Embedded Credit

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Embedded Credit

• David W. Dillard
• David Ruhman
• Arcadia Valley CTC

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What We Are Doing

• The Arcadia Valley Career Technology Center
  is proposing to offer embedded academic credit
  for those students who complete
• a six-hour vocational program and
• additional academic specific criteria.
• complete a six-hour vocational program would
  receive the credit.

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Mathematics

• One hour of elective mathematics credit,
  Technical Mathematics, if students can pass a
  competency test sometime within their two years
  in the vocational school. The mathematics credit
  could meet the required math credits if the
  students failed in their earlier classes
  depending on the sending school.

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Language Arts

• One hour of elective English credit for
  Technical Writing if they meet the minimum
  requirements for all established components of a
  portfolio. Each exhibit will be assessed by a
  scoring guide/rubric with minimum levels
  established.

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Why?

• In Missouri a School Board can award credit based
  on a curriculum
• We can DESE is not involved if it does not go
  through Core Data
• We did receive some funding from Missouri DESE
  (Perkins, local PD and state HSTW funds were also
  used)
• We needed it for the following reasons

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Perkins

• Perkins III This program has accountability
  requirements that are based on student
  achievement in mathematics and language arts
  along with placement requirements. The
  Congressional debate over future Perkins funding
  is centering on the idea that CTE classes do not
  assist in raising overall academic achievement
  scores.
• Part of our Perkins Accountability Plan

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Lost Credit

• The majority of the sending school students
  attending the AVCTC lose two credits due to
  travel. This program would allow them to earn as
  many credits as other students in their schools.
  We have had several students graduate because
  they could earn the extra credit.

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MSIP

• The granting of embedded credit will help all
  districts meet the MSIP requirement for dropouts
  by allowing some students to earn additional
  credits and remain on track to graduate with
  their class. This may be even more important as
  accountability moves from dropouts to graduation
  rates.

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Prepare Our Graduates

• CTE graduates must have the skills needed by
  industry.
• Advisory Committees have continuously pointed out
  the lack of math and reading skills of our
  graduates.
• CTE graduates must learn how to learn to keep
  pace with future change.
• Embedded credit is tied to employability skills.
• All Aspects of the Industry.
• CTE students see the connection between academic
  skills and their career field.

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HSTW

• HSTW There are several areas of the HSTW reform
  model that the granting of embedded credit will
  allow the district to meet. Academic and
  vocational integration is critical for both the
  high school and the vocational school. The extra
  work to earn the embedded credit will add rigor
  to our vocational programs and there will be
  homework for most of the vocational students.

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All Students Need Math

• The National Council of Teachers of Mathematics
  states, All students should study mathematics in
  each of the four years they are enrolled in high
  school. Because students interests and
  aspirations may change during and after high
  school, their mathematics education should
  guarantee access to a broad spectrum of career
  and educational options. They should experience
  the interplay of algebra, geometry, statistics,
  probability, and discrete mathematics.

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CTE Enrollment

• Students who can earn additional credits can stay
  in the CTE programs
• Students who can earn additional credits can
  attend CTE classes and still graduate
• Our enrollment has already reached capacity

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High Expectations

• Higher graduation requirements for core areas
• Highs That Work requirements
• NCLB and ALL students achieving
• Perkins accountability
• All CTE programs are currently articulated with
  two community colleges for 18 to 36 college
  credits

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Remedial Work

• 68 of AVCTC graduates who attend post-secondary
  school have to take remedial math, reading and/or
  writing classes
• Embedded credit will lead to better preparation
  to the Compas Test
• The number of graduates who need remedial classes
  is declining at AVCTC

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Higher Graduation Requirements

• President Bush has called for raising graduation
  requirements
• Missouri has raised graduation requirements
• HSTW recommends raising graduation requirements
• 4 language arts
• 3 math
• 3 science
• 3 social studies

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The Process At Arcadia Valley CTC

• Began in 1999-2000
• Integration by CTE class and local math teachers
• Developed integrated lesson plans
• Summer of 2003
• Attended HSTW Summer Conference in Nashville
• Developed idea and began research
• Collaborated with sending schools
• Wrote first draft of the manual
• January 2004
• Field tested math tests
• August 2004
• Full implementation of math
• Field testing of language arts

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Keys to the Process Collaboration

• Developed by-in by CTE staff
• Invited area math and language arts teachers to
  the AVCTC to see what we did and look at
  curriculum
• Meetings to discuss curriculums
• Principals and counselors support
• School Board(s) support
• Outside agencies
• DESE credit, funding
• Mineral Area College
• RTEC
• Mineral Area Tech Prep

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Mathematics Teachers

• Visited CTE programs looked at how their
  subject was related
• Developed list of math topics for credit
  handouts to define topics
• Assisted with cross-reference of topics to
  Show-Me Standards, MO Grade-Level Expectations,
  NCTM Standards
• Wrote test questions (16 questions for each
  sub-section)
• Talked with CTE to find common ground (this was a
  key)
• Provided in-service on math topics

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Mathematics Teachers
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Language Arts Teachers

• Visited CTE programs
• Developed list of topics for student portfolios
• Created scoring rubrics
• Conducting in-services for CTE staff on reading
  writing in the classroom

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Senior Project
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CTE Instructors

• Attended in-services on math, lreading and
  writing in the classroom and curriculum
  development
• Cross-referenced vocational competencies with
  math topics
• Incorporated math and language arts in their
  classes
• Developed vocabulary lists

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Aligned CTE Competencies Math Topics
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Vocabulary Lists
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Vocabulary
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In-services and Lessons
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Math in the CTC

• Weekly lessons for teachers and then students
• Complete tests and begin testing
• Purchased supplemental math technical writing
  textbooks
• Started development of math lesson plans and
  videos (CD-ROM) for each math topic
• CTE staff determine formulas they use and develop
  study guides

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Other Staff
Director

• Testing of students
• Student feedback
• Math instruction
• Career activities
• Writing assignments
• Project management

Assistant Director
Basic Skills Instructor
VRE
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Embedded Math

• Topics chosen by sending school math teachers
  based on observation and CTE written curriculums
• Written Test with questions developed by the
  sending school math teachers
• 29 topics chosen for testing
• Students had to pass 25 of the 29 topics to earn
  credit
• Each topic had three question on the test
  students had to answer two of the three question
  correctly to pass the topic
• Students could retest as often as they had time
  only the sections they failed

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Math in the CTC

• Additional help
• Textbooks were purchased and aligned to the
  various topics students could check them out
• Study guides were developed for each topic
• Test help sessions were provided
• Classroom instruction provided on weekly topics
• CTE instructors emphasized the embedded topics
  as they appeared in their curriculums

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Student Response

• We conducted a web-based survey in late January
  and the response was over whelming
• Seniors
  Juniors
• Number 79 81
• Want math 66 75
• 81.5
  92.6
• Want LA NA 71
• NA
  87.7

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Year One Results

• 100 students took the math test at least once
• 41 passed the test
• 45 Students took the test more than once
• 49 of the students taking the test were juniors
  (27 passed)
• One student passed who need the credit for
  graduation (elective credit)

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Year One Results

• State model being shared with other CTEs and
  comprehensive high schools
• Presented to
• MOACTE/NASSP meeting
• Regional Tech Prep meetings
• Vocational Directors Leadership Meeting
• Posted Embedded Credit curriculum on district
  webpage
• Shared with various districts through visits and
  email

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Year Two Results
First-Time Takers Who Passed Test 21.2
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Year Two Results

• State model being shared with other CTEs and
  comprehensive high schools
• Presented to
• MOACTE/NASSP meeting
• Regional Tech Prep meetings
• Vocational Directors Leadership Meeting
• SREBs HSTW Summer Conference
• Various CTEs and local school districts
• Shared with various districts through visits and
  email

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Lessons Learned

• Lots of work
• Need buy-in by everyone
• School board(s)
• Administration
• Sending school teachers
• CTE instructors
• Students

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Lessons Learned

• Basic skills instructor or someone responsible to
  manage the project
• Awarding credit through a certified math
  language arts teacher
• Determine how credit will be awarded
• Require ALL students to test and work toward
  mastery

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Next Steps

• Summer Internship for academic teachers
• 27 Academic teachers four CTE Programs for a
  week
• Teachers spent two days in two different CTE
  programs and wrote three integrated lessons based
  on their curriculum

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Whats New For 2005-2006

• On-line testing and record keeping
• All students tested during the first two weeks to
  determine base-line
• Working with Mineral Area College to articulate
  for college credit
• Updating the language arts curriculum
• Math lesson have been re-written
• Videos for math lessons are in production

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http//www.onlinecoursetools.com/
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OIS Pricing
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Online Instructor Suite
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Embedded Math
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Tests
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Grade Book
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www.k12.mo.us
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http//www.av.k12.mo.us/ctc/ecredit.htm
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David Dillard ddillard_at_mail.av.k12.mo.us 573-546-9
700 ext 5 David Ruhman druhman_at_mail.av.k12.mo.us 5
73-546-9700 ext 4