1. Fall CTE Leadership Workshop
CESA #4
November 15, 2017
Sherri Torkelson, CTEC

2. Welcome!!
Who’s here?
What agenda item(s) are you most interested in?

3. Agenda 9:00 Welcome and Introductions Break 12:00 Lunch for All
12:30 CESA #4 Perkins Consortium meeting
2:00 Adjourn

4. WICareerPathways and Programs of Study
WTCS will not fund the student development side of WICP after June
Great chance to update courses and suggested course maps
Two options: -Can build new Programs of Study within Career Cruising -Can upload existing Programs of Study from WICP into Career Cruising

5. Career Cruising

6. Career Cruising
Training Webinar: Course Planner: Secondary Diplomas, Endorsements, Pathways:
Select the Course Planner Training #2:

7. Career Cruising Webinars
Setting Up Programs of Study as an Adviser:
Training Webinars:
Select the Course Planner Training #2: Diploma/Planner Setup & Demo Testing

8. Career Cruising and POS
POS word downloads into CESA folders (Google docs)
Jan. 11: Two sessions 12:30 – 3:30, or 4:30-7:00 (Network Night #3) -These sessions are designed for CTE teachers to learn more about Career Cruising and developing/upload Programs of Study. Steve Yahn from Career Cruising will be facilitating the trainings.
Video links on previous slide

9. POS Word Docs in Google Folders
CESA #4 Perkins Consortium Districts already have access.
CESA #4 Districts not in the CESA #4 Perkins Consortium can Sherri to request access.

10. POS Word Docs in Google Folders
CESA #4 Perkins Consortium Districts already have access.
CESA #4 Districts not in the CESA #4 Perkins Consortium can Sherri to request access.

12. High School Academies

14. Alternative Certification/Licensure for CTE

15. Alternative Certification Links
--where to go to find licensing information
--where to go to find ways to become licensed
what does Experience-based technical/vocational subjects mean?
Talent Development Framework, strategic plan with S&D report, CTE information, etc.

17. Redefining Ready

19. Updates:
New Skills for Youth Grant -WI Regional Career Pathways Project -Application to be submitted in January

20. TUMMA
The Upper Mississippi Manufacturing Alliance

21. “Career Connections” Developed by NCSR Council of Carpenters
Kevin Hennessey
P: (608)  F: (608)
C: (608)
Mike Price
Phone:   Fax: 

22. CTE Standards
Is our teaching consistent with the mastery levels expected in the CTE Standards?
Depth of Knowledge (DOK) Levels

23. Depth of Knowledge (DOK)
Adapted from the model used by Norm Webb, University of Wisconsin, to align standards with assessments
Used by the Council of Chief State School Officers (CCSSO) for assessment alignment
Torkelson

24. Why Depth of Knowledge?
Mechanism to ensure that the intent of the standard and the level of student demonstration required by the standard matches the assessment items
Provides cognitive processing ceiling (highest level students can be assessed) for item development
Torkelson

25. What is Depth of Knowledge?
CESA #4 CTE Network Night
10/7/2017
What is Depth of Knowledge?
The degree of depth or complexity of knowledge reflected in the content standards and assessments
How deeply a student needs to understand the content for a given response/assessment
Torkelson
It is essential all educators recognize the Depth of Knowledge in the revised CSOs. We need to understand the DOK of the CSOs to comprehend what we want kids to know, understand, and be able to do. If teachers don’t understand the DOK of the CSOs, they won’t be able to effectively instruct or assess. They won’t be able to prepare students for the DOK the WESTEST.

26. Webb’s DOK Levels Level 1 Recall and Reproduction
Level 2 Skills & Concepts
Level 3 Strategic Thinking
Level 4 Extended Thinking
Torkelson

27. Depth of Knowledge Levels
CESA #4 CTE Network Night
Depth of Knowledge Levels
10/7/2017
Level 1: Recall Recall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed Level 2: Skill/Concept Engagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions Level 4: Extended Thinking Requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended period of time
Torkelson
The DOK has 4 levels. Depth of Knowledge, or DOK, is a way to think about content complexity, not content difficulty. That is the first thing with which people must come to understanding. Complexity is different from difficulty. For example, if students have not seen the word or content before, it might be difficult for them, but it is not complex.
Level 1 DOK is recall and recognition.
Level 2 – is about using a skill or a concept, i.e. Paraphrase. Conceptual understanding generally refers to the integration and application of concepts and other ideas within a content area. Procedural understanding denotes knowledge about skills and sequence of steps, when and how these should be used appropriately, and their efficient and accurate applications.
Level 3 DOK requires strategic thinking. Analysis and other examples are given here. Non-routine problem solving like in reading and determining author’s purpose is Level 3.
Level 4 DOK requires extended thinking usually requires work over a period of time, including gathering information, analyzing findings, preparing reports, and presenting findings.
The new rigor of the WESTEST means it contains more levels 2 & 3 items.

28. Understanding Depth of Knowledge
CESA #4 CTE Network Night
10/7/2017
Understanding Depth of Knowledge
DOK is about intended outcome, not difficulty.
DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.
(Adding 4, ,530 is more difficult than adding 4+4, but not more complex.)
Torkelson
We must understand that DOK is not about the difficulty of the objective, rather, it is about the intended outcome or the complexity of the mental processing that must occur in order to get to the intended outcome. Consider the example of adding This is easy. Students can do this by rote. It’s a DOK 1.
Increasing the difficulty of the problem by asking a student to add 4, ,530 does not increase the complexity. To solve this problem requires a child to recall the sequence of steps. The level of cognitive difficulty is still a DOK 1. It’s still recall. Knowing the rules of adding larger numbers - increasing the difficulty of the addition problem - does not affect the intended outcome. We still want the student to be able to add, just larger numbers.

29. Understanding Depth of Knowledge
CESA #4 CTE Network Night
Understanding Depth of Knowledge
10/7/2017
Difficulty is a reference to how many students answer a question correctly:
How many of you know the definition of exaggerate?
DOK 1 - recall
If all of you know the definition, this question is an easy question.
How many of you know the definition of prescient?
If most of you do not know the definition, this question is a difficult question.
Copyright © 2007 Mississippi Department of Education
Torkelson
Let’s look at another example of how the level of difficulty can be increased without increasing the level DOK.
Raise your hand if you know the definition of exaggerate.
Raise your hand if you know the definition of prescient.
A common confusion is that in order to make an objective more difficult, we must increase the level of DOK. This is simply NOT the case. The questions are asking the student to recall information…one definition might be considered less likely to be known that the other, but the objective remains the same…provide a definition. (RECALL). We can raise the level of difficulty WITHOUT raising the DOK level of the objective.
Prescient: press-ee-ant, preshent, pree-see-ent: perceiving the significance of events before they occur. To know beforehand.

30. Understanding Depth of Knowledge
CESA #4 CTE Network Night
Understanding Depth of Knowledge
10/7/2017
Words like explain or analyze have to be considered in context.
“Explain to me where you live” does not raise the DOK of a simple rote response.
Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.
Torkelson
Even though the verbs (or action words) are listed on graphics explaining DOK, it is not the verb that is critically important, rather it is the words that follow the action. What is the objective really asking the student to do? In the above example, the word “Explain” may be perceived as a higher level objective, however, it simply asks the student to recall information.

31. CESA #4 CTE Network Night
10/7/2017
DOK Level 1 Examples
List animals that survive by eating other animals.
Locate or recall facts explicitly found in text
Describe physical features of places
Determine the perimeter or area of rectangles given a drawing or labels
Identify elements of music using musical terminology
Identify basic rules for participating in simple games and activities
Torkelson
Recall and reproduction Level 1
DOK 1 requires recall of information, such as facts, definition, term or performance of a simple process or procedure
Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

32. CESA #4 CTE Network Night
10/7/2017
DOK Level 2 Examples
Compare desert and tropical environments
Identify and summarize the major events, problem, solution, conflicts in literary text
Explain the cause-effect of historical events
Predict a logical outcome based on information in a reading selection
Explain how good work habits are important at home, school, and on the job.
Classify plane and three dimensional figures
Describe various styles of music
Torkelson
DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
These actions imply more than one mental or cognitive process/step.

33. CESA #4 CTE Network Night
10/7/2017
DOK Level 3 Examples
Compare consumer actions and analyze how these actions impact the environment
Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)
Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer
Torkelson
Level 3 Strategic thinking
DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.
An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

34. CESA #4 CTE Network Night
10/7/2017
DOK Level 3 Examples
Develop a scientific model for a complex idea
Propose and evaluate solutions for an economic problem
Explain, generalize or connect ideas, using supporting evidence from a text or source
Create a dance that represents the characteristics of a culture
Torkelson

35. CESA #4 CTE Network Night
10/7/2017
DOK Level 4 Examples
Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report
Analyzing author’s craft (e.g., style, bias, literary techniques, point of view)
Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle
Torkelson
DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections – related ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved.
Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time. However, extended time alone, is not a distinguishing factor.

36. DOK Level 4 Examples
Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures
Specify a problem, identify solution paths, solve the problem, and report the results
Write and produce an original play
Torkelson

37. Caution!
The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.
Torkelson

38. Same VERB – three DOK Levels Science
CESA #4 CTE Network Night
10/7/2017
Same VERB – three DOK Levels Science
DOK? – Describe a model that you might use to represent the relationships that exist within the rock cycle
DOK ? – Describe the differences between metamorphic and igneous rocks
DOK ? – Describe three characteristics of metamorphic rocks
Torkelson
DOK 3 (requires deep understanding of rock cycle and a determination of how best to represent it.
DOK 2 (requires cognitive processing to determine the differences in the two types of rocks)
DOK 1 (simple recall)

39. CESA #4 CTE Network Night
10/7/2017
Examples in Ag
Torkelson
DOK 3
DOK 2
DOK 1

40. Torkelson

41. List 15 building products and find a “green” alternative to each one
Develop a wind-resistant solar carport for the student parking lot and convince the school board to fund it.
Explain the advantages and disadvantages of using recycled building materials
Construct a 1/8th scale model of a garage using only recycled materials
List 15 building products and find a “green” alternative to each one
Torkelson

42. DOK Levels Can Be Cumulative
CESA #4 CTE Network Night
10/7/2017
DOK Levels Can Be Cumulative
An item/standard written to DOK 3 often contains DOK 1 and DOK 2 level demands.
Torkelson
This goes into the deconstruction aspects of looking at our CSOs. However, remember that the assessment items are written at the highest level of DOK within the CSO. We rate the CSO at the highest level as well.

43. CESA #4 CTE Network Night
10/7/2017
Remember…
Depth of Knowledge (DOK) is a scale of cognitive demand.
DOK requires looking at the assessment item/standard – not student work – in order to determine the level. DOK is about the item/standard – not the student.
The context of the assessment item/standard must be considered to determine the DOK – not just a look at what verb was chosen.
Torkelson

45. Updates: Microsoft Imagine Academy
CESA #4 districts implementing: -Onalaska -NOW-Brookwood -LaFarge -Bangor -Blair-Taylor
201 Wisconsin locations are currently approved as Microsoft Imagine Academy sites.
63 high schools had individuals successfully achieve a certificate during the school year (increased from 12 schools in ).  
1,672 certifications were attained through Wisconsin high schools during the school year.

46. DPI Skills Standards Certification Programs
The registration process is a 3 level process. These levels must be completed in order.
Secure Home and ASM – ASM role assignments
District Administrators – Within the CTE Skills site, will approve assurances, add teachers and assign portfolios to each of the teachers
Teachers – Will enter all student data from beginning to end, including printing of completed certifications.
 Link to Instructions – This link should be provided to anyone having to access our site. Please supply this link to your District Security Administrators. It will be very helpful!!
Once the Security portion of this has been completed, the only time this will have to be accessed again is to add new teachers.

47. Updates: Academic and Career Planning
Introducing Jessie Sloan, CESA #4

48. Career Cruising Connection
Inspire Wisconsin
Western WI efforts

49. Updates: DPI CTE Google+ Communities
WI DPI Agriculture Education / FFA / WAAE 
WI DPI Business & IT Education / FBLA / WEBIT 
WI DPI Family & Consumer Science Ed / FCCLA / WFCE 
WI DPI Health Science Education / HOSA / HOPE 
WI DPI Marketing Education / DECA / WMEA 
WI DPI Technology & Engineering / SkillsUSA / WTEA 

50. Interesting website…

51. Technical Incentive Grants
$ per valid student claim for 2015 graduates
12 of 26 CESA #4 districts applied for 2015 graduates – total of $66,347
Private school students are not eligible.
Incentive grants are NOT cost reimbursement funds so do not require claim receipts to DPI nor do the need to be expended by the end of the fiscal year

52. Youth Apprenticeship
Increasing interest from business and industry, including Registered Apprenticeships
Child Labor Laws

53. DPI Skills Standards Programs
New portal
Assistant Child Care Teacher
Cooperative Skills Standards -Marketing, Entrepreneurship -Agribusiness – Plant, Animal Science -Business -Food Service -Child Services -Electronics
Employability Skills Standards
Youth Leadership Skills Standards

54. Perkins 17-18 For Fiscal Agents:
All of the 2017 – 2018 CPA Application materials have been added to the DPI website at:
It is always suggested to use the newest forms on the DPI CTE website. You are always required to use the new Non-Compliance Form, as the database changes from year to year.
The budget form, application, and POS Listing have all had changes made to them

55. Perkins 17-18
Biggest change – no more posting and approval of Programs of Study on WICareerPathways.
POS information will all be included in and taken from the POS Description – PI-1303-F (Section X, Part B) – revised this month for application