1. Career Technical Education MAKING STANDARDS WORK

5. Foundation Standards Pathway Standards CTE Frameworks Increasing Rigor & Relevance

6. Career Pathways

7. CTE Content Specific Area of Interest Introductory Course Concentrator Course Capstone Course CTE Course Sequence

8. “Unwrapping” Standards Identifying Essential Concepts and Skills Found in the Standards and Indicators

9. Standards Terms and Definitions “Unwrapping” – Examining standard and related indicators to determine exactly what students need to: Know (concepts or content) Be able to do (skills) Through particular topic or context (what teachers will use to teach concepts and skills)

10. Standards Terms and Definitions Standard General expectations of what students should know and be able to do Sub-component Elaborate on the specific concepts and skills encompassed by the standard

11. Standards Terms and Definitions Concept An abstract idea that points to a larger set of understandings, (e.g., peace, democracy, culture, power, nationalism, imperialism, war, etc.) Content Information students need to know in a given standard, its related indicators, or entire course of study

12. Standards Terms and Definitions Topic Lessons and activities used to teach concepts and skills Context Circumstances in which a particular event occurs Background information or structure to help make sense of new information

13. Let’s Go Deeper Into the Standards What do students really need to know and be able to do?

14. Circle Nouns (Concepts) Underline Verbs (Skills) Unwrapping Standards

15. Manufacturing and Product Development Industry Sector Graphic Arts Technology Career Pathway Standard A2.0 Students understand graphic arts functions and copy preparation, including applications of desktop publishing and electronic imaging software.

16. Standard Subcomponent A2.3 Know desktop publishing and electronic imaging software principles and processes used to prepare graphic arts products.

17. Unwrapped Standard: Graphic Arts A2.3 Know desktop publishing and electronic imaging software principles and processes used to prepare graphic arts products.

18. Unwrapped Standard Know (Know what?) desktop publishing electronic imaging software principles processes used Prepare/Produce (Prepare what?) graphic arts products printed product Use (Use what?) desktop publishing principles electronic imaging software principles

19. Instructional Tasks Know Understand Develop Conduct Analyze

20. CTE & Blooms’ Taxonomy KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

21. 1 2 3 4 5 6 12345 AB D C Rigor/Relevance Framework Knowledge Application Knows Understands

22. Instructional Tasks Know* identify (Level 1: knowledge) explain (Level 2: comprehension) apply (Level 3: application) combine (Level 5: synthesis)

23. Unwrapped Standard Know (Know what?) IDENTIFY electronic imaging software and desktop publishing principles EXPLAIN purpose of each design principle APPLY electronic imaging software principles APPLY desktop publishing principles COMBINE processes used

24. Graphic Organizer Choices Choose whichever type works best for you: Outline Bulleted list Concept map (see next slide) for graphic organizer software program

25. “Unwrapping” Standards: Practice Activity 3.6 Know important strategies for self- promotion in the hiring process, such as job applications, résumé writing, interviewing skills, and preparation of a portfolio. 3.0 Career Planning and Management

26. “Unwrapping” Standards: Practice Activity Select Pathway and Course of your choice Select standard(s) and sub-components to teach through performance assessment Underline important concepts (nouns) and circle important skills (verbs) Create a graphic organizer for concepts and skills you “unwrap”

28. Self-Checking Questions After “Unwrapping” Are all concepts and skills in selected standards and indicators represented on graphic organizer? Could you put away the standards and teach confidently from the “unwrapped” version? Would other educators identify the same concepts and skills if they “unwrapped” the same standards and indicators?

29. Plan for Sharing Out After approximately 30 minutes, design teams will share with whole group: Which grade level and content area standards they “unwrapped” Insights they gained Brief discussion and feedback will follow

30. Power Standards

31. Ever Wondered This? So many standards (indicators), so little time! How can teachers effectively teach and assess them all?

32. Would You Agree? Isn’t depth of a lesser number of key concepts and skills preferable to “covering” superficially every concept in the book? Typically in U.S., teaching has been “inch deep, mile wide” Wouldn’t “inch wide, mile deep” better meet student learning needs?

33. Deciding What to Teach Within Time Allotted “Given the limited time you have with your students, curriculum design has become more and more an issue of deciding what you won’t teach as well as what you will teach. You cannot do it all. As a designer, you must choose the essential.” Heidi Hayes Jacobs, 1997

34. Time and Viability “In the current era of standards-driven curriculum, viability means ensuring that the articulated curriculum content for a given course or given grade level can be adequately addressed in the (instructional) time available.” Robert Marzano, What Works in Schools, ASCD, 2003, p. 25.

35. Power Standards All standards (and indicators) are not equal in importance! Narrow the standards and indicators by distinguishing the “essentials” from the “nice to know” Teach the “nice to know” in the context of the essentials! Prioritization, not elimination!

36. The New Model – From Coverage to Focus State Standards Potential Curriculum and Test Objectives FOCUSED Curriculum and Assessments Power Standards

37. Critical Conversations “What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and a readiness for success?”

38. Power Standards Rationale Please refer to information from Douglas Reeves in supporting documents: The “Safety Net” Curriculum Power Standards for the Middle Grades

39. Read and Discuss Please take five minutes to read and highlight both articles ALONE Then take the next five minutes to share with nearby colleagues your insights from the readings Finally, share out with large group any key points, issues, concerns, “A-ha!”s with regard to identifying Power Standards

40. How Do Educators Prioritize? Given all the standards in every grade and content area, how do you decide what is most important for students to know and be able to do?

41. Guiding Questions for Identifying Power Standards Which standards are critical for our students to know and understand? Which standards—according to our state assessment data—do we especially need to emphasize? Which standards represent concepts and skills that endure?

42. Power Standards Selection Criteria Consider looking at all the standards through the common “lens” of: lEndurance, leverage, and readiness for next level of learning OR lWhat students need for success—in school, in life, and on state tests?

43. Power Standards and Supporting Standards

44. Like fence postholes, Power Standards provide curricular focus in which teachers need to “dig deeper” and assure student competency. Like fence postholes, Power Standards provide curricular focus in which teachers need to “dig deeper” and assure student competency. Like fence rails, “Supporting Standards” are curricular standards which connect to and support Power Standards. Like fence rails, “Supporting Standards” are curricular standards which connect to and support Power Standards. Rich Quinn, East Hartford, CT

45. Are the Rectangle and Rhombus Equally Important? Which is more essential for students to really understand and be able to do—in school, in everyday life, and on state tests? Understand how to find area and perimeter of a rectangle or triangle in an applied, real-life context

46. Are the Rectangle and Rhombus Equally Important? OR Memorize the formula for finding the area and perimeter of a trapezoid, parallelogram, or rhombus The rectangle is a fence post; the rhombus is a rail

47. A Process for Identifying the Power Standards CTE participants seated by Industry Sector Select Pathway in state standards Focus on first course within Pathway Agree with colleagues on selection criteria

48. Step 1: Use Your Professional Judgment Using your selection criteria, review particular section of content area standards INDIVIDUALLY Then compare/contrast your selections WITH COLLEAGUES Reach initial consensus of what YOU believe is ESSENTIAL for students to know and be able to do in that particular pathway and in that particular course

49. Step 2: Look for Connections to Tests Review state testing information and other key assessments such as Industry Certification Review your actual student test data Look for connections between your selected Power Standards, your test information, and your data Revise your selections as needed

50. Step 3: Chart Your Selections Head a piece of chart paper with the grade level or course and title of section (Graphic Arts, Auto Mechanic, Culinary, etc.) List the Power Standards (Indicators) you have identified by number (1.1, 1.3,1.4.b, etc.) Write a brief synopsis or summary of the selected indicator after each number Post your charts in Career Pathway order

51. Step 4: Find the Vertical “Flow” Once Power Standards are identified in one course, make connections to the other CTE courses until you have career pathway “flow” of essentials These are your Power Standards! Repeat the process for remaining sections within the same content areas

52. Pacing the Power Standards? OPTION: Sequence list of Power Standards (indicators) for logical progression within each grade or course Schedule those Power Standards (indicators) by quarter, trimester, or semester Develop common assessments aligned to Power Standards

54. Next Steps To build on our successes and move toward further improvements, what are the very next steps we need to take? How and when will we take these steps? Who else needs to be involved?

55. Self-Reflection What new ideas or insights have you gained as a result of our discussions and activities? What are your own very next steps?

56. Are we teaching / assessing the right standards for success in school and beyond? MSW 3-Day Workshop

57. Day 1: Power Standards and “Unwrapping the Standards”

58. Unwrapping Standards

59. Big Ideas are the major concepts you want students to know

60. BIG IDEA: Graphic Arts A picture is worth a thousand words.

61. Essential Question is…

62. Essential Question: Graphic Arts Big Idea: A picture is worth a thousand words. Essential Question: How can images affect your perception of a person or company?

63. Day 2: Performance Assessment Tasks

64. SQUARESQUARE Standard Question Unwrapped Standard Application Rigorous Instruction & Resources Evidence

65. SQUARESQUARE Know DTP and electronic imaging software principles and processes used to prepare graphic arts products. What good does a flyer do? Why would anyone need to use one? Know* (identify/explain) desktop publishing/ software principles/process used Demonstration, small group work, and presentation. PowerPoint Demo on desktop publishing and electronic imaging software principles. Student notes, small group presentation

66. Engaging Scenario SCRAPSCRAP ituation hallenge ole of student udience roduct

67. Engaging Scenario: Graphic Arts The student council has come to you, a local graphic artist, to ask if you can create this year’s advertising for the winter prom. The attendance has been down the last few years and they think you can help by making better flyers than they have had in the past. If attendance doesn’t improve future proms may be cancelled. You need to make an effective flyer to appeal to the students for this event.

68. Day 3: Scoring Guides

69. Additional Feedback Questions Comments Suggestions EVALUATION FORM

70. CAREER DEVELOPMENT BRANCH (213) 241-0701 rudy.huezo@lausd.net http://careerdevelopment.lausd.net