Excell rethinking rigor and relevance workshop

Rethinking Rigor and Relevance

Bruce Lamar Mims, Ed.D.

THINK of a number from 1 to 10
MULTIPLY that number by 9
If the number is a 2-digit number,
ADD the digits together
Now SUBTRACT 5

DETERMINE which letter in the
alphabet corresponds to the
number you ended up with
(example: 1=a, 2=b, 3=c,etc.)
THINK of a country that starts with
that letter
REMEMBER the last letter of the
name of that country

THINK of the name of an animal
that starts with that letter
REMEMBER the last letter in the
name of that animal
THINK of the name of a fruit that
starts with that letter

Are you thinking of a
Kangaroo in Denmark
eating an Orange?

What Should Students
 Know
 Be Able to Do
 Be Like

Successful Curriculum Reform

Why
Do we need
to change
schools?

What

How

How will our changing world
impact your Career-Technical
Education Curriculum?
What knowledge and skills
will an entry level worker in
your career-technical field
need for success?


Why

What

Do we need
to change
schools?

Needs to
be done?

How

California
Career Technical Education
Model Curriculum Standards

Your District and the Future
► How will the Career and Technical

Education Model Curriculum Standards be
implemented?
► Teachers are already teaching to the
standards – do we know it?
► Focus on cross integration of academics
and technical information
► You can make a difference!

California Career Technical
Education Model Curriculum
Standards
 Reinforce career technical education as a vital

component of public education in California

 Represent our continuing commitment to

excellence for each student

 Provide focus on what students need to know

and be able to do for success in their career
pathway

*

Develop a workforce that will be attractive to
both retain and recruit business in California

California Career Technical Education

21 Century Standards
st

 Teach rigorous academic concepts

within the CTE curriculum

 Replace the narrow job-skill-orientated

vocational programs of the past

 Linked directly to ELA, math, science,

history and the arts standards

 Rigorous
 Integrate academic content standards

 Relevant
 Industry-specific knowledge and skill

 Prepare students for workplace
 and for post-secondary education

 Secondary Educators
 Post-secondary Educators
 Industry
 Key educational organizations
 Legislators
 Students
 Parents

 Foundation for designing specific

curricular and instructional strategies

 General expectations of what students

should know and be able to do

 Provide flexibility in determining the

best method to deliver the content


Students need to be able to
 make informed career choices
 integrate and apply academic and

career concepts
 prepare for successful
participation in our global society
 seek and love learning as a
lifelong learner

 Basis for curriculum frameworks, instructional

materials, and statewide assessments

 Each standard has 2 or more subcomponents

which elaborate on

elaborate on the specific knowledge
skills to be mastered

 Developed for grades 7-12

Standards
 Foundation knowledge and skills

for each CTE program
 Essential knowledge and skills
 15 Industry Sectors
2 or more Career Pathways
11
3 – 12
2 – 6
each

Foundation Standards
Pathway Standards
Subcomponents for
Pathway Standard

California Career
Pathways
 Coherent sequence of rigorous courses
 Develop technical knowledge and skills
 Apply academic knowledge and skills
 Prepares students to master California

academic and technical standards

 Prepares students for advanced post-

secondary course work

Standards
Each Pathway integrates
 English-language arts
 mathematics
 science
 history-social science
 visual and performing arts
academic standards

 11 Foundation Standards
 Uniform in all industry sectors

 Mastery needed for success in
 CTE pathway curriculum
 21 century workplace

 Integrate the best of SCAN

Skills

Education Foundation Curriculum
Standards
1.0 Academics
2.0
Communications
3.0
Career Planning and
Management
4.0
Technology
5.0
Problem Solving and Critical
Thinking
6.0
Health and Safety

Education Foundation Curriculum
Standards
7.0
8.0
9.0
10.0
11.0

Responsibility and Flexibility
Ethics and Legal Responsibilities
Leadership and Teamwork
Technical Knowledge and Skills
Demonstration and Application

1.0 Academic Foundation
Standards
 Academic knowledge and skills needed

for success in post-secondary education
and industry sector employment
 Supported, reinforced, Integrated and
applied throughout the industry sector
pathway curriculum
 Numbered according to California
Academic Content Standards

2.0 Communication Foundation
Standards
 Composed of and numbered according to

California English/Language Arts Content
Standards
Reading, writing, speaking and listening
Multimedia presentation skills

 Supported, reinforced, Integrated and

applied throughout the industry sector
pathway curriculum

3.0 Career Planning and
Management
 Understand how to make
effective decisions, use career
information, and manage
personal career plans

Career Technical Education Pathway
Standard Career Planning and
Management
3.0 Students will understand how to make effective
decisions, use career information, and manage
3.1 Know the personal qualification, interests,
aptitudes, knowledge, and skills necessary
to succeed in a career.
3.2 Understand the scope of career
opportunities and know the requirements for
education, training, and licensure
3.7 Understand the nature of entrepreneurial
activities

3.0 Career Planning and
Management
 Understand how to make
effective decisions, use career
information, and manage
4.0 Technology
 Using technological resources in
personal, community, and workplace
environments

5.0 Problem Solving and Critical
Thinking
Using logical reasoning, analytical
thinking, and problem solving techniques
6.0 Health and Safety
Policies, procedures, regulations and
practices in using equipment and
hazardous materials

7.0 Responsibility and Flexibility
 Demonstrate behaviors in personal,
community and Workplace
8.0 Ethics and Legal Responsibilities
 Application of laws, regulations and
organizational norms

9.0 Leadership and Teamwork
 Leadership styles, group dynamics,
decision- making, diversity, and conflict
resolution
10.0 Technical Knowledge and Skills
 Knowledge and skills common to all
pathways within the industry sector

Demonstration and Application
 Foundation and pathway standards
concepts

California Career
Pathways

Agriculture and Natural Resources
Agricultural Business Pathway
Agricultural Mechanics Pathway
Agriscience Pathway
Animal Science Pathway
Forestry and Natural Resources
Pathway
 Ornamental Horticulture Pathway
 Plant and Soil Science Pathway






California Career
Pathways

Arts, Media, and Entertainment




Media and Design Arts
Performing Arts
Production and Managerial Arts

Building Trades and Construction





Cabinetmaking and Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential and Commercial
Construction

California Career
Pathways

Engineering and Design

 Architectural and Structural Engineering
 Computer Hardware, electrical, and

Networking Engineering
 Engineering Design
 Engineering Technology
 Environmental and Natural Science
Engineering

California Career
Pathways

Education, Child Development and
Family Services





Child Development
Consumer Services
Education
Family and Human Services

Fashion and Interior Design

 Fashion, Design, Manufacturing and

Merchandising
 Interior Design, Furnishing &
Maintenance

California Career
Pathways

Energy and Utilities

 Electromechanical Installation &

Maintenance





Energy and Environmental Technology
Public Utilities
Residential /Commercial Energy &
Utilities

Finance and Business
 Accounting Services

 Banking and Related Services
 Business Financial Management

California Career
Pathways

Health Science and Medical
Technology

 Biotechnology Research and Development






Diagnostic Services
Health Informatics
Support Services
Therapeutic Services

Hospitality, Tourism, and Recreation
 Food Science, Dietetics, and Nutrition

 Food Service and Hospitality
 Hospitality, Tourism and Recreation

California Career
Pathways

Information Technology

 Information Support and Services





Media Support and Services
Network Communications
Programming and Systems
Development

Manufacturing and Product
Development
 Graphics Arts Technology

 Integrated Graphics Technology
 Machine and Forming Technology


California Career
Pathways

Marketing, Sales, and Service
 E-commerce





Entrepreneurship
International Trade
Professional Sales and Marketing

Public Services

 Human Services

 Legal and Government Services
 Protective Services

California Career
Pathways

Transportation

 Aviation and Aerospace

Transportation Services

 Collision Repair and Refinishing
 Vehicle Maintenance, Service and

Repair

Curriculum Standards
 Seamless transition to post-secondary
 Seamless entry into career
 Essential employability skills
 Rigorous Academic Content standards
 Built upon existing CTE standards, local,

state and national industry sector standards

Curriculum Standards
 Research based
 Reflect how students learn, recall, and

transfer knowledge

 Students adapt and use information in real

world applications

 Broad curriculum capturing the underlying

knowledge and skills needed for success in
pathway

McREL Format for Standards
 Declarative Statements

Information (facts, events, concepts, principles)

Focus on higher-order declarative statements (what

the student will know and understand)
Clear concise statements

 Procedural Statements

Application (what student will do with the

information)

Demystifying the
Career and Technical Education
Standards
 What Industry sector are you

associated with?
 On what page does the
“Fashion and Interior Design”
sector begin?
 What is the E3.1 standard for
the Therapeutic Services
Pathway?


Why

What

Do we need
to change
schools?

Needs to
be done?

How
Do we
do it?

Developing a CorePhilosophy

Rigor
Relevance
Relationships
Involving ALL

Students

Rigor/Relevance Framework
6
5
4

Knowledge

C

D

A

B

3
2
1

1

Application
2

3

4

5

Assimilation
of knowledge

Thinking
Continuum
Acquisition
of knowledge

Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge


The Student will know
 Knowledge

Acquisition
of knowledge

 Comprehension
 Application

Assimilation
of knowledge

Standards

The Student will know
Knowledge

 the 4 P’s of Marketing

Comprehension

 Explain each of the 4 P’s of Marketing

Application

 Create a marketing plan using each of

the 4 P’s


The Student will understand
 Analysis
 Synthesis
 Evaluation

Acquisition
of knowledge

Assimilation
of knowledge


The Student will understand
 Analysis
 compare / contrast
 Synthesis
 assimilate information
 Evaluation
 judge effectiveness

Action
Continuum
Acquisition
of knowledge

Application
of knowledge

Application Model
5 Application to real-world
unpredictable situations
4 Application to real-world
predictable situations
3 Application across
disciplines
2 Application within discipline
1 Knowledge of one discipline

6
5

D

Knowledge

C

4
3

Understands

2

A

1

Knows
1

B
2

Application
3

4

5


D

C
R
I
G
O
R

High

Understands

B

A
Low

Understand
s

Knows
Low

Understands

RELEVANCE

High

Knowledge
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Application
1.
2.
3.
4.

Knowledge of one discipline
Application within discipline
Application across disciplines
Application to real world
predictable situations
5. Application to real world
unpredictable situations

Business - Information Technology

D

C
R
I
G
O
R

High

Compare features of web
development software.

B

A
Low

Create a full web site for
a local business.

Demonstrate web development
software functions.

Low

Design web page.

RELEVANCE

High

Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.

•

6

•

5

•

3
2

•
•
•

1

Express probabilities as fractions,
percents, or decimals.
Classify triangles according to
angle size and/or length of sides.
Calculate volume of simple threedimensional shapes.
Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.

•

C

•

4

•

•

A
1

2

•
•

•

•

•
•

Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food, decorations,
etc.) you need to organize and hold
this event.
Make a scale drawing of the classroom
on grid paper, each group using a
different scale.

D

Calculate percentages of advertising in
a newspaper.
Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
Determine the median and mode of real
data displayed in a histogram
Organize and display collected data,
using appropriate tables, charts, or
graphs.

B

3

4

5

6
5
4
3
2
1

•

•
•

•

Obtain historical data about local weather to
predict the chance of snow, rain, or sun
during year.
Test consumer products and illustrate the
data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you need
to organize and hold this event.
Make a scale drawing of the classroom on
grid paper, each group using a different
scale.

•

Analyze the graphs of the perimeters
and areas of squares having
•
different-length sides.
•
•
Identify coordinates for ordered pairs
•
that satisfy an algebraic relation or
function.
•
Determine and justify the similarity or
•
congruence for two geometric
shapes.

Classify triangles according to angle
size and/or length of sides.
Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
• Calculate percentages of advertising in a
newspaper.
quadrilateral, plot the quadrilateral on
• Tour the school building and identify
a grid.

D

C
A
1

•
•

2

B

Determine the median and mode of real
Organize and display collected data, using
appropriate tables, charts, or graphs.

3

4

5

6
5
4

•

•
•

•

3
•

2

•
•

1

•

•
•
Determine and justify the
similarity or congruence for two
geometric shapes.

•

Obtain historical data about local weather
to predict the chance of snow, rain, or sun
during year.
data graphically.
resources (food, decorations, etc.) you
need to organize and hold this event.
Make a scale drawing of the classroom on
grid paper, each group using a different
scale.

Calculate percentages of
advertising in a newspaper.
•
Tour the school building and
•
identify examples of parallel and
perpendicular lines, planes, and
•
angles.
• Determine the median and mode of
real data displayed in a histogram
• Organize
percents, or decimals. and display collected
data, using appropriate tables,
Calculate volume of simple threecharts, or graphs.
dimensional shapes.

C

D
B

A

on a grid.

1

2

3

4

5

6
4
3
•
•
•

1

Analyze the graphs of the perimeters
•
and areas of squares having
•
different-length sides.
• Determine the largest rectangular
•
• Identify coordinates for ordered pairs
that satisfy an algebraic relation or
• Calculate percentages of advertising in a
Express function.fractions,
probabilities as
newspaper.
• Tour the similarity or
• triangles according and justify the school building and identify
Classify Determine to
congruence for two geometric
Calculate volume of simple three• Determine the median and mode of real
dimensional shapes.
shapes.
•

5

2

Obtain historical data about local weather
to predict the chance of snow, rain, or
sun during year.
data graphically.
resources (food, decorations, etc.) you
need to organize and hold this event.
Make a scale drawing of the classroom
on grid paper, each group using a
different scale.

•

•

D

C
A

on a grid.

1

2

•

B

Organize and display collected data, using

3

4

5

6
5
4

•

•
•

•

3
•

2

•
•

1

•

•
•
Determine and justify the similarity
or congruence for two geometric
•
shapes.

Obtain historical data about local
weather to predict the chance of
snow, rain, or sun during year.
Test consumer products and
illustrate the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.)• you need to of advertising in a
Calculate percentages
newspaper.
percents, or decimals. and hold this event.
organize
• Tour the school building and identify
• Make a scale
examples the
angle size and/or length of sides.drawing of of parallel and perpendicular
Calculate volume of simple threeclassroom on grid paper,the median and mode of real
• Determine each
dimensional shapes.
data displayed in a
group using a different scale. histogram data, using
• Organize and display collected

C

D

A

B

on a grid.

1

2


3

4

5

K
Problems
N
O
W
Projects
L
E
D Activities
G
E

C

D

A

B

APPLICATION


R
I
G
O
R

High

C
Student

Student
Thinks

A
Low

Teacher
Works
Low

D

Student Thinks
and Works

B

Student
Works

RELEVANCE

High

Control
R
I
G
O
R

Low

D

A

High

C
Teacher

B

Teacher
Directed

Teacher
Controlled
Low

Student
Controlled

Externally
Controlled

RELEVANCE

High

R&R Framework ...
A Useful Tool to evaluate
Curriculum
Instruction
Assessmen

t
Activities

Developing Your Lesson Plan
What course will you be teaching?
Select a unit that you teach in that

course.
Develop a specific lesson plan from
that unit that links to the California
Career and Technical Education
standards.

Instructional Strategies
 Brainstorming
 Cooperative Learning

 Memorization

 Demonstration

 Presentations/Exhibitions

 Guided Practice
 Inquiry

 Problem-based learning

 Instructional

 Research
 Project Design

Technology
 Lecture

 Simulation/Role-playing

 Note-taking/Graphic

 Teacher Questions

Organizers

 Socratic Seminar
 Work-based Learning

Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant A - Acquisition

 Guided Practice
 Lecture
 Memorization

Rigor/Relevance
Best Strategies for Quadrant B - Application
 Demonstration
 Instructional Technology
 Problem-based Learning
 Project Design
 Simulation/Role Playing
 Work-based Learning

Rigor/Relevance
Best Strategies for Quadrant C - Assimilation

 Brainstorming
 Inquiry
 Research
 Socratic Seminar
 Teacher Questions

Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
 Brainstorming

Project Design


Research

 Inquiry

Simulation/Role-

 Presentations/

Exhibitions
 Problem-based Learning

playing
Socratic Seminar
Teacher Questions
Work-based Learning

I have come to a frightening conclusion.
I am the decisive element in the
classroom. It is my personal approach
that creates the climate. It is my daily
mood that makes the weather. As a
teacher, I possess tremendous power to
make a child's life miserable or joyous. I
can be a tool of torture or an instrument
of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my
response that decides whether a crisis
will be escalated or de-escalated, and a
child humanized or de-humanized."
Haim Ginott


Why

What

Do we need

Needs to

to change

be done?

schools?

How
Do we
do it?

Bloom’s Taxonomy
Awareness Level

 Recall specific information
 list, arrange, tell, underline, identify,

locate
 List the 4 P’s in the marketing mix

Comprehension Level
 Understanding or interpretation

of information
 define, explain, calculate, reword
 Identify common land formations on a map

Bloom’s Taxonomy
Application level

 Applying knowledge and understanding

to a new situation
 solve, operate, use, handle, apply
 Using a ruler, determine the square
footage of the floor in this classroom

Analysis Level
 Separate a complex idea into its components
 categorize, simplify, examine, inspect, survey
 Compare and contrast the characters in a novel

Bloom’s Taxonomy
Synthesis Level

 Combining knowledge to form a new idea.
 create, build, generate, reorganize
 Write or tell a new story using the same

characters

Evaluation Level
 Choosing an alternative in making a decision.
 decide, classify, judge, prioritize, determine
 Which salesperson provided the best customer

service? Why?

Application Model
Knowledge
 Learning Knowledge, Attitude, or Skills
 Learning how to journalize a
 transaction
Apply in Discipline
 Using the knowledge, attitude, or skills within the
course curriculum
 Using a ratio learned in Algebra I to solve a
problem in Algebra II

Application
Model

Apply Across Disciplines

 Using the knowledge, attitude, or skills in all

discipline curriculums
 Use the word processing skills learned in
a computer technology class to prepare
humanities report and presentation.

Apply to Predictable Situations
 Using information to analyze and solve real
problems with predictable solutions
 Estimate the cost of carpeting this room if
carpeting costs $29.95/square yard.

Application
Model

Apply to Unpredictable Situations


Using information to analyze and solve
real problems with unknown solutions



Plan the transportation and lodging for
your family’s vacation to Disney World



Plan a holiday luncheon for nursing
home residents who have a variety of
dietary restrictions

Next Steps
► Review what you currently cover in class
► Use a highlighter to ID those areas
► Less is more!!!
► Identify areas of emphasis on CAHSEE

and STAR testing

Labor Market Information and Additional Resources
* Edd.ca.gov
* Quick Start Overhead Projector Resources:
* Language Arts 9
* Language Arts 10
* Math 9
* Math 10
* Business Ed
* Family Consumer Science
* Language Arts Flash Cards
* NEFE Materials

Philosophically Speaking
► Remember This:

► The only guarantee in life is change

► Keep your eyes and efforts focused on students;

when all the smoke clears and the dust settles,
you will ultimately end-up on the “just” side of
right

Namaste…
Bruce L. Mims, Ed.D

For More Information…

Excell Education Innovations and Consulting
“Ex cellence in C urriculum Design and
E ducational L eadership and L earning”

Bruce L. Mims, Ed.D
www.ExcellEducationInnovations.com
Email: ExcellEducationInnovations@yahoo.com
Ph: (562) 508-2461

Excell rethinking rigor and relevance workshop

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