Introduction to Implementing the New CTE TEKS Teaching

Introduction to Implementing the New CTE TEKS Teaching With the Student in Mind

Objectives Participants will: Gain awareness of the CTE TEKS Gain awareness of Coherent Sequences Gain awareness of the key parts of the CTE TEKS Learn steps for unpacking the CTE TEKS

3 -2 -1 3 Things I know about the NEW CTE TEKS 2 Questions I have about the NEW CTE TEKS 1 Personal Learning Goal related to the NEW CTE TEKS

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now and so that the steps you take are always in the right direction. -Steven Covey The seven habits of highly effective people

Reflection: Rise and Shine! You will RISE when I ask you to do so You will walk at least 10 steps in any direction – North, South, East or West You will find a partner you have not yet spoken to today and SHINE as you collaborate and share your responses to the question I give you…

Reflection: Rise and Shine! Question Do 1: Rise and Shine you agree or disagree with the central idea of this quotation?

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now and so that the steps you take are always in the right direction. -Steven Covey The seven habits of highly effective people

Reflection: Rise and Shine! Sit down in the chair nearest to you You will RISE when I ask you to do so You will walk at least 10 steps in any direction – North, South, East or West You will find a partner you have not yet spoken to today and SHINE as you collaborate and share your responses… as I give your question…

Reflection: Rise and Shine! Question 2: Rise and Shine What is the relationship between this quotation (The Covey Quote) and the NEW CTE TEKS?

Teaching Inside the Box The Power of Creative Constraint w e N e h S T K E T C

Thinking Inside the Box: The Power of Creative Constraint https: //youtu. be/l. Gyj. Gw. SQXpg

In Texas, TEKS are the Standards TEKS Credit to The University of Texas Dana Center

TEKS Development The Texas Essential Knowledge and Skills (TEKS) are the statemandated curriculum guidelines that establish what every student, from kindergarten to grade 12, should know and be able to do by the end of that grade or course. The TEKS were written by Texas educators. The State Board of Education adopted the TEKS in 1997. The TEKS were first implemented in 1998. The TEKS are the sole source for the STAAR There is a review process for revising and updating the TEKS. Credit to The University of Texas Dana Center

New CTE TEKS as of September 2017! • Final copy of new CTE TEKS posted August 28, 2017

The TEKS Do… Reflect what EVERY student should know and be able to do Depict what EVERY student must do to show proficiency in each grade or course Form a foundation for continued education in K -12 and beyond Credit to The University of Texas Dana Center

The TEKS Do NOT… Provide a complete scope and sequence or course outline Indicate ALL the skills and knowledge that students COULD have Dictate the manner and methods by which the STANDARDS are taught Dictate or limit curriculum and instructional choices Credit to The University of Texas Dana Center

The TEKS are NOT Optional TEKS Credit to The University of Texas Dana Center

Texas Essential Knowledge & Skills FOUNDATION AREAS English Language Arts and Reading Mathematics Science Social Studies English Language Proficiency Standards ENRICHMENT AREAS Career and Technical Education Fine Arts Health Education Languages other than English Physical Education Technology Applications Religious Literature Credit to The University of Texas Dana Center

TEKS in Texas Administrative Code Title 19: Education Part 2 19 TAC Chapter 127 Career Development Courses Middle School High School 19 TAC Chapter 130 Career and Technical Education Courses 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Agriculture, Food & Natural Resources Arts, AV Technology & Communications Architecture & Construction Business Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Service, Corrections & Security Marketing Manufacturing STEM Transportation, Distribution & Logistics

New CTE TEKS Implementation What does it mean for teachers? Important to take advantage of professional development related to changes. Will find that revised TEKS match current industry trends and practices. Become more involved in the respective fields through networking, organization memberships, externships, collaboration with post-secondary institutions. Essential to understand requirements of courses, changes to TEKS, and how to encourage students to pursue related careers.

New CTE TEKS Implementation What does it mean for students? Allows students to see a cohesive meaning and flow through high school coursework. Better prepares students for latest and best industry practice and standards. Potentially more course choices.

Coherent Sequences Teaching with the Student in Mind

CTE Coherent Sequences Students who take a coherent sequence of CTE courses are more likely to complete high school successfully. A coherent sequence of courses is defined by the U. S. Department of Education as a series of courses in which vocational and academic education are integrated, and which directly relates to, and leads to, both academic and occupational competencies. “ 34 CFR 400. 4 (b) [Title 34 – Education; Subtitle B

5 CTE Coherent Sequence Texas Student Data Standards / PEIMS A student is participating in a “coherent sequence” of two or more CTE courses for three or more credits that develops occupational knowledge, skills and competencies relating to a CTE program of study. Used to determine Student Indicator Code for CTE participation. Coherent sequence taker is coded as a “ 2” in TSDS for CTE participation.

CTE Coherent Sequence Foundation High School Graduation Planning Four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from all CTE career clusters, career development courses, or approved CTE innovative courses. The final course in the sequence must be obtained from one of the CTE career clusters listed according to the endorsement to be earned. 5

CTE Coherent Sequence Example Public Services - Education and Training Principles of Education & Training (1) Human Growth & Development (1) OR Child Development (1) Instructional Practices (2) Practicum in Education & Training (2)

CTE Coherent Sequence Example Business and Industry - Marketing Principles of Business, Marketing & Finance(1) Professional Communication(. 5) OR Social Media Marketing(. 5) Advanced Marketing (2) Practicum in Marketing (2)

Implementing the New CTE TEKS Teaching with the Student in Mind

New CTE TEKS Online Training in Texas Gateway Courses TEKS training modules available for all 16 Career Clusters Each module contains several sections, video, and handouts. Training modules explain changes in the TEKS. Each course will contains a short assessment. You must complete and pass each assessment to pass the course. You must make an 80% or higher to pass the assessments. Limited number of opportunities to retake assessments. Once you complete course requirements, you will earn a certificate of completion. https: //texascourses. org/register

Each Career Cluster TEKS training module will provide a document like this.

How to Use the TEKS There is no user’s guide or teacher’s manual to accompany the TEKS Everybody’s been using them to his or her best ability Our purpose is to deepen everyone’s understanding of our CTE TEKS in order to expand informed instructional decision making Credit to The University of Texas Dana Center

Structure of the TEKS: Four Parts Introduction Strands (Foundation Areas) Knowledge & Skill Statements Student Expectations

Structure of the TEKS: Four Parts Introduction Strand K&S SE SE SE Credit to The University of Texas Dana Center SE SE

Structure of the TEKS INTRODUCTION Provides a brief overview of fundamental concepts and real world applications of the subject matter at a particular grade or course level Credit to The University of Texas Dana Center

Structure of the TEKS STRANDS Strands are Broad Categories in Foundations Subjects (not found in CTE) Mathematics Strands (K-5) Mathematics Strands (6 -8) Science Strands (K-8) Credit to The University of Texas Dana Center

Structure of the TEKS KNOWLEDGE Broad AND SKILL STATEMENTS concepts or skills to be learned These should NEVER be separated from the Student Expectations Credit to The University of Texas Dana Center

Structure of the TEKS STUDENT EXPECTATIONS WHAT the student is expected to do to demonstrate understanding of the concept or skill taught These should NEVER be separated from the Knowledge & Skill statements Credit to The University of Texas Dana Center

Structure of the TEKS [Bracket] BOX the Strands Underline The Introduction (Not Found in CTE TEKS) The Knowledge & Skills Statements Circle the Student Expectations

[Bracket] the Introduction

[Bracket] the Introduction Did you note any particular information that would be especially important for a teacher to know before offering this class? Highlight that information

Underline the Knowledge & Skills Statements

Circle the Student Expectations

Circle the Student Expectations Why don’t we separate the Knowledge and Skills Statements from the Student Expectations?

Common to all CTE TEKS Students must be able to apply knowledge learned. Content is aligned with challenging academic standards. Content includes relevant technical knowledge and skills. CTSOs are co-curricular activities. Employability skills are included in all CTE courses.

Structure of the TEKS Take 2 minutes and 45 seconds to turn to your elbow partner and discuss the following prompts. WHAT? What did you learn as a result of the structure activity? SO WHAT? What is important about what you have learned? NOW WHAT? What actions will you take as a result of your learning?

Now It’s Your Turn!

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