Curriculum Integration: Approaches That Work

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Curriculum Integration Approaches That Work
ACTE Convention Charlotte, NC December 5, 2008
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Presenters

• Donna Pearson/James Stone
• NRCCTE Associate Director Director
• Annetta Gallegos
• Denver Public Schools
• Joshua Haimson
• Mathematica Policy Research, Inc.
• Hans Meeder
• Meeder Consulting LLC

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The work reported herein was supported under the
National Dissemination for Career and Technical
Education, PR/Award (No. VO51A990004) and /or
under the National Research Center for Career and
Technical Education, PR/Award (No. VO51A990006)
as administered by the Office of Vocational and
Adult Education, U. S. Department of
Education.However, the contents do not
necessarily represent the positions or policies
of the Office of Vocational and Adult Education
or the U. S. Department of Education, and you
should not assume endorsement by the Federal
Government.
Disclaimer
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(No Transcript)
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NRCCTE Mission

• The National Center will improve the engagement,
  achievement, and transition of high school and
  postsecondary CTE students through technical
  assistance to states, professional development
  for CTE practitioners, and dissemination of
  knowledge derived from scientifically-based
  research.

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Three Foci

• Engagement Completing high school, completing
  programs
• Achievement technical and academic
• Transition to continued formal learning without
  the need for remediation and to the workplace

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Four Main Activities

• Research (Scientifically-based)
• Dissemination
• Technical Assistance
• Professional Development

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Curriculum Integration Research

• Math-in-CTE study complete
• (tech assistance in 10 states)
• Authentic Literacy underway
• Science-in-CTE on tap

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Math-in-CTE The Study

• Does enhancing the CTE curriculum with math
  increase math skills of CTE students?
• Can we infuse enough math into CTE curricula to
  meaningfully enhance the academic skills of CTE
  participants
• . . . Without reducing technical skill
  development?
• What works?

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A Process and A Pedagogy

• Not a curriculum
• Not a replacement
• a process and a pedagogy through which to
  enhance and teach the math embedded within
  existing CTE curricula

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Features of the Math-in-CTE Model

• Extended professional development (10 days over
  one year)
• CTE-math teacher teams (not team teaching)
• Communities of practice
• Curriculum mapping the nexus of CTE math
  concepts
• Development of math-enhanced CTE lessons
• 7-element pedagogy
• Commitment to teaching math-enhanced CTE lessons
  throughout the year
• On-going CTE-math partnerships between PD
  sessions
• Technical assistance available

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For more on Math-in-CTE

• www.nrccte.org

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Final thoughts Math-in-CTE Model

• A powerful, evidence based strategy for improving
  math skills of students
• Not a substitute for traditional math courses
• Lab (experiential venue) for mastering what many
  students learn but dont understand
• A way but not THE way to help high school
  students master math

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MIC in the Denver Public Schools

• Annetta Gallegos

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CTE in Denver

• Formed in May 1903 Current Enrollment is around
  74,000
• Over 4,300 students in CTE programs
• English Language Learners 20 of population
  86 languages spoken in district
• Free Reduced Lunch 64.76
• Graduation Rate District 70.6 CTE 91.7
• Attendance Rate District 86.6 CTE 92.18
• Programs at 9 traditional high schools 4
  alternative schools
• College Credit - Annually 255 students receive
  college credit through CEC Community Colleges

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History with MIC

• Part of initial research project control and
  treatment groups (2004-2006)
• 18 trained teams 7 different program areas and
  10 different high schools (2006-2009)
• 15 teams integrate math into their current course
  offerings
• 3 teams offer math credit for their CTE course
  Algebraic Principles in Marketing

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Course Approval Process

• Select course
• Get buy-in from CTE program teachers
• Review standards CTE, District math standards,
  ACT College Readiness for math
• Create syllabus
• Meet with district wide math department
  representatives from each high school
• Approval from district math coordinator
• Implementation oversight of course

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Marketing Course

• Embedded math concepts pulled out of the
  following marketing areas
• Distribution
• Purchasing
• Pricing
• Market Research
• Entrepreneurship and Finance
• Developing a Business Plan

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Teacher Role

• CTE Teacher

• Math Teacher

• Complete MIC training
• Work with district CTE teachers to develop
  lessons
• Look at individual student test results and
  analyze time needed for math concepts
• On-going meetings with math teacher to emphasize
  math curriculum
• Students participate in assessment pre,
  benchmark, post testing

• Complete MIC training
• Focus is on bringing out embedded math already in
  CTE curriculum
• Recommend ways to naturally elevate the math
  concepts
• Create worksheets math activities for students
• IS NOT in the classroom with the CTE teacher
• Becomes the Teacher of Record for the course on
  the computer system NCLB this school year
  only

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Math Data
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Successes

• Getting the course approved major step
• Opening the door for additional courses
• Developing a positive relationship with math
  department
• Buy-in at the local high school level
• Three schools with marketing programs All three
  teachers are MIC trained
• 2008-2009 school year 50 students receiving
  math credit
• Teachers are excited about integration
  expanding to science and language arts 2009-2010

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Challenges

• NCLB regulations
• Success of program is based on individual
  teachers one teacher out on medical leave
• Protecting the class from being taught in a
  different manner through the math department or
  by people not MIC trained
• Keeping the academic rigor to a higher level
• Expanding the marketing programs throughout the
  district

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Where do we go from here?

• Expand Marketing to other schools
• Get other courses approved looking at Financial
  Management (aka Personal Finance) at the 9th
  grade level
• Expand Academic Integration to Science and
  Language Arts (through Technical Writing)

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Contact Information

• Annetta Gallegos
• Post Secondary Pathways, CTE Arts
• CTE Academic Integration Specialist
• Denver Public Schools
• 720-423-6806
• Annetta_Gallegos_at_dpsk12.org

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Academically-Focused CTE Project

• ACTE Conference
• Joshua Haimson, James Stone,
• Donna Pearson
• December 5, 2008

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Questions

• Can CTE developers be encouraged to integrate
  more math into their curricula?
• What challenges must developers overcome?

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Summary

• Developers infused more math into their curricula
• Required more time and effort than planned
• Utilization of changes and impact on students
  uncertain

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AYES Auto Program

• 379 Schools, about 2/3 use curriculum
• Four courses last up to two years
• Focus of project A0, 12 week intro

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AYES Challenges Faced

• Formulating realistic plans on extent of changes
• Modifying CTE content to clarify value of math
  and improve the flow
• Developing good hands on activities
• Finding time to pilot curriculum in classroom
• Expanding planned professional development

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Ford PAS Business Program

• Academically enhanced program for 10th-12th grade
• Ford funded, EDC developed
• Currently in about 160 sites, including 130 high
  schools
• Focus 12-20 week Planning for Business Success
  Module

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Ford PAS Challenges Faced

• Some of the math was difficult for teachers
• Balancing contextualization vs. step by step math
  instructions

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Lessons Learned

• Substantial time and effort required to enhance
  academic content
• Need academic, CTE, and curriculum development
  expertise
• Teacher feedback valuable at several points
• Useful to start professional development early

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Outstanding Questions

• How encourage more developers to refine
  curricula?
• How help teachers master math content?
• How will changes affect which students
  participate?
• Will the curriculum improve students math skills?

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Additional Information

• Issue Brief http//www.mathematica-mpr.com/publi
  cations/pdfs/cet.pdf
• Contact Joshua Haimson, [phone],
  jhaimson_at_mathematica-mpr.com

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Examples of Local CTE/Academic Integration
Initiatives

• Hans Meeder

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Volusia County School DistrictDaytona Beach, FL

• Career Connections Initiative (using
  School-to-Work, Tech-Prep, and Florida Succeeds
  Funding)
• Academic and CTE teachers collaborating to
  recognize Florida Sunshine Standards and
  Employability Standards in CTE courses
• Academic and CTE teachers collaborating on
  cross-curricular projects for career academies
• Resources available at
• www.career-connection.org

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Volusia County School District, Florida
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Volusia County School District, Florida
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Warren Technical High School Denver, Colorado

• Increasing graduation requirements in school
  district created concern over students being
  squeezed out of Warren Techs ½ day programs
• In 2006, academic/CTE integration project to gain
  recognized academic credits for CTE courses
• Warren Tech and JeffCo district created
  structured curriculum development and district
  review process
• As of 2008, 20 CTE courses that count for
  academic credit on student transcript

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Warren TechCourses for Academic Credit

• Auto Body Principles of Chemistry and Physics
• Auto Technology - Algebra
• Biotechnology Molecular Biology, Genetics,
  Microbiology
• CAD/Drafting Geometry Principles (0.5 credit
  in Geometry)
• Computer Technology/Video Game Design Computer
  Science Math
• Cosmetology 3 Separate Programs Anatomy with
  Lab
• Esthetics (1 credit in Science)
• Hairstyling (1 credit in Science)
• Nail Tech (1 credit in Science)
• Dental Assisting Anatomy with Lab (.5 credit in
  Science)

• Fire Science ½ credit of PE and Science
  (pending)
• Graphic Design Language Arts
• Health Sciences Anatomy and Physiology
  English/Language Arts
• Horticulture/Floral Design Plant and Soil
  Science
• Hospitality/Event Planning Language Arts
• Landscape Operations (1 of 6 total program
  credits can be Science)
• Multimedia Language Arts
• Power Equipment Motorcycle Technology Physics
  1 credit in Physics)
• Precision Machining Technology (1 of 6 total
  program credits can be Math)
• TV Video Language Arts

Contact Joe Shaw, Principal, Warren Tech,
jshaw_at_jeffco.k12.co.us
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Construction/Geometry Program Loveland High
School, Loveland, Colorado

• Fully integrated Construction/Geometry program
• CTE teacher and Geometry co-teach the program in
  a double block period with 40 students
• All geometry standards covered in sequence of
  building a houses
• Strong diversity of learning styles, boys and
  girls
• On state standardized math test (CSAP), these
  students outperformed all students in the
  district on the geometry portion of the
  assessment.
• New Algebra II/Transportation Systems program
  being developed

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The teacher payoff

• Weve had people say, You know, youre having
  too much fun Ive taught 27 years. Last year
  was by far the most rewardingits a kick for
  me.
• Tom Moore, Loveland HS Geometry teacher

More Information, contact Elizabeth Garcia, CTE
Coordinator garcia3_at_thompson.k12.co.us
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Successes and Challenges

• Using data to support the effectiveness of
  Academic/CTE Integration
• Providing resources and the expectations to
  support teacher collaboration
• Deciding when to support embedded content and
  when to ratchet up content level through
  curriculum modification
• Moving from teacher-to-teacher approaches to
  larger scale and replication of success

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THANK YOU!

• For slide requests and questions
• Business cards
• Notecards (in back)

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• www.nrccte.org
• Donna Pearsondonna.pearson_at_louisville.edu
  [phone]