Career Technical
Education
MAKING STANDARDS WORK
Increasing Rigor & Relevance
Foundation
Standards
Pathway
Standards
CTE Frameworks
Career Pathways
CTE Course Sequence
CTE Content
Specific Area
of Interest
Introductory
Course
Concentrator
Course
Capstone
Course
“Unwrapping” Standards
Identifying Essential Concepts
and Skills Found in the Standards
and Indicators
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)

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
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
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

Let’s Go Deeper Into the
Standards
What do students really need to
know and be able to do?
Unwrapping Standards
Circle Nouns (Concepts)
Underline Verbs (Skills)
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.
Manufacturing and Product
Development Industry Sector
Standard Subcomponent
A2.3 Know desktop publishing
and electronic imaging
software principles and
processes used to prepare
graphic arts products.
Unwrapped Standard:
Graphic Arts
A2.3 Know desktop publishing
and electronic imaging
software principles and
processes used to prepare
graphic arts products.
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
Unwrapped Standard
 Know
 Understand
 Develop
 Conduct
 Analyze
Instructional Tasks
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
CTE & Blooms’ Taxonomy
Rigor/Relevance Framework
6 Knowledge
5
D
Understands
C
4
3
2
A
B
1
Knows
Application
1
2
3
4
5
 Know*
identify
(Level 1: knowledge)
explain
(Level 2: comprehension)
apply
(Level 3: application)
combine
(Level 5: synthesis)
Instructional Tasks
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
Unwrapped Standard
Choose whichever type works best for
you:
 Outline
 Bulleted list
 Concept map (see next slide)
 <www.inspiration.com> for graphic
organizer software program

Graphic Organizer Choices
3.0 Career Planning and Management

3.6 Know important strategies for selfpromotion in the hiring process, such
as job applications, résumé writing,
interviewing skills, and preparation of a
portfolio.
“Unwrapping” Standards:
Practice Activity
“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”
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?
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
Power Standards
Ever Wondered This?
So many standards (indicators),
so little time! How can teachers
effectively teach and assess
them all?
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?
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
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.
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!
The New Model – From
Coverage to Focus
State
Standards
Potential
Curriculum and
Test Objectives
FOCUSED
Curriculum and
Assessments
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?”
Power Standards Rationale
Please refer to information from
Douglas Reeves in supporting
documents:
The “Safety Net” Curriculum
Power Standards for the Middle
Grades
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
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?
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?
Power Standards
Selection Criteria
Consider looking at all the standards
through the common “lens” of:
Endurance, leverage, and readiness
for next level of learning OR
What students need for success—in
school, in life, and on state tests?
Power Standards and
Supporting Standards
Power Standards and
Supporting Standards

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.
Rich Quinn, East Hartford, CT
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
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
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
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
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
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
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
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
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?
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?
Are we teaching / assessing
the right standards for
success in school and
beyond?
MSW 3-Day
Workshop
Day 1: Power Standards and
“Unwrapping the Standards”
Unwrapping Standards
Big Ideas are the major concepts
you want students to know
BIG IDEA: Graphic Arts
A picture is worth a
thousand words.
Essential Question is…
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?
Day 2: Performance Assessment
Tasks
S
Q
U
A
R
Standard
Question
Unwrapped Standard
Application
Rigorous Instruction &
Resources
E Evidence
S Know DTP and electronic imaging software
principles and processes used to prepare
graphic arts products.
Q What good does a flyer do? Why would
anyone need to use one?
U Know* (identify/explain) desktop publishing/
software principles/process used
A Demonstration, small group work, and
presentation.
R PowerPoint Demo on desktop publishing
and electronic imaging software
principles.
E Student notes, small group presentation
S ituation
C hallenge
R ole of student
A udience
P roduct
Engaging Scenario
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.
Engaging Scenario: Graphic
Arts
Day 3: Scoring Guides
Additional Feedback
Questions
Comments
Suggestions
EVALUATION FORM
CAREER DEVELOPMENT
BRANCH
(213) 241-0701
[email protected]
http://careerdevelopment.lausd.net
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Designing and Assessing Standards