The Crosswalk Project

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• The Crosswalk Project
• and South Dakota Secondary Career and Technical
  Programs

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Workshop Goals

• Provide an overview of the Crosswalk Project
• Explain the crosswalk matrix process
• Explain the components of the course syllabi
• Provide time to work on the crosswalk matrix and
  course syllabi for a selected class
• Introduce standards-based projects

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The Crosswalk Project

• A process to assist secondary career and
  technical programs to enhance the rigor and
  relevance of the curriculum through application
  and alignment of academic and workplace skills.

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The Crosswalk Project

• Provides a standards-based curriculum for CTE
  programs that includes
• Technical Standards
• Academic Standards
• Employability Standards

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Why the Crosswalk?????

• To develop, update, and expand technical
  curriculum
• To develop instructional strategies that meet the
  learning needs of all students
• To prepare students for future careers and
  workplace requirements
• To demonstrate how technical courses enhance and
  increase students academic and transferable work
  skills

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Why the Crosswalk?????

• To identify areas within the curriculum where
  academic, technical, and transferable work skills
  need to be enhanced and integrated
• To meet Perkins III accountability in technical
  skills and academic achievement (Core Indicator
  I)
• To assist schools in meeting state-adopted
  academic content standards
• To help schools meet the requirements of No Child
  Left Behind(NCLB)

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Career and Technical Education - a Partner with
NCLB

• Reinforces and teaches academic standards
• Serves all students
• Includes the neglected majority - the 60 of
  the student body who learn best in context
• Prepares all students for employment and two-year
  and four-year postsecondary education

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Crosswalk Components Overview

• Approved technical program standards
• State-adopted academic content standards
  mathematics, reading, communication arts, science
• Transferable Work Skills (SCANS)
• Crosswalk matrix for each content standard
• Standards-based course syllabi
• Project-based learning

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Crosswalk Project Components

• Approved technical program standards
• http//doe.sd.gov/contentstandards
• What standards will be addressed in your
  course?

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Crosswalk Project Components

• State-adopted academic content standards
• http//doe.sd.gov/contentstandards
• What content standards will be addressed in
  your course?

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Crosswalk Project Components

• Transferable work skills
• SCANS (Secretarys Commission on Achieving
  Necessary Skills)
• http//doe.sd.gov/octe/crosswalk/standards/scans.a
  sp
• Foundation Skills
• Basic Skills
• Thinking Skills
• Personal Qualities
• Competencies

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Crosswalk Project Components

• Crosswalk matrix
• Use matrix to identify academic content standards
  and transferable skills that are integrated into
  your courses and align with your course standards
• Develop integrated course goals and course
  projects around areas on the matrix that show
  close alignment

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Sample Matrix - FACS
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Course Syllabus

• Course Description
• Instructional Philosophy and Delivery Plan
• Integrated Course Goals
• Major Course Projects
• Assessment Plan

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Course Syllabi Components

• Course Description
• Aim
• Topics
• Place within Program
• of Study
• Length
• Prerequisites

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Course Description

• In Desktop Publishing students will learn
  desktop publishing
• concepts and techniques through the use of Adobe
  PageMaker
• software. Students will produce several desktop
  publishing products
• for specific situations.
• This is a semester course for students in grades
  10-12. It is a
• student-centered independent study elective
  course for students
• interested in information technology, graphic
  communications and
• desktop publishing. Students should have
  knowledge and skill in
• basic computer operation and Internet usage.
• The topics covered in the course will include an
  overview of
• hardware and software elements and principles of
  design,
• typography, graphics and layout the basics of
  PageMaker software
• and, the creation of projects using PageMaker
  software.

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Course Syllabi Components

• Instructional Philosophy and Delivery
• Expectations
• Student Participation
• Use of Community
• Resources
• Student Evaluation

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Instructional Philosophy Delivery

• Students will be expected to meet all the goals
  listed in this syllabus and be able to
• demonstrate their understanding of the underlying
  concepts. The learning styles, interests, and
• areas of expertise of each student will help
  direct the design of the instruction.
• Instructional delivery will engage the student
  in hands-on, real-world activities. The course
• requires students to be self-motivated to
  complete assigned activities and projects.
• Students will work independently and in teams to
  complete projects. During the course,
• students will need to draw on their academic
  skills in communication arts and fine arts and
  apply them to
• real tasks performed in desktop publishing.
• The community will be used as an extended
  learning lab. Students will work with community
• members as they develop knowledge and skills in
  desktop publishing to meet the needs of specific
• individuals and/or groups.
• Students will be assessed on daily attendance,
  behavior, participation, and individual daily
• work personal reflections tests and quizzes
  and projects. This assessment will include the
• thinking processes students follow and the
  alternatives they consider in arriving at
  solutions to
• problems and in developing projects they complete
  during the course, as well as the facts and
• knowledge they gain. Students will be assessed on
  academic standards identified in the course
  syllabi as well. All students will complete all
  course requirements at a minimum 80 level of
• specified quality. To help meet this requirement
  students will learn how to evaluate personal and
• peer progress and make adjustments as needed
  throughout the course.

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Course Syllabi Components

• Course Goals
• Integrated statements of what students should
  know and be able to do
• Contain technical, academic, and transferable
  work skills

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Course Goals Technical Standards

• By completing this course students will achieve
  the following National Educational
• Technology Standards at a specified level for the
  course.
• Basic operations and concepts
• Students demonstrate a sound understanding of
  the nature and operation of technology systems.
• Students are proficient in the use of
  technology.
• Social, ethical and human issues
• Students practice responsible use of technology
  systems, information and software.
• Technology productivity tools
• Students use technology tools to enhance
  learning, increase productivity, and promote
  creativity.
• Students use productivity tools to collaborate
  in constructing technology-enhanced models,
  prepare publications, and produce other creative
  works.
• Technology communication tools
• Students use telecommunications to collaborate,
  publish and interact with peers, experts, and
  other audiences.

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Course Goals Content Standards

• By completing this course, students will achieve
  the following
• academic standards at the specified level for
  this course.
• Communication Arts 9-12
• Goal 1 Writing
• Indicator 1 Students are able to use
  appropriate content, organization, form, and
  style in technical, business, creative, and
  personal writing.
• 12.W.1.1 Students are able to create an
  appropriate document for a specific purpose
• Indicator 2 Students are able to use various
  strategies and techniques to improve writing
  quality.
• 12.W.2.1 Students are able to improve writing
  through revision.

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Course Goals Content Standards

• Goal 2 Listening and Viewing
• Indicator 1 Students are able to use various
  listening and viewing strategies in social,
  academic, and occupational situations.
• 9.L.1.2 Students are able to analyze how
  non-verbal communication can influence the
  credibility and interpretation of the message.
• 10.L.1.1 Students are able to ask appropriate,
  focused, and subject-related questions to
  interpret the intent of the communication

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Course Goals Content Standards

• Goal 3 Speaking
• Indicator 2 Students are able to use
  appropriate language and presentation style for
  formal and informal situations.
• 9.S.2.1 Students are able to analyze vocabulary
  and terminology appropriate for the audience.
• 12.S.2.2 Students are able to use effective
  strategies in interpersonal communication
  settings.

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Course Goals Work Skills

• By completing this course, students will
  demonstrate the following
• transferable work skills.
• Foundation Skills
• Basic Skills Writing, speaking, listening
• Thinking Skills Making decisions, solving
  problems, thinking creatively
• Personal Qualities Individual responsibility,
  self-management, integrity
• Competencies
• Resources Allocate time and materials
• Interpersonal Skills Participate as a member of
  a team, serve customers,
• exercise leadership
• Information Acquire and evaluate information,
  organize and maintain
• information, interpret and communicate
  information, use computers to
• process information
• Technology Select technology, apply technology
  to specific tasks

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Integrated Course Goals

• By completing this course, students will
• Demonstrate a sound understanding of the nature
  and operation of the desktop publishing system
• Demonstrate proficient use of desktop publishing
  technology
• Practice responsible use of technology systems,
  information and software
• Select and apply appropriate technology in
  desktop publishing situations
• Use telecommunications to collaborate and
  interact with peers, experts, clients, and other
  audiences
• Use technology tools to enhance learning,
  increase productivity, and promote creativity
• Integrate academic skills with desktop publishing
  activities
• Demonstrate teamwork, leadership, integrity,
  honesty, work habits, and organizational skills
• Use problem solving, critical thinking, and
  creativity to make decisions

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Integrated Course Goals

• Identify horticulture plants, prepare soils and
  planting media and propagate plants, seeds, and
  cuttings by conducting experiments, determining
  proper environmental conditions, and
  communicating the results orally or in writing,
  through demonstrations, or other means.
• Create landscape designs and use computer
  software, models, written reports, oral
  presentations, and other methods to demonstrate
  landscape designs based on specific site needs.
• Maintain landscapes by controlling weeds,
  fertilizing, applying soil mulches, controlling
  pests, mixing and applying chemicals safely,
  trimming landscape plants. Convey results through
  demonstrations, models, graphs, charts, and other
  methods.
• Conduct experiments to determine optimal
  conditions necessary for growing plants,
  including soil, light, and water and communicate
  the results through visual, oral, and/or written
  communications graphs charts and other means.
• Operate a greenhouse, including planning planting
  schedules, propagating plants, transplanting
  seedlings, controlling growth rate of plants,
  identifying primary plant nutrients, controlling
  pests and diseases, selecting proper equipment,
  maintaining proper greenhouse environment.
  Communicate results through graphs charts oral,
  written, and visual communication.

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Course Syllabi Components

• Course Projects
• Relate directly to integrated course goals
• Demonstrate the students achievement of specific
  technical, academic, and workplace skills

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Course Projects

• Students will demonstrate their skills by
  completing the following projects.
• Create business stationery for a given situation.
• Create a flyer for a specific event and/or a
  business promotion.
• Research information and create a brochure
  describing a process or product.
• Research information and create a brochure
  describing a place or organization.
• Research information and create a newsletter for
  an organization.
• Develop a personal portfolio of best work as a
  self-assessment of skills acquired to present at
  the end of the class.

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Course Syllabi Components

• Assessment Plan
• Accurately measures student achievement in
  meeting course goals and all identified
  standards, including academic, technical, and
  workplace standards
• Contains a variety of assessments

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Assessment Plan

• Grades for the course will be based on the
  following levels of performance.
• Grade Performance Standard
• A Independent Learner
• Did research, designed and planned needed
  little help from teacher applied academic
  skills evaluated work and made adjustments
  produced quality projects sought out and found
  research independently learned from other
  students and contributed to learning of other
  students demonstrated knowledge with a grade of
  95 or higher produced quality portfolio.
• B Semi-independent Learner
• Did research, designed and planned needed some
  help from teacher and other students to develop a
  plan or design did quality work with few flaws
  needed feedback from teacher and other students
  to realize work did not meet standards redid
  work to meet standards made limited contribution
  of ideas to the work team and was slow to seek
  out and learn from other students demonstrated
  knowledge of 87-94 produced better-than-average
  portfolio.
• C Semi-dependent Learner
• Needed help to research, design and plan relied
  on teacher and other students must be given
  procedures for performing tasks required help
  from teacher and other students to produce a
  quality product needed help to evaluate product
  final product still not up to standards
  demonstrated knowledge with a grade of 80-86
  produced average portfolio.

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Assessment Plan

• The grading scale for the course is as follows
• 100 A 92-94 B 85-86 C
• 97-99 A 89-91 B 82-84 C
• 95-96 A- 87-88 B- 80-81 C-
• Less than 80 Not yet
• Students will be assessed as follows
• Assessment Description Percent
• Daily Attendance, class behavior, participation
  in class work, individual 25
• daily work and general attitude
• Reflections Quality reflections 10
• Tests/quizzes Quality of concept knowledge
  through periodic quizzes, end-of-unit 25 and
  end-of-project tests
• Projects Quality of written and oral
  presentations, and finished projects 40
• Quality of final portfolio (product, content,
  presentation, knowledge)

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Sothe time is now

• Begin writing your course syllabi
• and . .
• Provide evidence of the high standards
• set for South Dakota CTE courses
• Give rigor and relevance to your courses!