. Model integrity, ethical leadership and effective management.

10. Plan education and career paths aligned to personal goals.

11. Use technology to enhance productivity.12. Work productively in teams while using cultural

global competence.

Common CTE Core

Common Career

Technical Core (CCTC)

• The CCTC includes a set of standards for each of the 16 Career Clusters™ and their corresponding Career Pathways that define what students should know and be able to do after completing instruction in a program of study.

• A state-led initiative to establish a set of rigorous, high-quality standards for CTE that states can adopt voluntarily.

• Coordinated by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc),

• Forty-two states, the District of Columbia and Palau supported the development stage of the CCTC.

CCTC Career Clusters

Agriculture, Food & Natural Resources Career Cluster

Architecture & Construction Career Clusters

Arts, A/V Technology & Communications Career Cluster

Business, Management & Administration Career Cluster

Education & Training Career Clusters

Finance Career ClusterGovernment & Public

Administration Career ClusterHealth Science Career Cluster

Hospitality & Tourism Career ClusterHuman Services Career ClusterInformation Technology Career

ClustersLaw, Public Safety, Corrections &

Security Career ClusterManufacturing Career ClusterMarketing Career ClustersScience, Technology, Engineering &

Mathematics Career ClusterTransportation, Distribution &

Logistics Career Cluster

CCTC Cluster and PathwaysAgriculture, Food & Natural Resources Career Cluster1. Agribusiness Systems Career Pathway2. Animal Systems Career Pathway3. Environmental Service Systems Career Pathway4. Food Products & Processing Systems Career

Pathway5. Natural Resources Systems Career Pathways6. Plan Systems Career Pathway7. Power, Structural & Technical Systems Career

Pathway

CCTC Pathway and StandardsAnimal Systems Career Pathway (AG-ANI)1. Analyze historic and current trends impacting the animal

systems industry.2. Utilize best-practice protocols based upon animal

behaviors for animal husbandry and welfare.3. Design and provide proper animal nutrition to achieve

desired outcomes for performance, development, reproduction and/or economic production.

4. Apply principles of animal reproduction to achieve desired outcomes for performance, development and/or economic production.

5. Evaluate environmental factors affecting animal performance and implement procedures for enhancing performance and animal health.

6. Classify, evaluate and select animals based on anatomical and physiological characteristics.

7. Apply principles of effective animal health care

Question and Question and CommentsComments

By Hans MeederMeeder Consulting Group

Hans@MeederConsulting.com

Hans MeederHans MeederMEEDER CONSULTINGMEEDER CONSULTING

Hans@Meederconsulting.comHans@Meederconsulting.com

1 By Hans Meeder Meeder Consulting Group Hans@MeederConsulting.com Career Technical Education and...

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