Career Academies Support CCSS Instructional Shifts

Erin Fender, Project ManagerCollege & Career Academy Support Network (CCASN)

Univerity of California, Berkeley - Graduate School of Education

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CCASN promotes researched-based practice to improve students’ preparation for college and careers through direct support to schools and districts

Conducts practice-based research and documentation

Has created 2 websites with over 20 guides, research reports, national directory of academies, “toolbox” of downloadable materials, videos, and more

Informs local, state and national policy

http://casn.berkeley.eduhttp://collegetools.berkeley.edu

About CCASN

Who are you?

From where?

Your role?

Today’s Agenda

Define the instructional shifts called for in CCSS and NGSSUnderstand how integration of CTE and academics can be

leveraged to promote the instructional shiftsProvide Career Academy-specific examples, strategies and

student work that promote instructional shiftsExplain how Career Academies prepare students for the

new SBAC and PARCC assessments Gain knowledge about resources to assist making the

shifts

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CAREER ACADEMIES

CCSS

College and Career Readiness

Career Academies and the CCSS are mutually supportive

1. Shared student learning outcomes, with an emphasis on higher order thinking skills

2. Compatible approaches to interdisciplinary curriculum, instruction, and performance-based assessment

3. Real-world integration and application of academic and technical skills and knowledge

4. Student assessment through authentic demonstrations of learning (e.g., portfolios, project defenses, exhibitions)

Major Shifts for CCSS Literacy

1. Building knowledge through content-rich informational text

2. Regular practice with complex text and academic vocabulary

3. Reading, writing, and speaking grounded in evidence from text, both literary and informational

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Standards of Mathematical Practice

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning

of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning

NGSS Practices

Asking questions and defining problemsPlanning and carrying out investigationsGathering, analyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations, designing solutionsDeveloping and using modelsObtaining, evaluating, communicating informationEngaging in argument from evidence

Career Academies = Complex Integration

Single Subject Paired Interrelated Conceptual

BASIC INTERMEDIATE COMPLEX

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Industry Survey

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Business and Finance

Budget ReportsLabor reportsMarket Trends

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Architect/Urban Planner

Project BidsRequest for Proposals Building Codes

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Emergency Medicine

Patient NarrativesIndustry Journals Field Protocols

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Law Enforcement

Police ReportReference Text Trade Journal

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Education non-profit

Education JournalEducational Theory Grant Proposals

CCSS-ELA Shifts = Literacy

1. Building knowledge through content-rich informational text

2. Regular practice with complex text and academic vocabulary

3. Reading, writing, and speaking grounded in evidence from text, both literary and informational

Brain Research says…

When people learn in an applied context they access many more neural networks, hooking new knowledge more deeply into existing schema.

Students learn more and it sticks when learning is connected and applied in authentic contexts.

Newmann, F.M. Smith, B, & Allensworth, E (2001) Instructional program coherence: what is it and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23/4 (297-321).

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Activities to support the shifts

Provide time and training to: cross-walk the standards to student-learning

outcomes in each course and grade level unpack the standards to clearly understand what is

being asked of the studentDevelop prototypes of performance assessments or

interdisciplinary projects that are mapped to the CCSSProvide access to existing resources (eg. LDC and

CCASN Curriculum Database)

SocialStudies

Science

English

Math

SocialStudies

Science

English

Math

SocialStudies

Science

English

Math

SocialStudies

Science

English

Math

CTEMiddle School

ArticulationMultiple

Post-Secondary

Opportunities

Post-Secondary ArticulationCollege and Career Plan----------College Tours----------Applications ------------Dual Enrollment

CTE CTE CTE

SupportServices

SupportServices

SupportServices

SupportServices

Introductory

Level

Intermediate

Level

Capstone

Level

Work-based Learning Opportunities Company Tours ----------------------------Job Shadowing------------------------------ Internships

Aug Sep Oct Nov Dec

EnglishBiographiesCharacter traits and motivation

Short storiesTime and sequenceForeshadowingFlashback

Universal themesLiterary devices Imagery, allegory, symbolism

Creative writingInterviews

Evaluating credibilityWriting persuasive compositions

Algebra II Numbers and functions

Solving systems of linear equations

Solving and graphing quadratics

Exponential equationsLogarithms

Polynomial functions

Biology Scientific method

Cell biologyPhotosynthesisCellular respiration

Central dogmaDNA structure and technologyProtein synthesis

MeiosisInheritance

CloningStem cell research

GeometryDefinitionsGeometric reasoning

Induction vs. deductionConstruction of lines, angles, shapes

CirclesProperties of trianglesCongruence

QuadrilateralsPolygons

Area, and surface areaSectors and segments

Law and Justice

Ancient legal systemsEarly laws

Sources of lawBill of RightsAmendments

CodesCriminal investigation

CourtsCourtroom testimony

MediationArbitrationConflict resolution

Specific examples of interdisciplinary threads

Academy/CTE Course English Social Science Science

Natural resource mgt/Agriculture/Publ

ic Services

Grapes of Wrath, Narrative Analysis, Lit

Criticism, Response to Lit

Western Migration/New Deal

(US History)

Reasons for Dust Bowl (Ecology/Bio)

Engineering & Design/Health

Science & Medical Technology

GATTACA (book & film) Analysis of Oral

& Media Communications

Industrial Economies, rights of workers, Social Darwinism

Genetics, Biotechnology, Environmental

Pollution

Hospitality & Tourism/ Marketing

& Sales

In Defense of Food, Persuasive/Research

essay, elements of discourse

Corporate Mergers, Adv. In Technology,

Decline family farms

Chemistry/Food Science – acid/bases,

Gases, Thermodynamics

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Roman Chariot Race

CTE English Biology World History

Project Design

Construction skills using hand and power tools

Collaboration/Teamwork

Experimentation

Julius Caesar reading & writing assignments

Latin root word

Promo materials for the Chariot Race

Energy

Cellular energy production

Peanut Lab measuring energy in food

History of energy usage

Roman Empire

Customs

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CCSS ELA Instructional Shifts

Building knowledge through content-rich informational text

Regular practice with complex text and its academic language

Reading, writing, and speaking grounded in evidence from text, both literary and informational

Standards of Mathematical Practice

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

NGSS Practices

Asking questions and defining problemsPlanning and carrying out investigationsGathering, analyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations, designing solutionsDeveloping and using modelsObtaining, evaluating, communicating informationEngaging in argument from evidence

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Example

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1. Write an example of:• a discipline-specific text-dependent question that

could be asked based on this text• a math question that requires students to

construct viable arguments and critique the reasoning of others

2. How do the questions you developed in #1 address the instructional ELA shifts, the Standards of Mathematical Practice, and/or the NGSS Practices in a Career Academy context?

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Math Example

Verify Apple’s claim:By reducing iPhone packaging by 28 percent from 2007 to 2012, we ship up to 60 percent more boxes in each airline shipping container. That saves one 747 flight for every 416,667 units we ship.

CCSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.

Dimensions Thickness Weight iPhone 5 59 x 124 mm 7.6mm 112g

iPhone 61 x 115 mm 11.6mm 135g

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Math Example

Design packaging for an iPhone using packaging for an iPhone 5 as a guideline or propose a design for iPhone and iPhone 5 packaging to meet or exceed Apple’s environmental claims.

CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

Dimensions Thickness Weight

iPhone 5 59 x 124 mm 7.6mm 112g

iPhone 61 x 115 mm 11.6mm 135g

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Science Literacy Example

How can corporations take responsibility for their environmental impact?

After reading Apple’s environmental report, write an essay in which you discuss primary opportunities to reduce the environmental impact of manufacturing, and evaluate Apple’s efforts. Support your position with evidence from the text. NGSS.HS-LS2-7. Human environmental impact mitigation

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

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US History Literacy Example

How have environmental protection laws impacted how companies do business?

After reading Apple’s environmental report and the major federal environmental laws, write an essay that explains the impact of environmental protection laws on how companies must manage a product’s manufacture. Support your discussion with evidence from your reading.

CA-HIST11-2 Rise of Industrialization

CA-HIST11-11.5 History and impact of environmental movement

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Starting Points for Literacy

Industry aligned texts

Text-dependent questions

Evidence-based writing

Consider this question:What art speaks to you? After reading excerpts from The Story of Art and watching Exit Through the Gift Shop, identify a visual image that you find striking and write an essay explaining why you find it powerful.

Should museums exhibit graffiti as art? After reading excerpts from The Story of Art and watching Exit Through the Gift Shop, write a report arguing for or against based on functional and historical theories of art. Support your position with evidence from the texts.

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How does the integration of CTE and academic courses

(aka Career Academies) better prepare students for

Common Core Assessments?

Common Core and New Assessments

Requires an instructional shift to interdisciplinary teaching and learning

Increased emphasis on real world applicationAuthentic demonstrations of learning through

student performance assessmentsBalancing of informational and literary textsMastery of concepts at a deeper level

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Mathematical Questions

From SBAC, “Performance Tasks:Require student initiated planning, management of

information/data and ideasReflect a real world task; allow for multiple approachesRepresent content that is relevant to studentsAllow for demonstration of important knowledge and

skills, including those that address 21st century skills such as critically analyzing and synthesizing information presented in a variety of formats, media, etc.”

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PARCC Sample Item

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Seeing Structure in a Quadratic Equation

PARRC Example

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Related Resources

Linked Learning and the Common Core

Career-themed Curriculum Database

On the CCASN website

http://casn.berkeley.edu/curriculum.php

A repository over 700 lesson plans, units, projects and courses that link academic disciplines to specific industry sectors

Vast majority clearly aligned to CCSS

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Literacy Design Collaborative (LDC)

Thank you

Erin Fender efender@berkeley.edu

http://casn.berkeley.edu

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