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PA Core Standards and Academic Integration

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PA Core Standards and Academic Integration

Mrs. Michelle Bonser

Mrs. Joann Gomez

Mr. James Granahan

Mr. Patrick McHale

Dr. Carolyn Shegelski

Mr. Frank Zaso

Monroe Career & Technical Institute

- Electrical Technology
- Electronics Technology
- Graphic Communications
- Health Professions
- Horticulture
- Hotel, Resort, & Tourism Management
- HVAC
- Marketing
- Masonry
- Plumbing Technology
- Power Equipment Technology
- Welding Technology

- Auto Collision Repair
- Automotive Technology
- Building Trades Maintenance
- Carpentry
- Computer Networking & Security
- Computerized Machine Tool Technology
- Cosmetology
- Criminal Justice
- Culinary Arts
- Diesel Technology
- Drafting & Design Technology

- PA Core Standards in MCTI Learning Guides
- Meeting the PA Core Standards in Reading
- Meeting the PA Core Standards in Writing
- Adding PA Core Standards of Mathematical Practice to CTE Math Content

Instructors teaching CTE program tasks and helping students to make connections to academic content standards so that students are college and career ready.

LearningGuides

- PA Core Standards
- BCTE put out a list of correlated ELA (reading and writing) and Math content standards for some programs.
- Coaches correlated ELA and Math PA Core Standards with programs that were not included using their knowledge and expertise.

- Updated PA Content Standards
- Coaches put in correlating Science, CEW, Business, Technology, Art, Health and Physical Education, etc. content standards.

- Focus Standards I & II
- English Language Arts (ELA) – reading and writing
- Problem Solving, Measurement, and Calculation
- Some Algebra and Geometry for those programs who have more advanced math content

- Connecting Standard
- Grades 5-8 Math Standards that students are expected to already know so they are prepared to learn the mathematics that is part of their trade area or industry.

- www.monroecti.org
- Programs tab

www.guides4learning.com

- Cite specific textual evidence to support analysis of science and technical texts…
- Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks…
- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context…
- Integrate and evaluate multiple sources of information …
- Produce clear and coherent writing…
- Write informative/explanatory texts…

- Apply properties of rational and irrational numbers to solve real world or mathematical problems.
- Use units as a way to understand problems and to guide the solution of multi-step problems.
- Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
- Extend the knowledge of arithmetic operations and apply to complex numbers.

- Summarize, represent, and interpret data…
- Analyze relationships between two-dimensional and three-dimensional objects.
- Apply trigonometric ratios to solve problems involving right triangles.

- Identify and choose appropriate processes to compute fluently with multi-digit numbers.
- Model and solve real-world and mathematical problems …
- Solve problems using conversions within a given measurement system.
- Apply and extend previous understandings of numbers to the system of rational numbers.
- Analyze proportional relationships and use them to model and solve real-world and mathematical problems.

- Apply appropriate tools to solve real-world and mathematical problems involving area, surface area, and volume.
- Solve real-world and mathematical problems involving angle measure, area, surface area, circumference, and volume.
- Understand and apply the Pythagorean Theorem to solve problems.

- Most of the ELA standards, especially the reading and vocabulary, have already been integrated as part of the literacy strategies teachers are already using.
- Writingneeds better implementation and additional strategies.
- PA CoreStandards of Math Practice need to be included in the existing math instruction.

Data analysis of NOCTI testing results at the class and student level.

Professional Development that includes teachers working with coaches in small groups and one-to-one.

Adapting research based and best practices to work with CTE content and instruction.

- Half day Individual Meeting to assist teachers in learning, practicing, and documenting PA Core Standards of Math Practice and ELA strategies into their instruction.
- Small Group Meetings to discuss instructional practices that exemplify how teachers are incorporating the PA Core Standards of Mathematical Practice and ELA into their teaching practice.
- One to One Meetings to assist teachers with lesson planning and implementation.

Reading, Chunking Text, Main Ideas

Content Retention Strategies

Vocabulary Strategies

Collins Writing

Instructional Strategies that use Technology

PA Core Standards for Mathematics and ELA

PA Core Standards of Mathematical Practice

Essential Math Questions Activities with links to NOCTI and PA Core Standards of Math Practice

NOCTI Data – Task Link Data Analysis, Integrated Academic Report

A Computerized Machine Technology student uses an app on his cell phone while working on a project.

What do we do to implement these?

What do they look like in the CTE theory room?

What strategies do we already have?

What do we need to improve?

- Reading for Comprehension
- High Interest Articles related to trade area

- Chunking Information
- “Foldables” Note-making

- Vocabulary
- Collins Writing
- Main Ideas and Summaries

Health Occupations students make notes using Dinah Zike’sFoldables.

These are Layered Books and Tabbed Books.

http://www.dinah.com/

- Flash Cards
- Word Walls – provided teachers with paper and markers
- www.monroecti.org→ Resources Tab → Literacy Resources→ Word Walls

- Quizlet - anytime online flashcard resource
- http://quizlet.com/

Criminal Justice students create a word wall of terminology. The shape of the construction paper cut-out is the same as their badge!

Graphic Communications students practice terminology with a flash card circle.

- Instructors were given professional development on Collins Type 1 and Type 2 early in the school year.
- Introduced to Type 3 and the 10% Summary
- www.collinsed.com
- http://www.collinsed.com/PDFs/10_summary_focus_sheet_START.pdf

Building Trades Maintenance students completing a Collins Type 1 Writing assignment.

NOT Math Content

- Balanced combination of procedure and practice
- Encourage multiple representations…
- Require students to explain and justify solutions, procedures, and mathematical thinking

- NOT content standards
- Describe ways students should engage mathematics
- Connect the content to practical situations and technology

- Spend time and energy on problems that are important to your trade. Practice frequently and over time …
- Connect the math in the program to academic math…
- Develop speed and accuracy with simple calculations that are part of your trade area…
- Memorize math facts, equivalents, or formulas as needed to do the job.
- Fully understand and be able to work easily with a problem or concept before moving on …
- Use the appropriate math concepts as part of the job …
- Know what math is needed for this job or task, why it is needed, and be able to use it.

- Students talk about each other’s answers, thinking, and work.
- Students show their work and can justify their solution process and answers. Students can revise their work and justifications.
- Students persevere to make sense of the problems at points of difficulty, challenge or error.
- “Grit” - http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit

- What happens if this value/measurement/parameter changes?
- Are the units appropriate?
- Do the results make sense?
- What was your estimate?
- What errors are possible? How do you prevent them or recognize it if you make a mistake?

- Previous slides were excerpts from a teacher handout
- Full Document is at…
www.monroecti.orgunder Resources → Numeracy Resources → Integrating Mathematics Resources → Core Standards of Math Practice for CTE Teachers

- Choose questions that fit with your content, style of teaching, what practice you are focusing on, etc.
- Incorporate these questionsas a warm-up, review, formative assessments, Collins Writing, etc.
- Use the “Math Problem of the Day” to bring more math into your theory lessons
- Develop “Essential Math Problems” for the important math concepts in your trade.

A math focus topic for every month and a problem for every day.

- December
Eddie is helping his father panel the family room. As they are working with the trim, Eddie’s father notes that the final piece of trim is 6 ½’ long. The last section of wall they need to trim is 4 ¾’. There are also a few other smaller sections where they could use any trim that is left over. How much trim will they have left after completing the last section of wall? Explain how to check your solution for accuracy.

- March
The range of a set of data is the difference between the greatest and least numbers in the set. The highest point on Earth is Mt. Everest at 29,028’. The lowest point is the Marianas Trench at 38,635’ below sea level. Find the range of the highest and lowest points on Earth. Explain how range is used in your program or another example.

- www.monroecti.org Resources > Numeracy Resources

HVAC students collaborate on solving the Math Problem of the Day.

- Problems that exemplify the mathematics that the students must know how to do to be successful on the NOCTI, Certification Tests, or on the job.
- Specific for each program area
- 5 to 10 problems or divided up by levels
- They should be word/situational problems
- This is NOT content, such as “FRACTIONS”
- They can be from any source such as: textbook examples, NOCTI practice problems, Certification Test examples, teacher made problems, etc.

- Basic:
- An operation sold 175 chicken salad sandwiches from a total of 700 food items. What is the menu mix percentage for chicken salad sandwiches?

- Increased Rigor:
- The hospital cafeteria has a variety of food items. There are hot and cold entrees, sandwiches, salads, desserts, and beverages. The management is trying to maximize profits. Last week they sold 175 chicken salad sandwiches from a total of 700 food items. What is the menu mix percentage for chicken salad sandwiches? Why do you think your answer makes sense?

- Consistent Practice
- Direct Instruction
- Cooperative Learning

- Timely Feedback
- Building Numeracy
- Number Sense
- Resiliency and Perseverance
- Scaffold or Challenge
- Problem Solving Strategies

NOCTI results

Perkins Indicators

2014-15

- 2008 - 67.9%
- 2009 - 73.0%
- 2010 - 83.0%
- 2011 - 83.3%

- 2012 - 90.1%
- 2013 - 94.9%
- 2014 - 93.5%

Advanced & Proficient Percentage

- Analyze the class and individual student:
- Task Link Report
- Integrated Academic Reports

- Instructors plan for NOCTI Improvement using the information from their data analysis

- MCTI is above the state expectation in 6 of the 8 categories and beats statewide performance scores in 7 of 8.

- Professional Development and Coaching to improve:
- Technology based resources and strategies
- ELA
- 10% Summary
- Collins Writing Type 3 and beyond

- Mathematics
- Essential Math Problems for each program area

- Dr. Carolyn Shegelski – Assistant Director
- cshegelski@monroecti.org

- Michelle Bonser - Mathematics Coach
- mbonser@monroecti.org
Teachers

- mbonser@monroecti.org
- James Granahan jgranahan@monroecti.org
- Patrick McHale pmchale@monroecti.org
- Frank Zaso fzaso@monroecti.org