Honors Course: Make a Rigorous Course Even More Rigorous Wendy Edney, CTE Coordinator Western Region Marty Tobey, CTE Coordinator Northwest Region

Overview of Honors Process Wendy Edney

Where are you in the honors process? *Have never taught an honors course *Have taught an honors course before *#1 – 5 with 1 being novice and 5 being expert level, identify your knowledge of the honors course implementation process

Why is this info good for ALL courses? Strategies for extending the curriculum for advanced learners Standard 6 – requires that we show growth for ALL students

Background State Board of Education approved a framework for developing and implementing Honors Level Courses NCDPI began revising the 2004 Honors Implementation Guide and Rubric to more effectively address new standards and instructional best practices June, State Board of Education approved the new Honors Level Course Rubric

What's in the Implementation Guide? Teacher rationale including intentional reflection and philosophy in each of the three buckets. Language that specifically addresses: Credentials 21 st century skills Common Core State Standards Formative and summative assessment Post-secondary alignment

Links to Honors Information NCDPI Honors Wiki NCDPI CTE Honors Wiki Q&A Webinars: CTE Webinar:

Three Important Questions What is Taught? o Curriculum Content How is it Taught? o Instructional Materials and Methods How is it Assessed? o Assessment Practices Note: These are the major sections of the Honors Implementation Guide/Course Portfolio Rubric.

Curriculum Content (Section #1) How is the honors level course adapted and differentiated for advanced learners? How does the honors level curriculum support vertical alignment for college and career readiness?

Instructional Materials and Methods (Section #2) How is the honors level course taught?

Examples of Differentiation for Advanced Learners Use of multiple texts and supplementary materials Use of computer programs Interest centers Learning contracts Compacting Tiered sense-making activities and tiered products Tasks and products designed with a multiple intelligence orientation Independent learning contracts Complex instruction Group investigation Product criteria negotiated jointly by student and teacher Reference: "ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom"

Diversity of Teaching Strategies Indicating Complexity Above the Standard Level Teacher as a facilitator, coach, and model Student led learning and research Student exchange of ideas Use of higher level critical thinking skills and creativity for advanced learners Project-based learning, problem-solving learning, and seminar style learning with a concentration of writing across all modalities Integration of other content areas with connections to real-world skills and context

Assessment (Section #3) How is the Honors Level Course assessed?

FAQs – Frequently Asked Questions Who completes the portfolio? Individual teacher Who approves the portfolio? Principal, CTE Director, Superintendent (or designee) Will existing CTE standards and objectives meet honors level requirements? No. Honors levels standards and objectives must be an extension of the current objectives.

More FAQs Will we be required to develop a portfolio for honors level courses that are in field test status? Yes How much extra work is required to earn honors credit? Instruction should be differentiated at a higher level and not assign extra work. The focus should be on extension, acceleration, and enrichment. CTE recommends an extension of 25% of the course content. Should standards be rewritten or should new standards be added? Teachers may extend an existing standard or add a new one. Either is fine.

More FAQs May we work together? –Portions of the portfolios can be common and it is the expectation that the LEA will provide PLC or PD opportunities for teachers to work collaboratively. However, individual teacher portfolios should reflect the course implementation in his/her classroom. Example: Student work samples should be collected by individual teachers for their portfolio.

More FAQs Do students need to score a higher grade on Elements post-assessment to earn honors credit? No (And they take the same post-assessment as regular credit) What if I already have an honors portfolio I created using the old implementation guide? A new portfolio following the new rubric and revised implementation guide must be developed.

More FAQs If a new course is released at Summer Conference, how can I get an honors portfolio prepared before school starts? If your LEA permits, you may develop the portfolio while implementing a new or revised course. Remember to stay in close communication with your CTE Director.

Inherently Honors The following PLTW courses are eligible for two weighted quality points (GCS-L-004-one weighted quality point for incoming freshman ) as provided in the State Board of Education policy for course credit. PLTW courses offer the opportunity for college credit upon successful completion of the course and passing a standardized examination.GCS-L-004 Intro to Engineering Design Principles of Engineering Digital Electronics Computer Integrated Manufacturing Civil Engineering and Architecture Biotechnical Engineering Aerospace Engineering

Portfolio Review Timeline Transition Year Fall/Winter: Portfolio review process for First Cohort Spring: Notification of Second Cohort Second Cohort Reviewed Third and Final Cohort

Plickers Review What is the first major section of the honors portfolio template? A) Instructional Materials and Methods B) Curriculum Content C) Assessment Practices D) Rubric Development

Curriculum Content Marty Tobey

Why is this important? Teacher's explanation of his/her selection of curriculum content extension and additional topic objectives selected for the course. o Post-secondary preparedness (articulation, CCP, etc.) o Workforce preparedness (labor market and economic development needs, industry recognized standards or credentials, etc.) o Supports Common Core Standards

Recommended Credentials by Course list

KNOWLEDGEDIMENSION A FACTUAL KNOWLEDGE B CONCEPTUAL KNOWLEDGE CPROCEDURALKNOWLEDGE DMETACOGNITIVEKNOWLEDGE 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE Recognize Recall Interpret Exemplify Classify Summarize Infer Compare Explain Execute Implement Differentiate Organize Attribute Check Critique Generate Plan Produce THE TAXONOMY TABLE TABLE COGNITIVE PROCESS DIMENSION B2 A1 C3

e-Commerce Ie-Commerce I Honors Understand appropriate copyright and trademark laws for an e-business website. (B2) Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. Increase Rigor Identify the Revised Bloom’s Taxonomy designation for the newly created objective for the e-Commerce I Honors course. A) B3 B) A1 C) D2 D) C3

e-Commerce Ie-Commerce I Honors Understand appropriate copyright and trademark laws for an e-business website. (B2) Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3) Increase Rigor Accounting IAccounting I Honors Apply procedures to maintain a petty cash fund and record related journal entries. (C3) Evaluate the uses for petty cash and determine the need to increase or decrease the petty cash fund. (B5) Accounting IAccounting I Honors Apply procedures to prepare financial statements for a sole proprietorship. (C3) Analyze the financial statements to predict the fiscal health of the organization. (B4)

Honors Create a long term savings and investment portfolio recommendation for a potential client. 10% B6

Plickers Review What is the second major section of the honors portfolio template? A) Instructional Materials and Methods B) Curriculum Content C) Assessment Practices D) Rubric Development

Instructional Materials and Methods Wendy Edney

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Criteria Strand/Standard/Clarifying ObjectiveNC CTE Standard LevelHonors e-Commerce I Curriculum Social, Legal, and Ethical Issues of e- Commerce/Understand appropriate copyright and trademark laws for an e-business website. Understand appropriate copyright and trademark laws for an e- business website. (B2) Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3) Instruction 4.02Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website: 1. What is the difference between a registered and unregistered work? 2. What three pieces of information are normally included in a copyright notice? Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e- business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below. 1.Will the logo be copyrighted or trademarked? Justify your response. 2.Provide all required documentation to register your logo as either a copyrighted or a trademarked work. 3.Present final product to a business audience

This is where you’ll provide samples of YOUR work. Must include at minimum: One unit plan and two lessons adhering to these guidelines

This is where you’ll provide samples of THEIR work. Notice the continued emphasis on real world settings. Must include at minimum: Two or more student work samples that adhere to these guidelines

Plickers Review What is the third major section of the honors portfolio template? A) Instructional Materials and Methods B) Curriculum Content C) Assessment Practices D) Rubric Development

Assessment Marty Tobey

Criteria Strand/Standard/Clarifying ObjectiveNC CTE Standard LevelHonors e-Commerce I Curriculum Social, Legal, and Ethical Issues of e- Commerce/Understand appropriate copyright and trademark laws for an e-business website. Understand appropriate copyright and trademark laws for an e- business website. (B2) Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3) Instruction 4.02 Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website: 1. What is the difference between a registered and unregistered work? 2. What three pieces of information are normally included in a copyright notice? Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e- business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below. 1.Will the logo be copyrighted or trademarked? Justify your response. 2.Provide all required documentation to register your logo as either a copyrighted or a trademarked work. 3.Present final product to a business audience Assessment Think-Pair-Share Gallery Walk Answer Sheet Multiple Choice Test Peer Assessment Reflection/Journal Prototype Virtually present and share Rubric with scale, criteria, descriptors and standards aligned to the objective

Honors Course: Make a Rigorous Course Even More Rigorous Wendy Edney, CTE Coordinator Western Region Marty Tobey, CTE Coordinator Northwest Region