Moving Research to Practice: Implementing the Math-in-CTE Model

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Moving Research to PracticeImplementing the
Math-in-CTE Model
NACTEI May 22, 2008
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Welcome!

• Dr. Donna Pearson
• Associate Director, NRCCTE
• Dr. Sherrie Schneider
• Lead Facilitator, NRCCTE

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Disclaimer

• The work reported herein was supported under the
  National Research Center for Career and Technical
  Education, PR/Award No. VO51A990006, Administered
  by the Office of Vocational and Adult Education,
  U.S. Department of Education.
• However, the contents do not necessarily reflect
  the position 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.

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The Research
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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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Study Design 04-05 School Year
Sample 2004-05 57 Experimental CTE/Math teams
and 74 Control CTE Teachers Total sample
3,000 students
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The Research Design
X
X
The Experimental Treatment
Difference
Difference
C
C
On-going fidelity of
treatment measures
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Measuring Math and Technical Skill Achievement

• Global math improvement
• Technical skill development

• General, grade level tests (Terra Nova,
  AccuPlacer, WorkKeys)
• NOCTI, AYES, MarkED

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What we found All CTEx vs All CTEcPost test
correct controlling for pre-test
p .02
p .03
pns
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No difference in four sites experimental
students scored significantly higher in one site.
plt.10
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What we found Magnitude of effect
Effect size (Cohens d) All Classes Terra
Nova (d.55) Accuplacer
(d.42) By Site Site A WorkKeys
(d2.8) Site B- TerraNova (d.69)
Site C Accuplacer (d.85) Site E- Terra
Nova (d.64) Site F AccuPlacer (d.39)

• Percentile Shift
• From 50th to
• 71st
• 67th
• 99th
• 76th
• 81st
• 74th
• 66th

Carnegie Learning Corporation
Cognitive Tutor Algebra I
d .22
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What we found Time invested in math enhancements

• Average of 18.55 hours across all sites devoted
  to math enhanced lessons (not just math but math
  in the context of CTE)
• Assume a 180 days in a school year one hour per
  class per day
• Average CTE class time investment 10.3

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Power of the New Professional Development Paradigm
Old Model PD
Total Surprise!
New Model PD
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What is the Math-in-CTE Model?
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A Curriculum Integration Model

• Grounded in evidence-based research
• Guided by core principles

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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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What Makes it Work?

• Core Principles

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A. Foster and sustain a community of practice

• Provide structure and support to build and
  sustain communities of practice over time.
• Extended professional development
• Critical mass around a single content area
• External stimuli - incentives encouragement
• On-going support

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B. Begin with the CTE curriculum, not with the
math curriculum.

• CTE-math teacher teams
• interrogate the curriculum to identify the math
  embedded.
• create curriculum maps that identify the
  intersection of occupational content and math
  concepts.
• use a scope and sequence to guide implementation
  of math-enhanced CTE lessons.

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CURRICULUM MAPPING
CTE PROGRAM CTE UNIT CTE CONCEPTS MATH CONCEPTS
HEALTH OCCUPATIONS Human Structure and Function Compare cell, tissue, organ and body systems relationships Solve linear equations Read and interpret graphs and charts Problem solving involving statistical data Ratio and Proportion
CONSTRUCTION Dry wall Determine amount of wall board to purchase for a specific room Multiplication and division of whole numbers and decimals Area of rectangle
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C. Address the math in CTE as an essential
workplace skill.

• CTE-math teacher teams generate math examples in
  which students solve authentic workplace
  problems.
• CTE teachers introduce and reinforce math as a
  tool to use in the workplace.
• CTE teachers bridge CTE and math vocabulary as
  they develop and teach lessons.

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D. Maximize the math in CTE

• CTE-math teacher teams continue to locate as much
  math as possible in the CTE curricula throughout
  the year.
• CTE teachers build on students prior knowledge
  and skills.
• CTE teachers capitalize on teachable moments that
  follow math-enhanced lessons.

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The Seven ElementsPedagogic Framework

• Introduce the CTE lesson
• Assess students math awareness
• Work through the embedded example
• Work through related, contextual examples
• Work through traditional math examples
• Students demonstrate understanding
• Formal assessment

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E. Support CTE teachers as teachers of
math-in-CTE, not as math teachers.

• CTE teachers participate in professional
  development activities that enable them to teach
  the math as it occurs in their CTE content.
• Learn more about the math concepts in their
  curriculum.
• Help CTE teachers learn math formulas and
  vocabulary.
• Provide opportunities for CTE teachers to
  practice teach the math in their curricula.

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How does the Math-in-CTE Model relate to Perkins
IV?
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• Requirement Comprehensive professional
  development activities that support CTE teacher
  preparation.
• Challenge Selecting a PD approach that results
  in enhanced teacher development and student
  learning/outcomes.
• Math/CTE Strategy Provides teachers with
  instructional strategies based on research and
  demonstrated through practice.

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• Requirement Curriculum integration that promotes
  opportunities for academic/CTE teachers to
  jointly develop curriculum and instructional
  strategies.
• Challenge CTE/academic teachers are not familiar
  with other content area and rarely develop
  instructional curriculum and strategies together.
  
• Math/CTE Strategy Provide/support activities
  that promote partnerships and collaboration
  between CTE and academic teachers.

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• Requirement Professional development that is
  sustained, rigorous and is not a one-day or
  short-term workshop.
• Challenge Teacher time commitment and engagement
  can be difficult.
• Math/CTE Strategy Provide ongoing support for
  teachers participation in year-long professional
  development activities.

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• Requirement Professional development that
  includes research-based pedagogical instruction
  and strategies.
• Challenge Selecting a practice that supports
  current state/local school reform imperatives.
• Math-in-CTE Strategy Provide a research proven
  practice that complements and supports current
  school reform practice.

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• Requirement Professional development activities
  that coordinate secondary and postsecondary
  curricula and instructional strategies.
• Challenge Curricula and instruction are not
  clearly aligned between secondary and
  post-secondary.
• Math-in-CTE Strategy Curriculum mapping
  process provides a foundational step for aligning
  curriculum and instructional process/strategies.

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Math-in-CTE Model Meets Perkins IV Requirements

• Research-based model
• Promotes curriculum integration
• Provides teachers with proven instructional
  strategies
• Promotes partnerships between CTE and academic
  teachers
• Fosters communities of practice

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How can I make this happen in my state or region?
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First Steps

• Form a leadership/planning team
• Identify funding sources
• Identify key stakeholders
• Share information with decision-makers
• Build consensus at the state/regional level
• Develop marketing/PR strategies to attract
  teachers
• Identify CTE content areas for implementation

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Facing challenges Budget issues, freeze on
travel, etc.

• Work with local/state business partners to
  develop a shared funding approach
• Leverage resources through pooled Perkins
  funding between districts or regions
• Include Math-in-CTE model in state and local
  Perkins plans
• Support Implementation through other funded
  grants and reserve funding

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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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Math-in-CTETechnical Assistance
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Math-in-CTE Technical Assistance

• Our Goal
• At the request of your state or region
• Share what we have learned through research
• Build your state, regional, or district capacity
  to implement and sustain the model
• On a cost-recovery basis

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Math-in-CTE Technical Assistance

• At the request of states
• Three ways
• Introductory Presentations and Workshops
• Math-in-CTE 5-day Jump-Start
• (Begins Dec 1-3 in Charlotte)
• Implementation of the Math-in-CTE Model

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Questions
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For Math-in-CTE Information

• www.nrccte.org

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For more information about Math-in-CTE Donna
PearsonUniversity of Louisvilledonna.pearson_at_lou
isville.edu [phone]
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