MnSCU and MDE Update MACTA Fall Conference Kavanaughs

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MnSCU and MDE UpdateMACTA Fall
ConferenceKavanaughs
October 7, 2005
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Participation Statistics

• Career Technical Education
• Learning in the Context
• of Careers

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Participation Statistics
Career and Technical Education is a significant
part of Minnesotas educational experience. But
just how significant is it? (FY 2004 data) See
how you do with the following.
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Participation Statistics

• Career and Technical Education is a significant
  part of Minnesotas educational experience.
  FY 2004 data suggest
• students participated in secondary
  CTE courses (unduplicated count)
• 76.7 of grade 10-12
• students participated in
  postsecondary Perkins programs in the states
  technical and community colleges

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Participation Statistics

• Secondary CTE Participants by gender
• Female
• Male

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Participation Statistics

• Secondary CTE Participants by gender
• Female
• Male
• Secondary CTE by race
• American Indian
• Asian
• Black
• Hispanic
• White

State 10-12
1.8 5.7 7.3 3.1 82.1
1.9 5.2 6.8 3.2 82.9
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Participation Statistics

• FY 2004 data suggest
• students in special populations
  participated in CTE courses
• of CTE students
• Federal Perkins Act defines special populations
  as
• Students with disabilities
• Students who are economically disadvantaged
• Students with limited English proficiency
• Students who are single parents or pregnant
• Students who are displaced homemakers
• Students who participate in programs not
  traditional for
• their gender

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Participation Statistics

• Special Populations Served in CTE
• (duplicated count)
• Individuals with Disabilities (13.4)
• Economically Disadvantaged (26.1)
• Limited English Proficient (5.8)
• Single Parent (0.4)
• Nontraditional Enrollee (19.2)

21,473 41,853 9,320 627 30,807
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• Licensure Changes

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Licensure Changes

• No Child Left Behind
• Requires states to adopt academic standards
• Requires teachers of core academic subjects to be
  highly qualified by 2006
• Exempts vocational teachers from the highly
  qualified requirements, but

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Licensure Changes

• All teachers of core academics must meet highly
  qualified teacher standards by the end of the
  2005-06 school year (with a small school
  exemption to 2006-07).

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Licensure Changes

• Core Academics (NCLB)
• English
• Reading/Language Arts
• Mathematics
• Science
• Foreign Languages

• Civics Government
• Economics
• Arts
• History
• Geography

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Licensure Changes

• A highly qualified teacher
• Holds at least a Bachelors degree, and
• Majored in subject area (or) holds an advanced
  degree in the subject area (or) has coursework
  equivalent to a major in the subject area, and
• Is fully licensed
• The 2004 Minnesota Legislature defined a Highly
  Qualified Teacher as one holding a valid license
  to perform the particular service for which the
  teacher is employed in a public school.

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Licensure Changes

• A teacher is deemed highly qualified to deliver
  core academic content if her/his license matches
  the assignment. For example
• Academic Area
• Economics
• Licensure
• Social Studies 5-8, or Social Studies 5-12, or
  Social Studies 7-12, or Social Studies 9-12, or
  Business Education 7-12 or Business Education 5-12

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Licensure Changes

• A currently practicing teacher may also
  individually meet the subject-competence
  provisions of the highly qualified standard
  through the HOUSSE process (High Objective
  Uniform State Standard of Evaluation).
• Under HOUSSE a teacher may demonstrate subject
  competence with a sufficient score against
  designated criteria.

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Licensure Changes

• HOUSSE Criteria
• Student achievement
• Awards and recognition for leadership and service
  to the field
• Teaching experience in the content area
• Praxis II content test
• Advanced credentials
• College level course work
• Professional activities

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Licensure Changes
New guidance has recently been released
pertaining to Highly Qualified Teachers,
including relationships to teachers of Special
Education and Career Technical Education.
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Licensure Changes
Special education (including transition-disabled)
teachers must meet Highly Qualified requirements
for each core academic subject taught. In cases
where special education teachers provide only
consultative services to other highly qualified
teachers, they are considered highly qualified
special education teachers if they are fully
licensed in special education and hold a
bachelors degree.
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Licensure Changes
Career and technical education teachers are not
considered teaching core academics, so are not
obligated meet Highly Qualified requirements.
However, CTE teachers must meet Highly Qualified
requirements for each core academic subject
taught. Minnesota has allowed school districts to
determine where academic standards are delivered,
including through CTE courses, and as long as
those courses are reported as CTE courses no
licensure violation or Highly Qualified issue
occurs.
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Licensure Changes
New guidance from the US Department of Education,
however, impacts this practice. A-41. Can a
State consider an applied mathematics or science
course that is team taught by a highly qualified
mathematics or science teacher and career and
technical education teacher to be taught by a
highly qualified teacher?
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Licensure Changes
If the highly qualified teacher of mathematics
and science is collaborating with the career and
technical education teacher in the design of the
lessons, teaching the mathematics or science
concepts and grading the assignments and
assessments, the course can be considered as
taught by a highly qualified teacher. While the
career and technical education teacher may be in
a better position to set the context for the
application of a particular mathematics or
science context, either teacher may introduce the
concept. The concept must, however, be
thoroughly taught by the mathematics or science
teacher.
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• Anticipated Changes to Perkins

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Perkins III Purpose

• The purpose of this Act is to develop more fully
  the academic, vocational, and technical skills of
  secondary students and postsecondary students who
  elect to enroll in vocational and technical
  education programs, by--
• (1) building on the efforts of States and
  localities to develop challenging academic
  standards
• (2) promoting the development of services and
  activities that integrate academic, vocational,
  and technical instruction, and that link
  secondary and postsecondary education for
  participating vocational and technical education
  students
• (3) increasing State and local flexibility in
  providing services and activities designed to
  develop, implement, and improve vocational and
  technical education, including tech-prep
  education and
• (4) disseminating national research, and
  providing professional development and technical
  assistance, that will improve vocational and
  technical education programs, services, and
  activities.
• - Carl D. Perkins Vocational and Applied
  Technology Education Amendments of 1998

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Reauthorization/Appropriation

• Perkins reauthorization efforts were moving well
  in Congress, but have been stalled by the debate
  over the Supreme Court appointments. Both the
  Senate and House passed their own versions of
  Perkins overwhelmingly (99-0, 416-9) with few
  significant differences. Congressional staff have
  met, and still hope that a single meeting this
  Fall will bring agreement to a conference report
  to take to the floors of each chamber.
• Recent reports from ACTE and NASDCTEc suggest
  that Perkins will not be revisited soon.

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Reauthorization/Appropriation

• The administration recommended elimination of
  Perkins funding in its FY06 budget.
• 6/24/05 the full House approved an
  appropriations bill that funded Perkins at FY05
  levels.
• 7/14/05 the Senate Appropriations committee
  unanimously passed an FY06 appropriation for
  Perkins at 1.309 billion, slightly below FY05
  levels.
• Concern is expressed that neither the House nor
  the Senate appropriates funds for Tech Prep
  demonstration grants nor Section 118 (career
  information). A Dear Colleague letter is
  circulating in the Senate, but as of Monday had
  received only 6 signatures.

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Anticipated Perkins changes

• State-developed model sequences of courses (or
  career pathways)
• Locally negotiated levels of performance
• Tech Prep activities continue, but possibly as
  part of the basic grant program
• Sustained professional development rather than
  short-term workshops
• Links to
• NCLB
• 4-year from 2-year postsecondary education
• WorkForce Centers
• State technical assistance
• Sanctions

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• Perkins State Plan and Listening Sessions

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Perkins State Plan Planning

• It is anticipated that a great deal of public
  input will be required when Minnesota develops a
  new State Plan under a reauthorized Perkins Act.
  To begin the process of data collection for use
  in the development of a new State Plan, focus
  groups will be held regionally to gather input
  from key stakeholders prior to initial drafting
  of a State Plan. With this input, it is believed
  that a quality plan will be drafted that will be
  ready for the broader public comment likely to be
  required by the Office of Vocational and Adult
  Education.
• We believe that the significant public input when
  the last State Plan was developed helped
  Minnesota to be one of only two states to receive
  unconditional approval on the first try.

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Perkins State Plan Listening Sessions

• The plan is to hold seven or eight regional focus
  group sessions to gather and organize input from
  individuals who have enough understanding of
  Perkins to be able to influence initial Plan
  development. Sessions will run for 2 to 3 hours
  and will involve an introductory presentation
  regarding anticipated changes in the Perkins Act
  followed by involvement from participants to
  gather input to key questions in critical plan
  areas
• Accountability
• Academic and Technical Proficiency
• High School to College Transition
• Career Clusters/Career Pathways
• Characteristics and Attributes of a Statewide
  Structure for Perkins Basic and Tech Prep
• Characteristics and Attributes of Local Program
  Planning

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• WIA Incentive Grants

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WIA Incentive Grants

• The US Departments of Education and Labor
  determined that 19 states, including Minnesota,
  qualify to receive Workforce Investment Act
  incentive grants based on their FY 2004
  performance. To qualify, a state exceeded its
  agreed-upon performance levels for WIA Title I,
  the Adult Education and Family Literacy Act
  (AEFLA), and the Carl D. Perkins Vocational and
  Technical Education Act (Perkins III). Minnesota
  will receive 852,449 under this award.

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WIA Incentive Grants

• This year Minnesota is focusing the WIA Incentive
  Grant award on a single issue with widespread
  implications strengthening foundational
  mathematics skills in Minnesotas new and
  incumbent workforce through the implementation of
  contextual, demand-driven foundational
  mathematics instruction and teacher training.

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WIA Incentive Grants

• Approximately 750,000 of the grant will be
  available for up to three projects to increase
  foundational math skills of individuals who are
  below high school level competency. Local
  Workforce Investment Boards must be the
  applicants for the grants. Each initiative should
  be a regional or inter-regional effort, and must
  include at least one partner from each of the
  following entities public school districts,
  public higher education institutions, employers,
  local Workforce Investment Boards, and Adult
  Basic Education providers. Additional partners
  may include industry associations, non-profits,
  apprenticeship programs, or other partners within
  the region.

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WIA Incentive Grants

• Proposals should focus on advancing the
  foundational math skills of individuals through
  contextual learning and use demand-driven
  contextual learning curriculum and/or teacher
  training to advance individuals math skills.
  Funding should be available to begin January 1,
  2006 and extend through June 30, 2007.
• Planned activities utilizing incentive grant
  funds must be innovative and used only for
  activities that are otherwise authorized under
  the WIA title I, the AEFLA, and/or the Perkins
  Act as amended.

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WIA Incentive Grants

• Applicants should
• submit a workplan with their proposal
• identify the role of each key partner for the
  project
• address worker pipeline issues within the local
  area
• include data to support the proposal
• use the project as a leveraging point for
  increasing the capacity of related projects
• submit a budget using the attached budget
  document and a detailed budget narrative
• include a plan for marketing the initiative to
  respective audiences and for disseminating the
  information as a best practice to other
  stakeholders and
• be prepared to present findings/results to the
  GWDC.

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• National Governors Association Grant

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NGA Grant

• Minnesota is one of ten states to have been
  awarded funds under the Honor States Grant
  Program from the National Governors Association,
  with funding provided by the Bill and Melinda
  Gates Foundation.

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NGA Grant

• Each state will implement or enhance a K-16 data
  collection system and will align governance to
  improve coordination between K-12 and
  postsecondary education.
• Each state will also implement a robust
  communications plan to inform the public about
  the need for better high schools.
• Minnesota will receive 2 million over two years.

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(No Transcript)
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NGA Grant

• There are many opportunities for career and
  technical educators to be involved in the NGA
  initiatives.
• Collaborate to establish a new statewide
  teacher induction system for math, science,
  and career and technical education teachers.
• Implement Workforce Development Council
  priorities to strengthen the academic rigor of
  career and technical education in high schools
  and industry certification programs.

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NGA Grant

• Increase the number of high schools that
  implement new courses in the STEM disciplines
  (science, technology, engineering, and math) and
  increase the number of students enrolling in and
  completing STEM high school courses and
  postsecondary training or degrees.
• Increase the number and visibility of career and
  technical pathways leading to industry
  certification.

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School Reformfrom thePerspectiveof Career
TechnicalEducation
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School Reform from the Perspective of Career
Technical Education

• Illinois toughens high school curriculum
• Illinois Gov. Rod Blagojevich yesterday signed a
  bill that will require high school students to
  take an extra year each of English, math and
  science, as well as two writing-intensive
  courses. The changes will be phased in over the
  next four years.   Chicago Sun-Times (8/24)

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School Reform from the Perspective of Career
Technical Education
State increases high school graduation
requirements August 24, 2005 BY JOHN O'CONNOR
ASSOCIATED PRESS SPRINGFIELD--High school
students will have to study more core subjects
under legislation Gov. Rod Blagojevich signed
Wednesday. The high school reform package
requires students to take four years of English
instead of three three years of math instead of
two two years of science instead of one and two
writing-intensive courses. "If you don't take
enough math classes or science classes or writing
intensive classes, you're not going to be
prepared to compete in college or the workplace--
no matter what your diploma says," Blagojevich
said in a prepared statement after signing the
bill at a suburban Chicago high school. Experts
say the changes give Illinois graduation
requirements that are about average compared with
other states, while previously Illinois had some
of the weaker standards in the nation.
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School Reform from the Perspective of Career
Technical Education
Reaction?
Illinois toughens high school curriculum
The high school reform package requires students
to take four years of English instead of three
three years of math instead of two two years of
science instead of one and two writing-intensive
courses.
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School Reform from the Perspective of Career
Technical Education
Governors Want To Build Competitive Schools July
16, 2005 ASSOCIATED PRESS DES MOINESVirginia
Governor Mark Warner said a high school diploma
is meaningless in seeking a well-paid job in
todays marketplace. To have students graduate
and not be qualified to go on to college or to
enter the workforce as a country, we are not
going to be able to compete, he said. A
National Governors Association survey of 12,000
American high school students found that fewer
than one in 10 view classes as very hard. More
than a third said high school was easy.
Thirty-two percent said they would work harder
if high school courses were more demanding and
interesting and 71 percent said taking courses
related to the kinds of jobs they were interested
in would make their senior year more meaningful.
Warner has launched a campaign aiming to
redesign the American high school by offering
more rigorous coursework and providing more
college and vocational classes.
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NAVE

• Congress mandated an evaluation of the federal
  support for vocational (career technical)
  education. After a lengthy delay, the National
  Assessment of Vocational Education (NAVE) report
  was finally released in June 2004.

http//www.ed.gov/rschstat/eval/sectech/nave/navef
inal.pdf
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1. How does, or can, vocational education improve
the outcomes of secondary students who choose to
enroll in vocational and technical programs?

• The short- and medium-term benefits of vocational
  education are most clear when it comes to its
  longstanding measure of success earnings.
• Students in vocational programs of study have
  significantly increased their academic course
  taking and achievement over the last decade,
  although gaps remain.
• There is little evidence that vocational courses
  contribute to improving academic outcomes.

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1. How does, or can, vocational education improve
the outcomes of secondary students who choose to
enroll in vocational and technical programs?

• Postsecondary transition rates have increased
  vocational courses neither hurt nor help most
  students chances of going on to college but are
  associated with a shift from earning a bachelors
  degree to earning an associates degree or
  certificate.
• Improving teacher quality will be important if
  vocational education is expected to alter its
  mission.

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April 26, 1983
A Nation At Risk

• Our Nation is at risk. Our once unchallenged
  preeminence in commerce, industry, science, and
  technological innovation is being overtaken by
  competitors throughout the world. This report is
  concerned with only one of the many causes and
  dimensions of the problem, but it is the one that
  undergirds American prosperity, security, and
  civility. We report to the American people that
  while we can take justifiable pride in what our
  schools and colleges have historically
  accomplished and contributed to the United States
  and the well-being of its people, the educational
  foundations of our society are presently being
  eroded by a rising tide of mediocrity that
  threatens our very future as a Nation and a
  people.

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April 26, 1983
A Nation At Risk

• What was unimaginable a generation ago has begun
  to occur--others are matching and surpassing our
  educational attainments. If an unfriendly foreign
  power had attempted to impose on America the
  mediocre educational performance that exists
  today, we might well have viewed it as an act of
  war. As it stands, we have allowed this to happen
  to ourselves. We have even squandered the gains
  in student achievement made in the wake of the
  Sputnik challenge. Moreover, we have dismantled
  essential support systems which helped make those
  gains possible. We have, in effect, been
  committing an act of unthinking, unilateral
  educational disarmament.

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April 26, 1983
A Nation At Risk

• And what was the result?
• An increase in course requirements and a greater
  emphasis on core academics.

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• National Research Center on Career Technical
  Education

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Reading Performance17 year olds
A Nation At Risk
NAEP Scores cited in Stringfield, Castellano,
Stone, 2001
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Math Performance17 year olds
A Nation At Risk
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Science Performance17 year olds
A Nation At Risk
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Education in the 1980s and 1990s

• There was also a general premise that the
  education system was serving two groups of
  students those who were college-bound and those
  who were work-bound.

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NationallyWho are the workbound?

• Of the 100 who enter 9th grade
• 88 complete HS
• Up to 95 plan college
• 60 start college
• 8 obtain two-year degree
• 25 of these will complete a 4-year degree

• The Cohort
• 12 of Cohort are immediately work bound without
  a HS diploma
• 35 of Cohort are now work bound with HS
  credential
• 40 of Cohort are now work bound with some
  college
• 13 of Cohort are now work bound with a 4-year
  college degree

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MinnesotaWho are the workbound?

• Of the 100 who enter 9th grade
• 84 complete HS1
• Up to 95 plan college2
• 64 start college
• ( 59 of these in 2-year)
• 58 of these will complete a 2- or 4-year degree

• The Cohort
• 16 of Cohort are immediately work bound without
  a HS diploma
• 46 of Cohort are now work bound with HS
  credential
• 37 of Cohort are now work bound with a 2-year or
  4-year college degree

Sources Jay Greene and Marcus Winters, Public
High School Graduation and College Readiness
Rates 1991-2002 Committee for Economic
Development, Cracks in the Education Pipeline A
Business Leaders Guide to Higher Education Reform
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Counseling College for all policy

• 66 of students encouraged to go to college
• (57 of those in lower academic half)
• 31 leave college with NO credits
• (52 of those in the lower academic half)
• PS Remediation rates of 46 (4yr) - 64 (2yr)
• After 10 years, 37 had obtained degree (14 of
  lower academic half)
• 43 of graduates report underemployment two years
  later

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Jobs Education The Mismatch

• Current Population Survey (2000)
• Bureau of Labor Statistics (2002)

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Jobs, Education, and Wages

• Jobs for less educated workers have increased
  faster than the population with those credentials
• Jobs for more educated workers have increased
  more slowly than the population with those
  credentials
• This has led to downward occupational mobility,
  e.g., college grads are taking high school jobs.

Pryor Schaffer, 1999
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The Drive for a Baccalaureate
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The Drive for a Baccalaureate
Bureau of Labor Statistics website, Aug 2002
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Education Trends

• There are now more students with 4-year degrees
  entering 2-year colleges than students with
  2-year degrees entering 4-year colleges.
• - Willard Daggett

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CTE and School Engagement
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Post High School Trajectories CTE Concentrators
Postsecondary Enrollment of CTE Concentrators
56.3
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Post High School Trajectories Dual
Concentrators
Postsecondary Enrollment of CTE Dual
Concentrators 78.7
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Investment Inventory

• In August 2004, the Governors Workforce
  Development Council released its Investment
  Inventory, a set of priorities and
  recommendations for the Governor around
  Employment and Economic Development.

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Investment Inventory

• While the Inventory did not make specific budget
  recommendations (leaving that to the Governor and
  his cabinet), it did point to trendlines and gave
  recommendations regarding the importance of
  strong working relationships among education,
  training, and labor force development providers.
• The focus of the Investment Inventory was on
  Skill Development. For youth (14-21), this
  included basic academic core skills, job specific
  skills, and career exploration and mobility
  skills.
• See http//www.gwdc.org/pubs/investmentadvisory.
  pdf

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Governors Workforce Development Council
At-Risk Initiatives
Where and how can we affect public policy to
advance at-risk youth?
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Governors Workforce Development Council
At-Risk Initiatives

• The Workforce Investment Act defines At-Risk
  as
• Between the ages of 14 and 21,
• Low-income, and
• Deficient in basic literacy skills
• A school dropout
• Homeless, a runaway, or a foster child
• Pregnant or a parent
• An offender, or
• An individual who requires additional assistance
  to complete an educational program or to secure
  and hold employment.

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Governors Workforce Development Council
At-Risk Initiatives

• Education defines At-Risk using criteria of the
  Graduation Incentives legislation Under 21 and
• Performs substantially below performance of
  peers,
• Is at least one year behind in credits for
  graduation,
• Is pregnant or a parent,
• Has been assessed as chemically dependent,
• Has been excluded or expelled,
• Has been referred to a contract alternative
  program,
• Is a victim of physical or sexual abuse,
• Has experienced mental health problems,
• Has been homeless within six months,
• Has limited English fluency, or
• Has withdrawn from school or is habitually
  truant.

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Governors Workforce Development Council
At-Risk Initiatives
These factors all seem focused on sorting
individuals to limit expenditures of at-risk
funds. The question is, At-Risk for
What? Recent discussion by the Career
Advancement Committee of the Governors Workforce
Development Council suggests that the future
At-Risk student will include the student with a
high school diploma and no further education or
training.
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The World Is Flat
In China today, Bill Gates is Britney Spears. In
America today, Britney Spears is Britney Spears
and that is our problem. Thomas Friedman
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The World Is Flat
New York Times foreign affairs columnist Thomas
L. Friedman recently released his fourth book
destined to become a best-seller. In The World Is
Flat, Friedman notes ten forces that flattened
the world
11/9/89 8/9/95 Work Flow Software
Open-Sourcing Outsourcing
Offshoring Supply-Chaining Insourcing
In-forming The Steroids
6. 7. 8. 9. 10.
1. 2. 3. 4. 5.
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The World Is Flat
11/9/89 The Berlin Wall Comes Down Suddenly all
of Russia and Eastern Europe entered the
competitive, free-market economy, competing for
the resources and jobs of the West.
78
The World Is Flat
8/9/95 Netscape Goes Public Browser technology
now suddenly makes information freely available
to the population. Add to that the election of
Indias first free enterprise government in 1996
and the opening of China at about the same time
and we now have billions of people clamoring to
use this freely-available information.
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The World Is Flat
Outsourcing Y2K Huge concerns about the
potential collapse of computing systems at the
turn of the new century meant the U.S. needed new
sources of labor to complete the mundane tasks
associated with Y2K. India provided a ready
source of inexpensive, technically-savvy labor,
and was connected by fiber-optics.
80
The World Is Flat
In-forming Google, Yahoo!, MSN Web Search All
the worlds knowledge in every language all the
time, personalized.
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Business and Workforce Development Leaders Say
We are in a Global War for Talent that schools
need to address in collaboration with
business. Mason Bishop, US Department of
Labor When hiring, we are seeking individuals
who are both world-class and inter-cultural.
Alex Cirillo, Vice President of Community
Affairs, 3M
82
Willard Daggett
International Center for Leadership in Education

• Equity vs. Excellence
• Employment Skill Demands
• Reading in the Content Area
• Guiding Principles
• Rigor/Relevance Framework

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No Child Left BehindSigned by President Bush,
January 8, 2002
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Daggett
Equity vs. Excellence Educational excellence is a
bi-partisan issue. For many, educational equity
is in direct contrast to educational excellence.
The trick is to achieve excellence while
maintaining access for all learners.
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Daggett
Employment Skill Demands Schools are not getting
worse the demands of the workplace are
increasing so fast that schools cant keep up.
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Employment 1970s

• High Skill
• Low Skill

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Employment 1990s

• High Skill
• Low Skill

Semi Skill
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Employment 2010

• High Skill
• Low Skill

Semi Skill
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Daggett
Reading in the Content Area Reading skill demands
have increased for all, especially those for whom
we have traditionally held low reading
expectations. Much more time must be spent at the
secondary level teaching reading in the content
areas.
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Daggett
As Dr. Daggett would say Is reading
important? YES A little or a lot? A LOT And where
is reading best taught? IN THE CONTENT AREA
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Lexile Framework

• Semantic Difficulty
• Syntactic Complexity

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Lexile Literature

• 1500 - On Ancient Medicine
• 1400 - The Scarlet Letter
• 1300 - Brown vs. Board of Education
• 1200 - War and Peace
• 1100 - Pride and Prejudice
• 1000 - Black Beauty
• 900 - Tom Swift in the Land of Wonders
• 800 - The Adventures of Pinocchio
• 700 - Bunnicula A Rabbit Tale of Mystery
• 600 - A Baby Sister for Frances
• 500 - The Magic School Bus Inside the Earth
• 400 - Frog and Toad are Friends
• 300 - Cliffords Manners

93
Lexile Texts

• 1500 - The Making of Memory From Molecules to
  Mind Doubleday
• 1400 - Philosophical Essays Hackett Publishing
• 1300 - Psychology An Introduction Prentice Hall
• 1200 - Business Prentice Hall
• 1100 - America Pathways to Present Prentice
  Hall
• 1000 - Writing and Grammar Gold Level Prentice
  Hall
• 900 - World Cultures A Global Mosaic Prentice
  Hall
• 800 - Word 97 Glencoe/McGraw-Hill
• 700 - World Explorer The U.S. Canada
  Prentice Hall
• 600 - Science (Grade 4) Addison-Wesley
• 500 - People and Places Silver Burdett Ginn
• 400 - Imagine That! Scholastic Inc.
• 300 - My World Harcourt Brace

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Personal Use

• Aetna Health Care Discount Form
• Medical Insurance Benefit Package
• Application for Student Loan
• Federal Tax Form W-4
• Installing Your Child Safety Seat
• Microsoft Windows User Manual
• G.M. Protection Plan
• CD DVD Player Instructions

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95
Newspapers

• Reuters (1440)
• NY Times (1380)
• Washington Post (1350)
• Wall Street Journal (1320)
• Chicago Tribune (1310)
• Associated Press (1310)
• USA Today (1200)

96
16 Career ClustersDepartment of Education
97
Human Services
 
98
Reading Requirements Findings

• Entry-level
• Highest in 6/16
• Second Highest in 7/16
• Consistent Across Country

MANUALS
99
Construction
 
100
Manufacturing
 
101
Daggett
Guiding Principles It is not enough to teach the
content, we must also teach the use of the
content.
102
Guiding Principles

• Responsibility
• Contemplation
• Initiative
• Perseverance
• Optimism
• Courage

• Respect
• Compassion
• Adaptability
• Honesty
• Trustworthiness
• Loyalty

103
Daggett
Rigor/Relevance Framework The relationship
between Knowledge and Application.
104
Taxonomy
Knowledge

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

105
Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

106
Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
107
Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
108
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
109
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
110
Tapping Americas Potential Warning Signs
Foreign competition China not only graduates
four times as many engineers as the United
States, but it also offers lucrative tax breaks
to attract companies to conduct research and
development (RD) in the country.
111
Tapping Americas Potential Warning Signs
Interest in engineering Out of the 1.1 million
high school seniors in the United States who took
a college entrance exam in 2002, just under 6
percent indicated plans to pursue a degree in
engineering nearly a 33 percent decrease in
interest from the previous decade.
112
Tapping Americas Potential Warning Signs
Student achievement On a recent international
assessment of 15-year-olds math problem-solving
skills, the United States had the smallest
percentage of top performers and the largest
percentage of low performers compared to the
other participating developed countries. This is
not surprising when nearly 70 percent of middle
school students are assigned to teachers who have
neither a major nor certification in mathematics.
113
Tapping Americas Potential Warning Signs
Investment in basic research In the United
States, since 1970, funding for basic research in
the physical sciences has declined by half (from
0.093 percent to 0.046 percent) as a percentage
of the gross domestic product (GDP).
114
Tapping Americas Potential Goal
Our goal is to double the number of science,
technology, engineering and mathematics graduates
with bachelors degrees by 2015.
115
Tapping Americas Potential
Recommendations Build public support for making
science, technology, engineering and math
improvement a national priority.
116
Tapping Americas Potential
Recommendations Motivate U.S. students and
adults to study and enter science, technology,
engineering and mathematics careers, with a
special effort geared to those in currently
underrepresented groups.
117
Tapping Americas Potential
Recommendations Upgrade K12 math and science
teaching to foster higher student achievement.
118
Tapping Americas Potential
Recommendations Reform visa and immigration
policies to enable the United States to attract
and retain the best and brightest science,
technology, math and engineering students from
around the world to study for advanced degrees
and stay to work in the United States.
119
Tapping Americas Potential
Recommendations Boost and sustain funding for
basic research, especially in the physical
sciences and engineering.
120
Willard Daggett
International Center for Leadership in Education
9 Characteristics of Effective Schools
121
Daggett 9 Characteristics of Effective Schools

• Small Learning Communities
• High Expectations
• 9th Grade
• 12th Grade
• Data
• Curriculum
• Relationships/Reflective Thought
• Professional Development
• Leadership

122
Implications

• So what does all this tell us?

123
Implications

• The National Research Center on Career and
  Technical Education data show that expanding
  academic coursework has not had a significant
  impact on academic learning, and that
  participation in career technical education
  does not prevent students from pursuing higher
  education. In fact, for many students, CTE keeps
  kids engaged in learning.

124
Implications

• Career Technical Education and similar
  contextual learning strategies have the
  potential to impact the learning of a large
  segment of our population more than ¾ of our
  high school students participate.

125
Implications

• The Governors Workforce Development Council sees
  a need for a renewed emphasis on skill
  development, including academic skills, job
  specific skills, career exploration skills, and
  mobility skills.
• This need was reflected in the Governors
  biennial budget request.

126
Implications

• There is a need for all teachers to focus on
  academic skills that will have long-term impact
  on education and career success, but in a way
  that interests and motivates learners.
• College is not the end, it is a means to an end.

127
Implications

• An effective education program should integrate
  academic instruction with technical skill
  development, but instructors need to take time to
  help students understand both the academic
  concepts and the applications that are being used.

128
Implications

• An effective career technical education program
  helps learners understand processes of work, but
  addresses those processes as a means to broad
  concept understanding and transferability of
  skills, not just simple procedures.

129
Implications

• An effective career technical education program
  recognizes the value of learning in the community
  and uses community-based settings to expand
  learning beyond the walls of the school.

130
Implications

• An effective career technical education program
  is responsive to the needs of the community while
  recognizing that students need to be prepared to
  succeed both at home and throughout the nation or
  world.

131
Announcements

• P16
• 6 committees
• GWDC Career Advancement Committee
• Perkins 85 Redistribution
• Program Approval Rubrics