CTE Essential Standards and

Common Core

October 24, 2012

Today’s Agenda- Middle School

Today’s Agenda- High School

• 8:30 AM Welcome, Meeting Objectives, Sharing/Good News- Darlene Moss

• 8:45 AM CTE Updates- CTSO guidelines, budget, LPS strategies – Darlene Moss

• Common Core and CTE- Literacy

• 9:15 Benchmarks, Utilizing Data, Testing, Elements- Lynne Morgan

• 10:00 Break

• 10:15 Futures 4 Kids, WIN, Work Keys- Camille Goins

• 11:30 Breakouts: HS Bus/ Mktg/Digital Media compare standards with MS Bus.

Others meet by program area: T and I discuss SkillsUSA with

all who will be involved- report to Camille.

• Noon Questions, Adjourn

CTSOs

• Each program area CTSO should be active. It is part of every curriculum, builds leadership.

• Advisors must be CTE teachers.

• Local guidelines and policies are being developed. A meeting will be held next Thursday, Nov 1 from 3:45- 4:30 at Central Services for all advisors and principals- middle and high school.

Budget Requests

• By October 31- turn in all requests for first

semester.

• After Oct 31, no requests will be processed

until January 15.

• Budget is tight.

• Be sure all CTSO requests for spring are

submitted now so funds are encumbered.

LPS Strategies

• By Performance Indicator by program

• Email amendments and/or new strategies to

D Moss asap

• Some data has been populated.

Integrated Academic Content

• Math practices

• ELA/Literacy

- Reading

- Writing

New Essential Standards in other programs/subjects

Overall Goal: To prepare our students to be college and

career-ready

Common Core: What’s it all about?

Research:• Approximately 50% of the nation’s unemployed

youth (ages 16-21) are functionally illiterate

with no prospects of obtaining good jobs.

• 75% of today’s jobs require at least a ninth

grade reading level.

• Illiteracy costs the U.S. approximately $20

billion per year.

~U.S. Census Bureau, 2007

Continuing Professional Development

Research Says….

Why Common Core?• To integrate reading and math in all subjects. To assure

what’s tested has been taught. Standards more deep than broad.

• Common standards and assessments adopted by 48 states to be implemented by 2014-15.

• Based on RBT standards- which CTE has been using

• Teaching must be more student-centered, inquiry based, project-based, interactive. Tests are different. Skills needed are different. College and Career Ready

Students Who are College and Career Ready

in Reading, Writing, Speaking, Listening, and Language

• Demonstrate independence

• Build strong content knowledge

• Respond to the varying demands of audience, task, purpose, and discipline

• Comprehend as well as critique

• Value evidence

• Use technology and digital media strategically and capably

• Come to understand other perspectives and cultures

What we can do

• It’s okay for teachers to read out loud and have students read out loud.

• Pre-teach vocabulary words that you think may give students problems. Review them and discuss what the words mean prior to reading so they will understand the text better. Use visual cues, word walls.

• Provide explicit links from CTE Essential Standards to Common Core Standards to instructional strategies to assessments.

Improving Reading & Writing in the CTE

Classroom

• Assign literacy research and establish time for small

group presentations

• Collaborate with English teachers for literacy ideas,

rubrics for writing – team teach

• Work with Instructional Specialists to develop a

literacy plan

• Model literacy lessons in CTE classrooms

• Observe and provide feedback to the teacher when he

or she tries out a literacy support strategy in the

classroom. Teachers should reflect on lessons.

Guided Reading:

• Always focused on comprehension

• Teachers choose the material and purpose

• Students are guided to use specific reading

strategies; teacher modeling

• All types of reading materials are used

Comprehension Strategies

1. Make Connections

2. Make Inferences

3. Ask Questions

4. Determine Importance

5. Create Mental Images – Visualize

6. Synthesize

*Poor Readers don’t do these things.

We must coach them.

Anticipation Guide

What is it?

• a graphic organizer used to create a sense of

anticipation and help the reader connect

background knowledge to new content

• a set of 3-5 statements pulled from the text

(lifting text)

• Students read the statements and agree or

disagree. (clickers, thumbs up/down, whiteboards)

Before Reading:

Students bring and use prior

knowledge about the topic. The

teacher sets the focus or purpose

for the reading and assigns the

amount of text to be read.

Preview the Text

• Scan pages looking at titles, headings, graphics and other features.

• Flag pages that spark interest. (Sticky note)

• Browse for 3 minutes and be ready to share.

• Four – eight students share topics.

(Post on Data Wall)

Read Around the Text

• “Read” charts, graphs and diagrams.

Use questioning and discussion.

• Take notes on T-Charts, Data Charts,

Feature Matrix, etc.

During Reading:Students are engaged in reading which includes:

• Skimming and scanning

• Searching for meaning

• Predicting information

• Constructing meaning

• Rereading parts of the selections for better

understanding

• Discussing the text with others

• Making notes

After Reading:

Students are engaged in:

• Reacting and responding to what they have

read

• Thinking about what they have read

• Writing in response to what they have read

• Discussing what they have read

B-D-A with every reading/writing assignment

Bubble Map:

Use for main topic and details

• Use the same as a web to gather

information and sort it by details.

The main idea would be listed in

the center of the web with details

radiating like spokes.

T-Chart:• Divide paper in half – two columns

• Record words or key points in the left column

• Record definitions or explanations of key points in right column

• Example:

Sit-ins Non-violent demonstrations held during the civil rights movement

Handout

• Reading assignment given

• Silent or Round Robin reading

• Discussion/Activity to see if students learned main concepts, what they “should have”learned

New Format

• Prereading activities Activating Prior Knowledge Discussion Predictions Questioning Brainstorming Setting purpose

• ACTIVE reading

• Activities to clarify, reinforce, extend knowledge

Traditional Format

The Challenge Awaits Us

NCDPI Common Core Resources

• Unpacking the Common Core in CTE

• Look at websites

• How can you integrate/adapt lessons?

http://www.ncpublicschools.org/acre/standar

ds/common-core/

http://www.ncpublicschools.org/acre/standar

ds/common-core-tools/