CAREER CLUSTER ADVISORY COMMITTEE

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Michigan
Career Cluster Resource Guides
Getting It All Together
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2007 Career Cluster Institute

• Mary Fudge
• Consultant- Fudge FACTS
• Representing
• State of Michigan
• Glenna Zollinger-Russell
• Carol Clark

June 12, 2007Phoenix, AZ
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Michigan Career Cluster Resource Guides

• Preparation for changes
• Academic Requirements
• Perkins IV
• Process
• E-Focus Groups- (standards released 5-22-07)
• Task Forces
• Implementation
• Challenges
• Product

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Michigan Merit Curriculum 2011
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Traditional Course/Credit Structure

• 4th Math
• Math related Accounting, Business Math,
  Personal Finance, Electronics, Construction
• .5 Algebra II modification through CTE
• 3rd Science
• Health Science, Agriscience, Forensic Science
• New ELA Modules
• On-line experience

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• A coherent sequence of rigorous technical skill
  coursework for grades 9 - 12 that culminates in
  dual/concurrent enrollment credit.

Hopeful Parents
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Why do they leave?
Source The silent epidemic Perspectives of high
school dropouts Civic Enterprises, 2006
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Transition Through High School and to College
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31 Leave with 0 Credits
100 Start 9th Grade
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Source Education Weekly March 2005
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Michigan Initiatives
ACT State Test
SchoolImprovement
Academic Core Curriculum Standards and Benchmarks
6 Career Pathways
Tech Prep
Accreditation
Work Based Learning
Careerand TechnicalEducation
16 National Career Clusters
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• 16 National Career Clusters represents a grouping
  of occupations and broad industries based on
  commonalities.

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Developing ACareer Cluster Resource Guide

• Statewide Career Cluster Advisory Committee
• Develop a Career Cluster Resource Guide
• Cluster Task Forces
• Web Based Dissemination
• Professional Development

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PREPARATION for Task Forces

• Time and money
• Space and technology
• Communication
• Agendas
• Notebooks
• Format of plans
• THE RIGHT PEOPLE!

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(No Transcript)
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Career Cluster Resource Guide Development PROCESS

• E-Focus Groups
• Statewide Diversity
• Developing an Understanding
• Academic Acceptance
• Developing a Community of Practice
• Promoting Leadership
• Counting on Professionalism

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Implementation

• Task Forces in 2005-2006
• Human Services Arts and Communications Arch
  itecture and Construction
• 4 Days During School Year in 3 meetings
• 2-3 days in the summer
• 100 people involved
• Including academic and CTE educators,
  administrators, post-secondary educators,
  employers, curriculum directors, MDE consultants,
  OCTP consultants
• SBCEUs offered

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The implementation of our partnership at times
was challenged by disconnected systems.
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What would we do differently if we were going to
start over?
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• Format for 2006-07 Year
• (Year 2)
• ALL Task forces
• Meet twice during the year for 3 days each time
• Plans are edited by a professional
• Employer Day
• WEB ready

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Task Force Lessons CompletedJune 2007

• 308 Lesson plans to date
• 9 Clusters complete
• 5 Clusters need to meet once more
• 300 People Involved

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Challenges

• Staffing needs
• CIP Specific plans/Standards
• More CTE teachers
• Employers needs
• Time, time, time for teachers
• Different groups are confusing
• Budget

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Next Steps

• Complete last 5 cluster task force meetings
• Fall 2007
• Have lessons edited by professional writer
• Summer 2007
• Upload all completed clusters to web
• Fall 2007
• Conduct Professional Development
• 2007-08 school year

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Career Cluster Resource Guides Include

• Curriculum Lesson Plans
• Equipment Lists
• Web Resources
• Program Standards
• Safety Standards
• Teacher Certification
• ..and lots more

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Building Academic Skills in Context
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The Lesson Plan Format
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The 7 Elementsof the Lesson Plan
The seven step lesson plan is based on research
from the Math-in-CTE study conducted by the
National Research Center in Career and Technical
Education. http//www.nccte.org
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The 7 Elements in Brief

• Introduce the CTE lesson
• Assess students (math, science, social studies,
  English) awareness
• Work through embedded example
• Work through related, contextual examples
• Work through traditional (math, science, social
  studies, English) examples
• Students demonstrate understanding
• Formal assessment

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Element 1 Introduce the CTE lesson

• Explain the CTE lesson.
• Identify, discuss, point out, pull out the (math,
  science, social studies, English) embedded in the
  CTE lesson.

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Element 2 Assess students awareness (math,
science, social studies, English)

• Begin bridging between CTE (math, science,
  social studies, English) .
• Introduce (math, science, social studies,
  English) vocabulary through the (math, science,
  social studies, English) embedded in the CTE.
• Use methods and techniques to assess the whole
  class.

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Element 3 Work through the (math, science,
social studies, English) example embedded in the
CTE lesson

• Work through the steps or processes of the
  embedded (math, science, social studies, English)
  example.
• Continue to bridge the CTE and (math, science,
  social studies, English) vocabulary.

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Element 4 Work through related, contextual
(math, science, social studies, English) -in-CTE
examples

• Using the same embedded (math, science, social
  studies, English) concept
• Work through similar problems in the same
  occupational context.
• Use examples of varying levels of difficulty
  order from basic to advanced.
• Continue to bridge CTE and ( math, science,
  social studies, English) vocabulary.
• Check for understanding.

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Element 5 Work through traditional (math,
science, social studies, English) examples

• Using the same embedded (math, science, social
  studies, English) concept
• Work from applied to abstract problems.
• Work through examples as they may appear on
  standardized tests.
• Move from basic to advanced problems.
• Continue to bridge CTE- (math, science, social
  studies, English) vocabulary.
• Check for understanding.

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Element 6 Students demonstrate understanding.

• Provide students with opportunities to
  demonstrate their understanding of the (math,
  science, social studies, English) concepts
  embedded in the CTE.
• Connect the (math, science, social studies,
  English) back to CTE context.
• Conclude the lesson with CTE.

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Element 7 Formal Assessment

• Include (math, science, social studies, English)
  questions in formal assessments, for example
• CTE unit exams
• CTE project assessments

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Some Final Thoughts

• 1 concept ? 1 lesson ? 1 class period
• Lessons could address one or more concepts and/or
  last longer than one class period.

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Sample Lesson Plan and Resource Guide

• Child Care Lesson
• eChild_I_AnalyzeInterpretData.doc
• Sample Resource Guide as it will appear on the
  web
• Human Services Curriculum Resource Guide\Human
  Services Child Care Table of Contents_hotlinked.do
  c

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Michigan Career ClusterResource Guide

• Will be located on the Web at
• Michigan Center for Career and Technical
  Education- Ferris State University
• http//www.mccte-fsu.org/

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Contact Us

• Glenna Zollinger-Russell
• Supervisor
• zollinger-russellg_at_michigan.gov
• Carol Clark
• clarkcarol_at_michigan.gov
• Mary Fudge
• mfudge_at_rocketmail.com

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Questions