Honors Implementation

Schedule for Today.

9:00 9:30 Overview of Honors Process Parts I, II, and III with Guided Practice 9:30 10:45 Part I: Curriculum Content 10:45 11:00 Break 11:00 11:45 Part II: Instructional Materials and Methods 11:45 12:00 Part III: Assessment
We are supposed to be in staff dev. for five hours, but you may adjust your times as needed. If your group wants to work until 12:30 or 1, and then go back to their schools, that is fine. Just remind them that they are always requesting more time to work with colleagues that teach the same thing, so they are getting that time! Also, there will be a timeline for completing the portfolios. I am suggesting the following: After the February common core day, which will be dedicated to time working together on honors and common curriculum, one teacher (as appointed by the group if several teachers teach the same course) will submit to me Part I and Part II, #1 and #2. This will tentatively be due April 1.

Overview of Honors Process

Elizabeth Carswell

Why is this info good for ALL courses?

Strategies for extending the curriculum for advanced learners Standard 6 requires that we show growth for ALL students

Background
2004 - State Board of Education approved a framework for developing and implementing Honors Level Courses 2012 - NCDPI began revising the 2004 Honors Implementation Guide and Rubric to more effectively address new standards and instructional best practices June, 2012 - State Board of Education approved the new Honors Level Course Rubric

What's new in the Implementation Guide?

Teacher rationale including intentional reflection and philosophy in each of the three buckets. Language that specifically addresses:
Credentials 21st century skills Common Core State Standards Formative and summative assessment Post-secondary alignment

Electronic submission to the state level for review.

Either met or not met.

Peer evaluators with state level coordination. Recommendations if not met.

Links to Honors Information

NCDPI Honors Wiki
http://honorsimplementation.ncdpi.wikispaces.net/

Q&A Webinars:
http://honorsimplementation.ncdpi.wikispaces.net/Webinar+Presentatio ns

NCDPI CTE Honors Wiki

http://ctees.ncdpi.wikispaces.net/home

CTE Webinar:
http://honorsimplementation.ncdpi.wikispaces.net/Content+Area+Prese ntations

Three Important Questions

What is Taught?
o

Curriculum Content

How is it Taught?
o

Instructional Materials and Methods

How is it Assessed?
o

Assessment Practices

Note: These are the major sections of the Honors Implementation Guide/Course Portfolio Rubric and will be the basis for our work today.

Examples of Differentiation for Advanced Learners

Use of multiple texts and supplementary materials Tasks and products designed with a multiple intelligence orientation

Use of computer programs

Interest centers Learning contracts

Independent learning contracts

Complex instruction Group investigation

Compacting
Tiered sense-making activities and tiered products

Product criteria negotiated jointly by student and teacher

Reference: "ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom" http://www.nagc.org/index.aspx?id=151

Diversity of Teaching Strategies Indicating Complexity Above the Standard Level

Teacher as a facilitator, coach, and model

Student led learning and research

Student exchange of ideas Use of higher level critical thinking skills and creativity for advanced learners

Project-based learning, problemsolving learning, and seminar style learning with a concentration of writing across all modalities Integration of other content areas with connections to real-world skills and context

Assessment (Section #3)

How is the Honors Level Course assessed?

FAQs Frequently Asked Questions

Who completes the portfolio? Individual teacher Who approves the portfolio? Principal, CTE Director, Superintendent (or designee) and NCDPI Will existing CTE standards and objectives meet honors level requirements? No. Honors levels standards and objectives must be an extension of the current objectives.

More FAQs
Will we be required to develop a portfolio for honors level courses that are in field test status? Yes How much extra work is required to earn honors credit? Instruction should be differentiated at a higher level and not assign extra work. The focus should be on extension, acceleration, and enrichment. CTE recommends an extension of 25% of the course content.

Should standards be rewritten or should new standards be added? Teachers may extend an existing standard or add a new one. Either is fine.

More FAQs
May we work together?
Portions of the portfolios can be common and it is the expectation that the LEA will provide PLC or PD opportunities for teachers to work collaboratively. However, individual teacher portfolios should reflect the course implementation in his/her classroom. Example: Student work samples should be collected by individual teachers for their portfolio.

More FAQs
Do students needs to score a higher grade on Elements post-assessment to earn honors credit? No (And they take the same post-assessment as regular credit)

What if I already have an honors portfolio I created using the old implementation guide? A new portfolio following the new rubric and revised implementation guide must be developed.

More FAQs
If a new course is released at Summer Conference, how can I get an honors portfolio prepared before school starts? If your LEA permits, you may develop the portfolio while implementing a new or revised course. Remember to stay in close communication with your CTE Director.

Project Lead the Way

On 2/9/12, a memo was sent by Dr. Rebecca Garland that stated: The following PLTW courses are eligible for two weighted quality points as provided in the State Board of Education policy for course credit. PLTW courses offer the opportunity for college credit upon successful completion of the course and passing a standardized examination. A yearly review will be conducted to amend this list as other PLTW courses add the college credit option: 8020 Intro to Engineering Design 8021 Principles of Engineering 3022 Digital Electronics

8030 Computer Integrated Manufacturing

8031 Civil Engineering and Architecture 8032 Biotechnical Engineering 8033 Aerospace Engineering

Portfolio Review Timeline

2012-13 2013-14 2014-15 2015-16 Transition Year Fall/Winter: Portfolio review process for First Cohort

Spring: Notification of Second Cohort

Second Cohort will be reviewed Third and Final Cohort will be reviewed

Review Process

Review Process
Portfolios uploaded to an online system Will receive designation of Met/Not Met for each section
o

If Not Met, will be provided feedback to assist with earning Met

Peer Review of teachers from across the state who will provide suggestions

TIMELINE FOR HONORS COURSE REVIEW

Jan

COHORT I: Training , Submission, Review and Feedback

Provide training to the 40 LEAs in the first cohort on how to use and upload to the system. The training window will be January 20-24, 2014. Notify the 40 evaluators who will review the honors portfolios (content experts, January 25, 2014 - LEAs may IHE, AIG Leaders, etc.) begin UPLOADING INFORMATION (Not Submitting final portfolios Just Uploading files) into the online system for each Honors course that is to be reviewed by the state.

Feb

March
March 1, 2014 LEAs may begin to SUBMIT completed portfolios for state review. March 1, 2014 Honors Portfolio Moodle System will send reminder to the First Cohort of LEAs of the deadline to submit the LEA honors portfolio courses

Apr
April 1st April 25th Evaluators review honors portfolios through the Moodle system May October, 2014

May - Oct

Feedback and support will be given to First Cohort LEAs in May Those portfolios with a not met status will correct and re-submit to March 10-21, 2014 April 25th deadline for all the Moodle Evaluator Training evaluations to be Evaluators will review the reMarch 21, 2014 All Honors completed in the Moodle submitted revisions portfolios due to the online by the Evaluators Content Consultants will offer system from the First Cohort support as needed to the First Cohort LEAs LEAs via conference calls, webinars, face-to-face visits to assist LEAs with not met categories of the rubric review process Moodle system will remain open to the First Cohort of LEAs for revisions and curriculum planning until the end of October

More FAQs
When our LEA is audited, how many portfolios must be submitted? One portfolio per identified course How many honors courses per LEA will be audited? A random selection How many student artifacts must be submitted when audited? Two or more per course

CTE Northwest and Western LEAs in First Cohort

862 Mount Airy City Schools 7 030 Alleghany County Schools 7 290 Davidson County Schools 7 291 Lexington City Schools 7 292 Thomasville City Schools 7 970 Wilkes County Schools 7 450 Henderson County Schools 8 220 Clay County Schools 8

380 Graham County Schools 8

440 Haywood County Schools 8 590 McDowell County Schools 8 110 Buncombe County Schools 8

861 Elkin City Schools 7

490 Iredell-Statesville Schools 7 860 Surry County Schools 7

Curriculum Content
Kim Clark

Why is this important?

Teacher's explanation of his/her selection of curriculum content extension and additional topic objectives selected for the course.
o o

Post-secondary preparedness (articulation, CCP, etc.) Workforce preparedness (labor market and economic development needs, industry recognized standards or credentials, etc.)

Supports Common Core Standards

Smart Phone Common Core Standards App

Recommended Credentials by Course list

THE TAXONOMY TABLE

KNOWLEDGE DIMENSION

COGNITIVE PROCESS DIMENSION

1. REMEMBER 2. UNDERSTAND
Interpret Exemplify Classify Summarize Infer Compare Explain

3. APPLY

4. ANALYZE
Differentiate Organize Attribute

5. EVALUATE
Check Critique

6. CREATE
Generate Plan Produce

Recognize Recall

Execute Implement

A FACTUAL KNOWLEDGE

A1 B2

B CONCEPTUAL
KNOWLEDGE

C PROCEDURAL
KNOWLEDGE D METACOGNITIVE KNOWLEDGE

C3

Personal Finance: Classify types of health and life insurance and features of types of coverage. Health Science II: Remember elements of healthcare career decision making.

B2

A1

Accounting II:

Analyze financial indicators and ratios to make business decisions.

C4

Early Childhood Education I: Evaluate developmentally appropriate activities and programs for preschool and school-age children.

B5

Horticulture II-Landscape:

Apply procedures to prune, fertilize, and mulch landscape plants.

C3

Increase Rigor
e-Commerce I e-Commerce I Honors Understand appropriate copyright and Apply copyright and trademark procedures to develop an trademark laws for an e-business website. (B2) appropriate logo for an e-business website. (C3)

Accounting I Apply procedures to maintain a petty cash fund and record related journal entries. (C3)

Accounting I Honors Evaluate the uses for petty cash and determine the need to increase or decrease the petty cash fund. (B5)

Accounting I
Apply procedures to prepare financial statements for a sole proprietorship. (C3)

Accounting I Honors
Analyze the financial statements to predict the fiscal health of the organization. (B4)

Honors

Create a long term savings and investment portfolio recommendation for a potential client.

10%

B6

Revised Blooms Taxonomy Cognitive Process Dimension Term RBT Supporting Verbs Recognize Recall Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining Objective Statement and RBT Designation

Guided Practice
Look at your blueprint and identify objective(s) to expand upon (do not alter the original objective as it will be tested at the identified RBT level). Write an objective statement for Apply, Analyze, Evaluate and/or Create on the handout provided.

Remember Exhibit memory of previously learned material by recalling facts, terms, basic concepts and answers.

Understand Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Apply Solve problems to new situations by applying acquired knowledge, facts, techniques and rules. Analyze Breaking material into its constituent parts and determining how the parts relate to one another into an overall structure or purpose. Evaluate To make judgments based on criteria and standards. Create Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Execute Implement

Differentiating Organizing Attributing Checking Critiquing Generating Planning Producing

Instructional Materials and Methods

Kim Clark

How can I differentiate for advanced learners?

Use of multiple texts and supplementary materials Use of computer programs Interest centers Learning contracts Compacting Tiered sense-making activities and tiered products Tasks and products designed with a multiple intelligence orientation Independent learning contracts Complex instruction Group investigation Product criteria negotiated jointly by student and teacher Graduated task-and product-rubrics (Referenced from: ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom http://www.nagc.org/index.aspx?id=151 )

Ill give you some time to begin working on this in a few minutes.

Remember to incorporate the strategies that are effective with advanced learners.

Criteria Curriculum

Strand/Standard/Clarifying Objective

NC CTE Standard Level

Honors e-Commerce I

Social, Legal, and Ethical Issues of eCommerce/Understand appropriate copyright and trademark laws for an e-business website.

Understand appropriate copyright and trademark laws for an e-business website. (B2)

Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3)

Instruction

4.02

Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website: 1. What is the difference between a registered and unregistered work? 2. What three pieces of information are normally included in a copyright notice?

Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e-business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below. 1. Will the logo be copyrighted or trademarked? Justify your response. 2. Provide all required documentation to register your logo as either a copyrighted or a trademarked work. 3. Present final product to a business audience

Must include at minimum: One unit plan and two lessons adhering to these guidelines

Must include at minimum: Two or more student work samples that adhere to these guidelines

Notice the continued emphasis on real world settings.

Assessment
Debra Hadley

Criteria

Strand/Standard/Clarifying Objective Social, Legal, and Ethical Issues of eCommerce/Understand appropriate copyright and trademark laws for an e-business website.

NC CTE Standard Level Understand appropriate copyright and trademark laws for an e-business website. (B2)

Honors e-Commerce I Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3)

Curriculum
Instruction

4.02

Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website: 1. What is the difference between a registered and unregistered work? 2. What three pieces of information are normally included in a copyright notice?

Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e-business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below. 1. Will the logo be copyrighted or trademarked? Justify your response. 2. Provide all required documentation to register your logo as either a copyrighted or a trademarked work. 3. Present final product to a business audience

Assessment

Think-Pair-Share Gallery Walk Answer Sheet Multiple Choice Test

Peer Assessment Reflection/Journal Prototype Virtually present and share Rubric with scale, criteria, descriptors and standards aligned to the objective