1. Career-Technical Education Let’s Talk About VoCATS& Cognitive Levels

3. The NC Instructional Management System for Career-Technical Education Blueprint & Outline Curriculum Product Classroom Assessment Accountability Assessment ALL PARTS MUST BE ALIGNED ALL COURSES NEED ALL PARTS

4. Keys for Student Improvement High expectations for all Alignment among:  Instruction  Assessment  Curriculum

5. What does alignment of curriculum mean?

6. BLUEPRINT Basic structure of course Cognitive level of objectives Percentage of course per objective (converts to time) Aligned to course outline and assessments

7. Let’s Look at the Details of a Blueprint

8. Competencies = major ideas within units Percentages = class time & number of questions on post-assessment

9. How are percentages converted to class hours? # of class hours 100% = class hours per 1%

10. Example 180 class hours 100% = 1.8 hours = 1 % of course 3 % x 1.8 hours = 5.4 3 % x 1.8 hours = 5.4 class hours = 3% then If an objective = 3% then

11. Objectives = more details about competency Cognitive levels = how and what to teach

12. Blueprint Review What is the most important information on the blueprint? Subject Topics Cognitive Levels Percentages

13. Bloom’s Taxonomy Simplified Version Three Cognitive Domains

14. Bloom’s Taxonomy Cognitive Domain Psychomotor Domain Evaluation Synthesis Analysis Application Comprehension Knowledge

15. Evaluation Synthesis Analysis Application Comprehension Knowledge C1 KNOWLEDGE Recognition of:  terminology  specific facts  principles  generalizations Remembering/recalling information

16. Evaluation Synthesis Analysis Application Comprehension Knowledge C1 Key Words WWWWho WWWWhat WWWWhen MMMMatch SSSSelect NNNName LLLList

17. C1 Objectives The student/learner will be able to:  List tools used to lay brick.  Identify parts of a keyboard. 

18. Evaluation Synthesis Analysis Application Comprehension Knowledge C1 Potential Activities & Products List the primary parts.. Put the dates in a timeline.. Recite the formula for. Make a facts chart about. Label the parts of..

19. Evaluation Synthesis Analysis Application Comprehension Knowledge C1 Sample Question Stems Who was responsible for... ? What is... ? What are the three... ? When was the first... ?

20. Evaluation Synthesis Analysis Application Comprehension Knowledge Which is a C1 question? Polymer is the scientific name for: A Fiberglass. B Glass. C Metal. D Plastic. Engineers in the textile industry must be able to: A Analyze market trends. B Illustrate fashions. C Convince customers to buy goods. D Solve problems efficiently.

21. Evaluation Synthesis Analysis Application Comprehension Knowledge C1 Review Design the floor plan for a house. Which would you teach in a C1 objective? Name the kinds of equine. Explain the purposes of a business plan.

22. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 COMPREHENSION Grasping or understanding the meaning

23. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Key Words  Discuss  Explain why  Summarize  Restate  Outline  Reword

24. C2 Objectives The student/learner will be able to:  Explain the purpose of each tool used to lay brick.   Outline the steps for setting up headers and footers on a manuscript.

25. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Potential Activities & Products Discuss why... Explain what happens when.. Outline the reasons for... Write a summary of the most.

26. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Sample Question Stems What is the difference between..? What is the main idea..? How does the principle of..? What happens after..?

27. Evaluation Synthesis Analysis Application Comprehension Knowledge Which is a C2 question ? Compared with growth during infancy, growth during toddlerhood: A Stays the same. B Slows down. C Speeds up. D Stops. What is normal body temperature? A 37.4°C B 98.6°F C 98.6°C D 101°C

28. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Review Are students involved in performance activities at the C2 level? Can I teach vocabulary at the C2 level?

29. C3 APPLICATION Evaluation Synthesis Analysis Application Comprehension Knowledge The use of previously learned information in a new situation H O T S H O T S

30. Evaluation Synthesis Analysis Application Comprehension Knowledge C3 Key Words ◊ Use ◊ Solve ◊ Predict ◊ Construct ◊ Illustrate ◊ Produce ◊ Develop ◊ Compute

31. C3 Objectives The student/learner will be able to:  Develop a blueprint for a brick walkway.  Use line, color, and texture in a technical document.. 

32. C3 Potential Activities & Products Select the colors for. Construct a model of... Develop a recipe for... Design a market study of... Evaluation Synthesis Analysis Application Comprehension Knowledge Make a flow chart to show...

33. C3 Sample Question Stems What should be used if.. ? Why do the changes occur when..? How is this similar to..? When is the best time.. ? Evaluation Synthesis Analysis Application Comprehension Knowledge What would happen if.. ?

34. Which is a C3 Question? Evaluation Synthesis Analysis Application Comprehension Knowledge Belinda has an old rose plant with an unusually pretty flower. If she wants another identical plant, she should: A Buy a seed and plant it. B Plant a seed from the plant. C Root a stem cutting. D Root a leaf cutting. A car tire should be checked weekly for: A Color. B Pressure. C Tread wear. D Size.

35. C3 Review What cognitive levels must a student learn before applying the information to new settings? Evaluation Synthesis Analysis Application Comprehension Knowledge What does the P mean in C3P?

36. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

37. Show me how curriculum is correlated.

42. 2.00Legal and ethical issues 2.01Legal responsibilities, limitations, and implications of actions A.Torts 1.Malpractice 2Negligence 3.Assault and battery 4.Invasion of privacy

47. Classroom assessment questions and accountability assessment questions should directly test the blueprint and outline. They should also be correlated to student learning through instruction and other activities. 7222 Medical Sciences II Correlated VoCATS Classroom Assessment Questions

48. Which situation is malpractice if the patient is injured as a result of a health care workers actions? A A health care taker fails to wipe up some water that he/she spilled on the floor. B A health care worker forgets to put up the patient’s bedside rail. C A health care worker performs a special procedure on a patient that he/she is not instructed to perform. D A heating pad with a defective cord is used on a patient even though the health care worker knows it is defective.

49. A health assistant wishes to watch an operation on a patient, even though the assistant is not directly involved in the patient’s care. Whose permission is necessary in order for the assistant to be present during the operation? A Both the doctor and the patient B Doctor C No one D Patient

50. Who Decides How CTE Post-Assessment Scores Are Used In Student Grades? CLASSROOM TEACHERS SCHOOL ADMINISTRATORS LOCAL SCHOOL BOARDS USE OF SCORES IS A LOCAL DECISION Use of student scores is an issue for

51. What is a teacher allowed to do in CMS ? Add questions to the bank Make improvements to questions How is this done?

52. Access password from your VoCATS Coordinator Teachers need administrator-level access to fully use the classroom assessment bank for instructional management.

53. To change the answer click on the correct answer Must be in DEVELOPMENT tab Select the question To edit the question, double click on this panel

54. After you double click the question appears in Word. Make changes. Close screen. Close screen when finished making changes

55. Remember the “Gold Standard” Teach the curriculum GOOD STUDENT OUTCOMES Test the curriculum

56. In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1072, N.C. Public Schools does not discriminate on the basis of race, sex, religion, color or national or ethic origin, age, disability, or military service in its policies, programs, activities, admissions or employment. Inquiries or complaints should be directed to: The Office of Curriculum and School Reform Services 6307 Mail Service Center Raleigh, NC 27699-6307 Telephone (919) 807-3761; fax (919) 807-3767

57. For Questions Contact Your VoCATS Coordinator and CTE Director North Carolina Department of Public Instruction 6358 Mail Service Center Raleigh, NC 27699-6358 http://www.NCPublicSchools.org/workforce_development/vocats Rhonda WelfareMary Jo Nason VoCATS ConsultantVoCATS Consultant 919.807.3876 919.807.3822 rwelfare@dpi.state.nc.usrwelfare@dpi.state.nc.usmnason@dpi.state.nc.us rwelfare@dpi.state.nc.us