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Delivering Academics through Career and Technical Education Mary Bruno, Director Career, Technical and Community Education Volusia County Schools, Florida

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Title: Delivering Academics through Career and Technical Education Mary Bruno, Director Career, Technical and Community Education Volusia County Schools, Florida


1
Delivering Academics through Career and
Technical EducationMary Bruno, DirectorCareer,
Technical and Community EducationVolusia County
Schools, Florida
2
VOLUSIA COUNTYSCHOOL DISTRICT
  • Who are we?
  • Central Florida School District Daytona Beach
  • 65,000 Students
  • 68 Schools 9 High Schools 13 Middle Schools
    47 Elementary Schools
  • 5 A. E. Schools of Choice 11 A. E. Schools of
    Placement
  • The Advanced Technology Center
  • 53 of Schools at the 50 or higher poverty level

3
Part 1 How does CTE fit into the big picture ?
  • Bill Gates By obsolete, I mean that our high
    schools -- even when they're working exactly as
    designed -- cannot teach our kids what they need
    to know today. Training the workforce of tomorrow
    with the high schools of today is like trying to
    teach kids about today's computers on a
    50-year-old mainframe. It's the wrong tool for
    the times.
  • Did you know that the majority of model
    schools use Career and Technical Education as
    part of the reform effort!

4
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5
Secondary Redesign
The Guiding Principles - The Backbone of What We
Believe
6
Volusia Priority Components
7
The Learning Criteria
8
Research Alignment Chart
Corollary Questions Daggett - Rigor, Relevance, Relationships Dufour- Professional Learning Communities Stiggens - Common Formative Assessment
1) What do we want students to learn? Curriculum Focus on the essential skills. Reading and writing in the content area. Instruction Rigorous and relevant instruction. Curriculum Proficiency on the identified essential outcomes Instruction Learning for all. Failure is not an option. Curriculum Clear and appropriate learning targets Instruction Accurate classroom assessments
2) How will we know if they have learned it? Assessment Core academic rigor, stretch learning, student engagement and personal skills development. Assessment Assessment to inform instructional decisions and practices. Assessment Create a balanced assessment system both formative and summative.
3) What are we going to do if they have not learned it? Promote high level courses while providing the supports for students to achieve at high levels. Build a pyramid of interventions to support proficiency for all. Assessments to inform decisions about re-teaching and re-testing for mastery.
4) What are we going to do if they have learned it? Accelerate learning by going deeper not broader with the essential skills Create systematic interventions that give students extra time and support to accelerate learning Differentiated learning
9
Other Important Research
  • ICLE - Learning Criteria included two other areas
    implied in the four corollary questions but that
    are critical to success.
  • Student Engagement Benchmark with a survey
  • Personal Skills development
  • Character Education
  • School Culture
  • Volusia Ethics Brochure

10
The Mission Changed
  • OLD Mission
  • Education as an Autopsy
  • Assessment of Learning (Summative)
  • Select and Sort
  • Winners and Losers
  • Focus on Teaching
  • NEW Mission
  • Education as a Medical Exam
  • Assessment for Learning (Formative)
  • The New Three Rs for All
  • Failure is Not an Option
  • Focus on Learning

11
Whether graduates are going to college or work,
they need the same skills
  • CollegeAlgebra
  • Required Skills
  • Add, subtract, multiply, divide and simplify
    rational expressions
  • Understand functional notation
  • Solve systems of two linear equations in two
    variables
  • Solve quadratic equations in one variable
  • Graph a linear equation and quadratic function
  • Determine the perimeter and the circumference of
    geometric shapes
  • Represent geometric objects and figures
    algebraically
  • Machine Operator
  • Eastman Chemical Company
  • Required Skills
  • Add, subtract, multiply, divide and simplify
    rational expressions
  • Calculate and apply ratios, proportions and
    percentages to solve problems
  • Recognize and solve problems using a linear
    equation and one variable
  • Apply units correctly in expressions involving
    measurements
  • Determine the perimeter and the circumference of
    geometric shapes

12
Lexile Reading Scores
  • Human Services
  • Entry level 1000-1140
  • Intermediate 940-1090
  • Advanced 850- 930
  • Construction
  • Entry level 1310-1350
  • Intermediate 1250-1340
  • Advanced 1310-1390
  • Manufacturing
  • Entry level 1280-1330
  • Intermediate 1280-1310
  • Advanced 1310-1440

13
The Importance of Reading
  • 40 of all entry level jobs require higher
    reading ability than intermediate or advanced
    level jobs
  • WHY?
  • Technical Reading
  • Technical Manuals
  • The use of technology
  • Technical Math
  • Many entry level jobs require higher reading
    scores than Freshman English I

14
  • OPPORTUNITY
  • 50 each day
  • 96 grads

15
Part 2 CTEs Responsibility
  • INCREASE THE RIGOR IN CAREER AND TECHNICAL
    PROGRAMS!
  • HOW Create a curriculum driven by data from two
    categories
  • Academic Skills that students must master in our
    test driven education system
  • Essential Skills and knowledge that employees
    need to succeed in our technology and information
    infused economy

16
The balance of Rigor and Relevance
  • Rigor without Relevance equals
  • DROPOUTS
  • Relevance without Rigor equals
    REMEDIATION

17
CTE/FCAT CONNECTIONSLESSON PLANS (PROJECTS)
  • Written for CTE courses taken by primarily 9th
    and 10th graders
  • 5 to 25 hours in length
  • Laser-like focus on standards (Rigor)
  • D Quadrant Learning (Relevance)
  • FCAT (Florida Comprehensive Assessment Test)
    Activities
  • 208 Lesson Plans for 44 courses 06/06

18
The resultsMath Learning Gains Three Year
TrendsOriginal 11 CoursesCTE FCAT Connection
Projects
Percentages
Volusia CTE Volusia CTE
Volusia CTE
19
Reading Learning Gains Three Year TrendsOriginal
11 CourseCTE FCAT Connection Projects
Percentages
Volusia CTE Volusia CTE
Volusia CTE
20
What does this tell us?
  • In math, over a three year period we are
    beginning to see a trend that with the help of
    the FCAT Connection Projects our students at a
    level of 3, 4 or 5 have been able to either gain
    points and remain at level at a rate slightly
    higher than the district as a whole.
  • In reading, we are beginning to see a trend that
    we meet or exceed the district in students you
    increase a level and are catching up to the
    district with students who maintained the level
    3, 4 or 5.
  • In both reading and math, we need to find
    additional ways to support students at the lowest
    levels.

21
The Original 11 Courses
  • Agriscience Foundations 1
  • Business Systems Technology
  • Digital Design1
  • Business Computer Programming 1
  • DCT Principles
  • Marketing Essentials
  • Early Childhood Education 1
  • Culinary Operations 1
  • Health Science 1
  • Construction Technology
  • Drafting and Illustrative Design Technology 1

22
Career and Technical Education
23
STUDENT PERFORMANCE STANDARDSCourse
Number 8515210Course Title Culinary Operations
1Course Credit 1COURSE DESCRIPTIONThis
course was developed as part of a three-credit
core. Students will develop competence in career
and job opportunities basic food skills
personal productivity safe, secure and sanitary
work procedures operational systems recipes
commercial tools and equipment principles of
nutrition front-of-the-house duties back-of-the
house duties food and beverage
preparation.OCCUPATIONAL COMPLETION POINT - DATA
CODE A(CORE) FOOD BEVERAGE PREPARATION AND
SERVICE WORKER FOOD PREPARATION WORKER - OES
Code 65038427, SOC 35-20210l.0 IDENTIFY CAREER
AND JOB OPPORTUNITIES--The student will be able
to LA.A.1.4.3, LA.A.2.4.1, LA.A.2.4.4,
LA.A.2.4.6, LA.A.2.4.7, MA.E.1.4.1 NFCS
Standards 8.1, 8.3, 8.6, 8.7, 9.1 0l.01
Identify occupations in the food service and
hospitality industry. 0l.02 Identify resources
for a job search. 0l.03 Identify levels of
training required for food service and
hospitality occupations.02.0 APPLY BASIC
SKILLS--The student will be able to LA.B.2.4.1,
LA.B.2.4.2, LA.B.2.4.3, LA.B.3.4.1, LA.C.3.4.2,
HE.B.3.4.1, HE.B.3.4.4, HE.B.3.4.5 NFCS
Standards 8.1, 8.2, 8.3, 8.4, 8.6, 8.7,
9.6 02.01 Follow verbal and written
directions. 02.02 Apply verbal and written
directions. 02.03 Use verbal and nonverbal
communication skills.03.0 DEMONSTRATE PERSONAL
PRODUCTIVITY--The student will be able
to LA.A.1.4.3, LA.A.2.4.4, LA.C.3.4.2,
HE.B.3.4.2, HE.B.3.4.4, HE.B.3.4.5 NFCS
Standards 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 03.01
Exhibit employability skills. 03.02 Exhibit
work ethics. 03.03 Maintain positive personal
relationships. 03.04 Develop personal and
professional etiquette. 03.05 Demonstrate the
ability to function as a team member.
24
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25
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27
Resources
  • www.career-connection.org
  • 208 Projects for 44 courses
  • Reading Strategies
  • Math Strategies
  • Science Strategies
  • Writing Strategies

28
Part 3 Creating School Models for Rigor,
Relevance and Relationships
  • Growth of Career Academies
  • The Career Academy Rubric
  • Some positive Trends

29
Growth In Career Academies
  • 1994 One Academy
  • 2000 The Advanced Technology Center
  • 2007 Seventeen Academies
  • 2008 Thirty One Academies
  • Mentoring 17 other districts in our academy model
  • NSBH Wall to Wall Small Learning Communities

30
The Academy Rubric
  • Based on National Standards
  • Three Levels
  • Bronze 9 of 12 Standards All academies must
    meet this to start
  • Silver 10 of Twelve Standards All academies
    meet by year two.
  • Gold All Twelve Standards Optional
  • Academies are evaluated annually

31
The Academy Rubric
  • Integrated Curriculum Core and Required
  • Pure Scheduling Core
  • Common Planning Core
  • Advisory Committee
  • Enrollment
  • Career Focus
  • Program of Studies and Standards
  • Articulation
  • Staff Development
  • Work-based Learning
  • Capstone Activity
  • Marketing

32
Growth in Career Academies
3390
E N R O L L M E N T
3060
2400
1637
1474
1175
1101
803
PROJECTED
30
1 10 13 13 12 17 31
31 31 Number
of Academies

33
Graduation Rate IncreaseIs Academy Growth a
Contributing Factor?
83 83
81.5
81.9
80.1
77
74.9
71.2
34
Our Expectations for Schools and Teachers
35
Team Building
36
Implementation
  • Staff Development
  • Observations
  • Evaluations
  • Career Connection Cadre Recommendation
  • Principal Presentations
  • School Board Presentation
  • Administrative Buy In
  • Continuous Improvement

37
NEXT STEPS 2007-2008
  • Complete curriculum maps for at least the
    original 11 courses.
  • Create formative and summative assessments for at
    least the original 11 courses.
  • Provide teacher training in the areas of
    assessment and Professional Leaning communities.
  • Continue to build administrative support through
    Model Schools, Reinvention Symposium and PLC
    development

38
www.career-connection.org
39
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40
  • Mary Bruno
  • mbruno_at_volusia.k12.fl.us
  • 386-255-6475 x 60018
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