David Toney, Perryville Career

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Academic CTE Integration 101

• David Toney, Perryville Career Technical Center
• David Ruhman, Arcadia Valley CTC
• David Dillard, Arcadia Valley R-II

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AGENDA

• Reform Background
• HSTW
• International Center of Educational Leadership
• What is Integration
• Definitions
• Foundations
• What Arcadia Valley R-II has been doing
• Embedded Credit
• In-services
• Summer Internships
• Resources

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What the AVCTC is doing

• use mathematics to complete assignments
• read and interpret technical books and materials
  to complete assignments
• Provide in-service on a wide variety of topics
• spend one hour reading or more each week (could
  be home work) and
• do math related homework assigned by CTE teacher.
• Embedded credit has been put in place for
  mathematics

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Rigorous Academic AND CTE Development

• Why
• a. Perkins III Accountability
• b. NCLB (AYP)
• c. MSIP Achievement
• d. Because we can and we
• should
• e. Our students need to
• be ready for the future

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What have we learned

• Students drop out of school because of a variety
  of family, economic, and racial factors that can
  be categorized as either alienation, lack of
  motivation, or disadvantage.
• The key to reducing the dropout rate is helping
  youth to overcome their sense of disconnection.
• Students with low motivation to attend school
  have shown improvement in school attendance and
  retention after participating in career education
• Casual vocational exploration is not enough
• Major concentration in a vocational program is
  more helpful in student retention.

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High Schools That Work
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HSTW 10 Key Practices

• High Expectations setting higher expectations
  and getting more students to meet them.
• Career/Technical Studies increasing access to
  intellectually challenging career/technical
  studies, with a concentration on using high-level
  mathematics, science, language arts and
  problem-solving skills in the modern workplace
  and in preparation for continued learning.
• Academic Studies increasing access to academic
  studies that teach the essential concepts from
  the college-preparatory curriculum by encouraging
  students to use academic content and skills to
  address real-world projects and problems.

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HSTW 10 Key Practices

• Program of Study having students complete a
  challenging program of study with an upgraded
  academic core and a concentration.
• Work-based Learning giving students and their
  parents the choice of a system that integrates
  school-based and work-based learning.  The system
  should span high school and postsecondary studies
  and should be planned by educators, employers and
  employees.
• Teachers Working Together having an
  organization, structure and schedule giving
  academic and career/technical teachers the time
  to plan and deliver integrated instruction aimed
  at teaching high-level academic and technical
  content.

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HSTW 10 Key Practices

• Students Actively Engaged getting every student
  involved in rigorous and challenging learning.
• Guidance involving each student and his or her
  parents in a guidance and advising system that
  ensures the completion of an accelerated program
  of study with an in-depth academic or
  career/technical concentration.

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HSTW 10 Key Practices

• Extra Help providing a structured system of
  extra help to enable students who may lack
  adequate preparation to complete an accelerated
  program of study that includes high-level
  academic and technical content.
• Keeping Score using student assessment and
  program evaluation data to improve continuously
  the school climate, organization, management,
  curricula and instruction to advance student
  learning and to recognize students who meet both
  curriculum and performance 2006 targets.

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Rigorous Academic AND CTE Development

• Develop reading lists
• Incorporate technical reading materials
• Incorporate writing assignments
• All Aspects of an Industry
• Move from situated to contextual learning
• Contextualize essential math and science
  competencies
• Requires curriculum development and extensive
  professional development

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Emphasis on Integrating Academic Content and
Skills in Career/Technical Courses

• SREB Students report
• Their CTE teachers often stressed--
• reading
• writing
• Mathematics.
• They used mathematics to complete challenging
  assignments weekly.
• They read technical books weekly.
• They used computer skills to complete assignments
  weekly.

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Integrating Academic Content into
Career/Technical Courses (SREB)

• Mathematics and science teachers use real-world
  problems.
• Students complete a senior project that involves
  the use of reading, writing and mathematics.
• Students involved in work-site learning receive
  instruction on communication and mathematics.

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SREB Teachers Working Together

• There is time in the current situation for
  teachers to plan and carry out integrated
  activities.
• Teachers received staff development on
  integration.
• Integration is a common practice at our school.

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William Daggett International Center for
Educational Leadership
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(No Transcript)
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Rigor and Relevance (Relationships)

• First, there is the Knowledge Taxonomy, a
  continuum based on the six levels of Bloom's
  Taxonomy, which describes the increasingly
  complex ways in which we think. The low end
  involves acquiring knowledge and being able to
  recall or locate that knowledge. The high end
  labels the more complex ways in which individuals
  use knowledge, such as taking several pieces of
  knowledge and combining them in both logical and
  creative ways.
• The second continuum, known as the Application
  Model, is one of action. Its five levels describe
  putting knowledge to use. While the low end is
  knowledge acquired for its own sake, the high end
  signifies use of that knowledge to solve complex
  real-world problems and to create unique
  projects, designs, and other works for use in
  real-world situations.
• The Rigor/Relevance Framework has four quadrants.
  Each is labeled with a term that characterizes
  the learning or student performance at that
  level.

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Quadrant A - Acquisition

• Students gather and store bits of knowledge and
  information. Students are primarily expected to
  remember or understand this knowledge.

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Quadrant C - Assimilation

• Students extend and refine their acquired
  knowledge to be able to use that knowledge
  automatically and routinely to analyze and solve
  problems and create solutions.

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Quadrant B - Application

• Students use acquired knowledge to solve
  problems, design solutions, and complete work.
  The highest level of application is to apply
  knowledge to new and unpredictable situations.

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Quadrant D - Adaptation

• Students have the competence to think in complex
  ways and to apply their knowledge and skills.
  Even when confronted with perplexing unknowns,
  students are able to use extensive knowledge and
  skill to create solutions and take action that
  further develops their skills and knowledge.

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Integration
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What is Integration

• Definition of Curriculum Integration is a
  series of conscious and informed strategies used
  to connect academic and vocational content so
  that one becomes a platform for instruction in
  the other over an extended period of time.

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What is Integration

• Connecting Academic and Vocational Content
• Strategies that connect academic and vocational
  content usually result in content that is
  primarily academic with vocational elements woven
  throughout, or primarily vocational with academic
  elements woven throughout. In curriculum
  integration, the content can be neither purely
  academic not purely vocational.

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What is Integration

• The integration of effective contextual learning
  strategies into the curriculum is the result of a
  complex interaction of teaching methods, content,
  situation, and timing. These new strategies
  require time-consuming changes in practice
  related to curriculum, instruction, assessment,
  linkages with workplaces and other contexts,
  staff development, school organization, and
  communication. This trend of interweaving
  curriculum through all subject areas and making
  it relevant is called curriculum integration, and
  it truly gives students power over their
  knowledge.

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What is Integration

• Relevance Relevance is how the learner
  personally connects with the material, not how
  you connect (although that helps). Connect
  information with other known information. Use
  associations to make it meaningful.
• Emotion The stronger the emotion, the more the
  meaning. All emotional experiences "code" our
  learning as important.
• Patterns Context Information in isolation has
  little meaning. Each "puzzle piece" is always
  part of something larger. It's the "big picture"
  that makes the most sense.

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Contextual Learning

• Contextual learning is a philosophy of education.
  As a philosophy, it argues that learning occurs
  when people see meaning and when it can be
  connected with something else. Through contextual
  learning strategies, students are able to relate
  subject matter content to real world situations
  motivating them to make connections between
  knowledge and its application to their lives as
  family members, citizens, and workers. Simply
  put, classroom learning needs to be relevant. But
  placing a student in a "real world" context does
  not always guarantee a learning experience.

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General Ideas

• Integration can apply to all high schools.
  Although the federal legislation applies only to
  vocational programs receiving Perkins funds,
  integration is potentially a reform that can be
  undertaken by all types of schools and for
  students with varying backgrounds and
  aspirations. It should not be viewed as applying
  only to vocational programs. Several of the early
  innovators were mission schools that served
  primarily college-bound students.

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General Ideas

• Integration flourishes in a permissive regulatory
  environment. Integration efforts proceed better
  when state and local regulations support or at
  least do not impede local reforms. Common
  barriers include seat-time regulations,
  graduation requirements, non-acceptance of
  applied courses, college admission requirements,
  union seniority rules, certification processes,
  and teacher evaluation rules. Strict allocation
  of resources by a central office can also inhibit
  integration if it reduces a school's ability to
  channel funds toward teacher professional
  development.

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General Ideas

• Integration can take years to implement. The
  broad consensus among the early innovators was
  that reform would not be complete--or advanced
  enough to permit an assessment of its
  effects--for at least five years. Such a
  long-term endeavor needs committed leadership,
  relatively stable staffing, and stable and
  generous funding to induce change and build new
  capacities. Most important are full support for
  continuing staff development and collaboration.

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General Ideas

• Integration complements other current systemic
  reforms. Integration reform is consonant with
  calls for site-based management, mission-oriented
  schooling, increased teacher participation in
  decision making, and reforms to increase teacher
  professionalism and collegiality and improve
  pedagogy. All in all, integration reform appears
  to promote a healthy rethinking of education
  conventions. Given sufficient support to succeed,
  the integration reform movement has the potential
  to create a much more flexible, equitable, and
  effective American high school.

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INTEGRATINGACADEMIC AND INDUSTRY SKILL
STANDARDSThomas R. Bailey

• Promote the continued collaboration among
  academic and vocational teachers and employers
  both in the development of standards and in the
  use of standards to develop curricula.
• Improve the definition and measurement of the
  levels of academic skills within the industry
  skill standards, including more emphasis on
  differentiating between the standards for
  entry-level and higher- level jobs within the
  same area. Ideally, industry skill standards
  should be able to refer explicitly to appropriate
  academic standards.

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INTEGRATINGACADEMIC AND INDUSTRY SKILL
STANDARDSThomas R. Bailey

• Develop academic standards so that meeting those
  standards will indicate that a person is able to
  apply the relevant academic skills outside the
  classroom in the workplace and in the community,
  and so that they specify levels of academic
  achievement.
• Encourage the use of standards to promote the
  integration of academic and vocational education.
  Create a clearinghouse for curricula and projects
  developed through collaborative use of academic
  and industry skill standards.

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To integrate curriculum when designing a lesson
or project

• Focus on opportunity.
• Ask what makes learning meaningful then ask
  yourself what it is you want your students to be
  able to do upon completion of the lesson or
  unit..
• The lesson must begin and end with validated
  educational standards When designing an
  integrated lesson you must consider how other
  academic subjects will be integrated into the
  lesson
• It must be interesting for students. You need to
  capture their attention through themes they like.

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Levels of Integration

• Consortium/CTE Sending Schools
• Building-wide
• Building-wide with CTE
• Group of teachers
• Academic teacher working with a CTE teacher
• Single teacher

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Integration Approaches

• Single Course Integration (start with a single
  lesson)
• Joint planning across or within departments
• Interdisciplinary Approaches
• Team teaching
• Short- or long-term projects
• Thematic projects/units
• Academies

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Foundations of Integration

• Length of program
• Short term
• Long term
• Frequency
• One project
• Quarterly
• Semester

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Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education

• "Model 1 - Incorporating More Academic Content in
  Vocational Courses
• Curriculum Changes Vocational courses include
  more academic content.
• Teacher Changes Vocational teachers modify
  courses.
• Students Targeted Vocational students.
• Institutional Changes None.
• Model 2 - Combining Vocational and Academic
  Teachers to Incorporate Academic Content in
  Vocational Programs
• Curriculum Changes Vocational programs include
  more academic content, in either vocational
  courses or related applied courses.
• Teacher Changes Academic teachers cooperate with
  vocational teachers.
• Students Targeted Vocational students.
• Institutional Changes None.

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Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education

• Model 3 - Making Academic Courses More
  Vocationally Relevant
• Curriculum Changes Academic courses include more
  vocational content sometimes new courses (e.g.,
  applied academics) are adopted.
• Teacher Changes Academic teachers (usually)
  modify courses or adopt new ones.
• Students Targeted Potentially all students in
  practice, vocational and general-track students.
• Institutional Changes None
• Model 4 - Curricular Alignment Horizontal and
  Vertical
• Curriculum Changes Both vocational and academic
  courses are modified and coordinated across
  courses and/or over time.
• Teacher Changes Vocational and academic teachers
  cooperate numbers range from two to all.
• Students Targeted Potentially all students
  actual targets vary.
• Institutional Changes None necessary curriculum
  teams may foster cooperation.

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Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education

• Model 5 - Senior Projects
• Curriculum Changes Seniors replace electives
  with a project earlier courses may change in
  preparation.
• Teacher Changes None necessary teachers may
  develop new courses or modify content to better
  prepare students.
• Students Targeted All students.
• Institutional Changes None necessary.
• Model 6 - The Academy Model
• Curriculum Changes Alignment among academy
  courses (English, math, science, vocational) may
  take place.
• Teacher Changes Vocational and academic teachers
  may collaborate on both curriculum and students.
• Students Targeted Usually potential dropouts
  sometimes students interested in specific
  occupational areas.
• Institutional Changes School-within-a-school
  block rostering smaller classes links to
  employers.

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Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education

• Model 7 - Occupational High Schools and Magnet
  Schools
• Curriculum Changes Alignment among all courses
  may take place, emphasizing the occupational
  focus.
• Teacher Changes All vocational and academic
  teachers assigned to an occupational school or
  magnet within a school collaboration
  facilitated.
• Students Targeted Students interested in
  specific occupational areas.
• Institutional Changes Creation of a
  self-contained occupational school or magnet
  school.

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Grubb, Davis, Lam, Plihal, and Morgaine (1991)
developed the following models for integrating
vocational and academic education

• Model 8 - Occupational Clusters, Career Paths,
  and Majors
• Curriculum Changes Coherent sequences of courses
  created alignment may take place among courses
  within clusters.
• Teacher Changes Teachers belong to occupational
  clusters rather than (or in addition to)
  conventional departments collaboration is
  facilitated.
• Students Targeted All students.
• Institutional Changes Creation of occupational
  clusters enhancement of career counseling
  possible cluster activities."

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Foundations of Integration

• Problem based learning
• Standards
• Curriculum
• Thematic Units
• Cooperative Learning
• Portfolios
• Student assessment
• Rubrics Scoring Guides
• Evaluation

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Internal Connections

• Administrative Support
• Moral support
• Funding
• Resources
• Release Time/Subs
• Cooperation with other teachers (Academic and
  CTE)

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The Ideal Situation

• Teacher commitment and cohesiveness
• Having CTE instructors on campus
• Common planning time for academic and CTE
  teachers
• Common students
• Unlimited resources

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Factors Impeding Progress

• Resistance to change
• Not seeing the reason to integrate
• Graduation Requirements
• Seat time
• Lack of
• Time
• Support
• Knowledge of how to integrate
• Funding
• Materials

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SREB 10 Steps for Getting Started

1. Support teachers in learning how to work together
   in interdisciplinary teams (email, release time,
   ITV)
2. Establish a mission, goals, objectives to guide
   administrators and teachers in developing
   integrated learning
3. Create a vision of school and classroom
   conditions that would improve learning for all
   students, particularly CTE.

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SREB 10 Steps for Getting Started

1. Conduct a needs assessment to determine student
   achievement in the school (look at the data we
   already have MAP, TerraNova, NAEP, ASVAB, AYP)
2. Support teachers in learning as much as possible
   about integrated CTE Academic
3. Identify 8 to 10 big understandings that
   students will need for success beyond high school
   in work or post-secondary

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SREB 10 Steps for Getting Started

1. Teams of CTE and academic teachers work together
   to connect the 10 big ideas that are common to
   their programs
2. Select an integration approach
3. Create integrated lesson for the big ideas
4. Review, revise, and improve

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Integration at Arcadia Valley R-II
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Partnerships

• Arcadia Valley CareerTech
• Sending school principals, counselors, and
  teachers
• Arcadia Valley HS MS Teachers
• District Curriculum Coordinator
• Southeast Missouri Regional Tech Prep Consortium
  (Mineral Area College)

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Local In-service Resources

• Local PD
• State High Schools That Work Grant
• CSR Grant Making Middle Grades Work
• Perkins
• RTEC

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Local In-service

• All vocational teachers
• Middle school math teachers
• High School math teachers
• Meet through out the year
• Early-out work shops
  
• All day workshops
• Small groups
• Hire Subs
• Summer activities

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Local In-service

• Discussion time together
• Identify mathematics in each vocational
  competency
• Identify how each mathematics topic are related
  to the various vocational areas
• Reading writing across the curriculum
• Curriculum writing

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Local In-service prior to Embedded Credit

• Develop lesson plans for MS HS math, science,
  and language arts classes
• Develop lesson plans for vocational classes
• Meet MSIP Curriculum Standards
• 4 lesson plans per teacher
• Paid stipend

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Project Goals

• The program would
• Allow 50 to 60 academic teachers to have hands-on
  experience in one to four vocational programs and
  develop a better understanding of what CTE is all
  about
• Allow the development of 100 to 120 lesson plans
  that have all the appropriate components and that
  integrate academic and CTE curriculum
• Develop a great lesson plan resource bank that
  could be accessed by teachers throughout the
  state
• Provide a method for academic and CTE teachers to
  work together and better understand the
  educational process

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The Concept

• Our proposal centers on bringing academic
  teachers to a career technical school for a one
  week internship rather than employment in
  business and industry. The academic teachers
  would choose two of four vocational programs and
  spend two days of intense hands-on activities
  within the programs. The fifth day of the
  program would be an overview of vocational
  programs and the development of lesson plans that
  integrate academic and vocational objectives. We
  feel this would develop the cooperation between
  academic teachers and vocational teachers, allow
  for the development of integrated lessons, and
  increase the number of participants in the
  Internship program.

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Program Support

• DESE Tech Prep under Shawn Brice
• RTEC Southeast Missouri RTEC under Gil Kennon
• Tech Prep Southeast Missouri Regional Tech Prep
  under Ken Carter
• Perryville CTC
• Arcadia Valley CTC
• Cape Girardeau CTC
• Unitec Career Center

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Schedule
June 13 June 14 June 15 June 16 June 17
Monday Tuesday Wednesday Thursday Friday
800 1130 Introduction Overview Foundations of Integration 800 1130 Program I Activities 800 1130 Program I Conclusion 800 1130 Program II Activities 800 1130 Program II Conclusion
1130 1230 Lunch 1130 1230 Lunch 1130 1230 Lunch 1130 1230 Lunch 1130 1230 Lunch
1230 400 Program I Introduction 1230 400 Program I Activities 1230 400 Program II Introduction 1230 400 Program II Activities 1230 till Completion Lesson Plan Writing and Project Conclusion
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Participants

• The Southeast Missouri Tech Prep Consortium
• Mineral Area College
• North County Unitec
• Perryville CareerTech
• Arcadia Valley CareerTech
• Cape Girardeau Career Center

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51 Participants

• Arcadia Valley CTC
• North County HS
• Meadow Heights MS
• Perryville HS
• Ste. Genevieve HS
• Cape Central HS
• Cape Central MS
• Cape Girardeau CTC
• Valle HS
• Central R-III HS

• Marquand-Zion HS
• Woodland HS
• Perry County MS
• Perryville CTC
• Mineral Area College
• Jackson HS
• John Evans MS
• Notre Dame HS
• St. Pius HS

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51 Participants
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CTE Academic Integration

• The first ½ day was an in-service on CTE and
  academic integration
• Topics included
• Needs Assessment
• Lesson Plan Design Implementation Plan
• Utilizing Embedded Credit
• HSTW resources
• Other resources

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Welding Technology

• Vocational Instruction Concepts Covered
  measurement, metallurgy , design, layout and
  blueprint reading
• Hands-On Use of Welders and Safety Equipment for
  Cutting and Attachment.

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Welding Technology

• Participants designed, and manufactured, simple
  projects using core curriculum concepts.

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Auto Collision Technology

• Vocational Instruction Concepts Covered
  measurement, painting cycle, use of speed forms,
  science of paint application and drying
  procedures.
• Hands-On Use of Frame Adjuster, Air Brush
  Techniques, and Paint Booth.

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Auto Collision Technology

• Participants took Speed Forms and completed the
  painting process from off-the-shelf to
  show-room finish.

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Building Trades

• Vocational Instruction Concepts Covered
  measurement, design, blueprint reading, technical
  calculations.
• Hands-On Use of Band/Table Saw, Simple
  Construction Tools, Planer, and Power Tools.

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Building Trades

• Participants designed and manufactured a simple
  construction project using core curriculum
  concepts.

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Graphic Communications

• Vocational Instruction Concepts Covered
  measurement, marketing/appearance layout and
  design, computer-aided layout and design
  photographic process and screen printing.

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Graphic Communications

• Hands-On Use of Printing Press, Darkroom
  Equipment, Screen Printing Machine and Computer
  Design Hardware and Software.
• Participants designed and manufactured business
  cards, t-shirts, advertisements and photography.

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Lesson Plan Format

• Class
• Instructor
• Subject Area
• Curriculum Objective
• CTE Competency
• Content Standard Alignment (Missouri Show-Me
  Standards)
• Process Standard Alignment (Missouri Show-Me
  Standards)
• Sub-skills
• Learner Activity
• Assessment Activity
• Method of Assessment
• Resources
• Reflection/Lesson Evaluation

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http//www.av.k12.mo.us/AchievingExcellence/summer
04/index.html
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http//www.av.k12.mo.us/AchievingExcellence/summer
04/lplans.html
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http//www.av.k12.mo.us/AchievingExcellence/summer
04/lplans05.html
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Would you attend this program again next year or
favorably recommend it to a colleague? Why or
why not?

• I learned about my own capabilities and I picked
  up invaluable information to share with my 8th
  graders. (Karen Gleeson, Cape Girardeau)
• I enjoyed doing the projects and it really gives
  me an idea of what my students do in Career and
  Technical Classes. (Sharon Walls, Ste.
  Genevieve)
• It has given me an opportunity to see what the
  vocational programs are all about. (Nicole
  Leimbach, Scott City)

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What did you like best about the internship
program?

• I like the ideas you come away with and the
  insight into the career center classes. (Dana
  Hogard, Perryville)
• The process of applying math skills with the
  culmination of a final product. (Donna Shaver,
  Jackson)
• Getting to talk to the vocational teachers and
  the other teachers from the various schools. I
  also liked making projects and the sense of
  accomplishment, as well as the appreciation for
  how challenging the programs really are for
  students. (Teresa Sedgwick, Ste. Genevieve)

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What did you like least about the internship
program?

• Only general comments like
• The length of time in each program was too short
• A week wasnt enough time
• Not every teacher could experience this
• It was hard

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Will your experiences during the program assist
you in developing your curriculum?

• Definitely, you get many ideas from the program
  that can be used in the regular classroom. (Dana
  Hogard, Perryville)
• Yes, I am a counselor and now I can better
  explain the CTE programs to potential students.
  (Amy Rowland, Perryville)
• Yes, as a guidance counselor, I feel I will be
  able to inform students about career technical
  classes with a better knowledge base! (Karen
  Gleeson, Cape Girardeau)

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Will your experiences during the program assist
you in developing your curriculum?

• Sharing the vocational competencies lists helps
  me to include them in my lesson plans. (Sharon
  Walls, Ste. Genevieve)
• It always helps me in my recruitment of students
  for vocational classes. (Karen Leible,
  Perryville)
• I have a good cross section of students and this
  helps broaden my knowledge and application base.
  (Steve Zuspan, Ste, Genevieve)

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Will your experiences during the program allow
you to change any teaching methods?

• Yes, I now better understand CTE curriculums.
  (Stephen Nix, Ste. Genevieve)
• The experiences will provide a wider variety of
  concrete classroom examples. (Michael Ruch,
  Fetus)
• One of the Auto Collision instructors had an
  awesome teaching style that I will borrow from.
  (Amy Roland, Perryville)
• My experiences have helped me develop authentic
  instruction which applies math skills to real
  life activities. (Donna Shaver, Jackson)

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Will your experiences during the program allow
you to change any teaching methods?

• I see how important that just the basic reading
  and math skills are for the vocational classes
  and for students in life. (Sharon Walls, Ste.
  Genevieve)
• Get us together during the school year, not
  just during the summer. (Teresa Sedgwick, Ste.
  Genevieve)
• Do this at a school-wide level, share with all
  teachers. (Nicole Leimbach, Scott City)
• I will attempt to expand MY CLASSROOM
  INSTRUCTION TO INCLUDE MORE APPOICATION AND
  RELATIONSHIPS. (Steve Zuspan, Ste. Genevieve)

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Has your perception of Career Technical Education
(vocational) changed as a result of the
Internship? If so how?

• My eyes have been opened to all the stuff that
  vocational classes involve. (Dana Hogard,
  Perryville)
• I have a new respect for the rigor that is
  involved in CTE programs. (Amy Roland,
  Perryville)
• It has made me a strong, vocal advocate for the
  integration of academic and technical skills.
  (Donna Shaver, Jackson)

84
Has your perception of Career Technical Education
(vocational) changed as a result of the
Internship? If so how?

• It is obvious to me that students will need to
  be well equipped academically to be successful in
  the career technical field. (Karen Gleeson,
  Cape Girardeau)
• This is a very concrete level of education that
  requires a great deal of knowledge of concepts
  and actual application. This is to many students
  much more difficult than interpreting a poem or
  solving a math problem. (Steve Zuspan, Ste.
  Genevieve)

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What are the next steps that need to be taken to
encourage academic and CTE integration of
curriculum?

• Get more of the regular classroom teachers to
  take this program. (Dana Hogard, Perryville)
• Allowing teachers more time for lesson
  development and implementation. We spend tons of
  time training and talking about improving
  education, but dedicate no time in allowing
  teachers to independently develop and implement
  integration. (Michael Ruch, Festus)

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What are the next steps that need to be taken to
encourage academic and CTE integration of
curriculum?

• It would be great to have more opportunities for
  students to have a one or two day introduction to
  the different CTE programs. (Karen Gleeson,
  Cape Girardeau)
• I believe that integration has already begun.
  Many teachers are writing questions with a
  setting in the real world. (Bob Weiler, Ste.
  Genevieve)

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Would you consider working with a CTE instructor
on a joint lesson during the coming year? Why or
Why Not?

• Absolutely, the combination of two or more
  teachers is always better than one. (Amy
  Roland, Perryville)
• Yes, but time in class to teach current
  curriculum has been severely reduced due to our
  MAP testing. This integration will allow all
  schools to teach MAP in a better method. (Steve
  Zuspan, Ste. Genevieve)

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Program Evaluation and Comments

• Would you attend this program again next year or
  favorably recommend it to a colleague? Why or
  why not?
• What did you like best about the internship
  program?
• What did you like least about the internship
  program?
• Will your experiences during the program assist
  you in developing your curriculum?
• Will your experiences during the program allow
  you to change any teaching methods or assist you
  in changing some of your curriculum?
• Has your perception of Career Technical Education
  (vocational) changed as a result of the
  Internship? If so how?
• What are the next steps that need to be taken to
  encourage academic and CTE integration of
  curriculum?
• 8. Would you consider working with a CTE
  instructor on a joint lesson during the coming
  year? Why or Why not?

89
Resources

• Community and local businesses
• Resources and funding
• Speakers
• Sites to visit
• RPDCs
• Tech Prep Consortium

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http//www.khake.com/page69.html
91
http//www.khake.com/page32.html
92
SREB http//www.sreb.org/programs/hstw/publicatio
ns/2005Pubs/05V26SummerConferenceNewsletter.asp
93
http//www.nccte.org/publications/projectReports.a
sp
94
http//www.angelfire.com/wi/writingprocess/specifi
cgos.html
95
http//dese.mo.gov/divcareered/
96
http//missouricareereducation.org/curr/tradeindus
try1.html
97
http//www.dese.mo.gov/divimprove/curriculum/uniti
ndex.html
98
http//www.av.k12.mo.us/
99
http//www.av.k12.mo.us/ctc/ecredit.htm
100
Closing Thought

• An excellent plumber is infinitely more
  admirable than an incompetent philosopher. The
  society that scorns excellence in plumbing
  because plumbing is a humble activity, and
  tolerates shoddiness in philosophy because
  philosophy is an exalted activity, will have
  neither good plumbing nor good philosophy.
  Neither its pipes nor its theories will hold
  water.
• John Gardner