Honors Implementation Mission Possible

July 24, 2013Wendy Edney, RC West Region

Marty Tobey, RC Northwest RegionCarol Short, Section Chief

Overview of Honors Process

Wendy Edney

Where are you in the honors process?

*Have never taught an honors course

*Attended honors workshop but haven't taught an honors course yet

*Have taught an honors course before

*Attended honors workshop and have taught an honors course

*Middle School teacher

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 Wikihttp://honorsimplementation.ncdpi.wikispaces.net/

NCDPI CTE Honors Wikihttp://ctees.ncdpi.wikispaces.net/home

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

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

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

• 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

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 LevelTeacher as a facilitator, coach, and model

Student led learning and research

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

Project-based learning, problem-solving 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

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 WayOn 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 Design8021 Principles of Engineering

3022 Digital Electronics8030 Computer Integrated Manufacturing8031 Civil Engineering and Architecture

8032 Biotechnical Engineering8033 Aerospace Engineering

Portfolio Review Timeline

2012-13 - Transition Year2013-14 - Fall/Winter: Portfolio review process for First Cohort

Spring: Notification of Second Cohort2014-15 - Second Cohort will be reviewed2015-16 - Third and Final Cohort will be reviewed

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

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

Curriculum Content

Marty Tobey

Why is this important?• Teacher's explanation of his/her selection of curriculum content

extension and additional topic objectives selected for the course.o Post-secondary preparedness (articulation, CCP, etc.)o Workforce preparedness (labor market and economic development

needs, industry recognized standards or credentials, etc.)o Supports Common Core Standards

KNOWLEDGE DIMENSION

AFACTUAL KNOWLEDGE

BCONCEPTUAL

KNOWLEDGEC

PROCEDURAL KNOWLEDGE

DMETACOGNITIVE

KNOWLEDGE

1. REMEMBER

2. UNDERSTAND

3. APPLY

4. ANALYZE

5. EVALUATE

6. CREATE

RecognizeRecall

InterpretExemplifyClassify

SummarizeInfer

CompareExplain

ExecuteImplement

DifferentiateOrganizeAttribute

CheckCritique

GeneratePlan

Produce

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION

B2

A1

C3

e-Commerce I e-Commerce I Honors

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)

Increase Rigor

Accounting I Accounting I Honors

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

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

Accounting I Accounting I Honors

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

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

Instructional Materials and Methods

Carol Short

 Use of multiple texts and supplementary materialsUse of computer programsInterest centersLearning contractsCompactingTiered sense-making activities and tiered productsTasks and products designed with a multiple intelligence orientationIndependent learning contractsComplex instructionGroup investigationProduct criteria negotiated jointly by student and teacherGraduated 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 )

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

Criteria Strand/Standard/Clarifying Objective NC CTE Standard Level Honors e-Commerce I

Curriculum Social, Legal, and Ethical Issues of e-Commerce/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  

Assessment   Think-Pair-ShareGallery WalkAnswer SheetMultiple Choice Test

Peer AssessmentReflection/Journal PrototypeVirtually present and shareRubric with scale, criteria, descriptors and standards aligned to the objective 

This is where you’ll provide samples of YOUR work.

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

This is where you’ll provide samples of THEIR work.

Notice the continued emphasis on real world settings.

Must include at minimum:• Two or more student work

samples that adhere to these guidelines

AssessmentCarol Short

Criteria Strand/Standard/Clarifying Objective NC CTE Standard Level Honors e-Commerce I

Curriculum Social, Legal, and Ethical Issues of e-Commerce/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  

Assessment   Think-Pair-ShareGallery WalkAnswer SheetMultiple Choice Test

Peer AssessmentReflection/Journal PrototypeVirtually present and shareRubric with scale, criteria, descriptors and standards aligned to the objective 

This is your mission…Should you choose to accept it.

Portfolio ExpectationsThe curriculum guide is clear, concise and includes the

following:

• course description (including length of course)

• standards

• concepts (generalizations/essential questions)

• issues particular to the course expectations of performance

• pacing guides with examples of assignments, time tables and deadlines assessments, rubrics, grading practices

• instructional materials, equipment and/or technology

• sample units, lessons, and assignments

• student work samples

• assessment evidences that align to honors level

• pre-assessment, formative, and summative assessment

• ongoing student self and peer assessment to adjust and improve learning

Provide teachers with "NC Honors Level Course Portfolio Review Checklist"

Honors Implementation Mission Possible

July 24, 2013Wendy Edney, RC West Region

Marty Tobey, RC Northwest RegionCarol Short, Section Chief