Transcript Powerpoint

Looking for a Silver Bullet???
Sorry …
Academics and CTE
Now What?
A Little History
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1957--- Sputnik (Space Race, We Won)
1983 --- A Nation At Risk (Perceived Shortage
Of Scientists, Technicians, Engineers And
Mathematicians)
1983 To Now --- A Hue And Cry For Higher
Academic Standards In Math And Science
Decreasing CTE (Voced) Programs In Many
States, Lesser Time On Task
Voc Ed/CTE Responses
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1984 --- Principles Of Technology
1987 --- Applied Communication
1987 --- Applied Mathematics
1990 --- Applied Chemistry/Biology
1990s On --- VTE/CTE Program Analysis To ID
Academic Content
1990s On --- “Integration” Of Academics And
Voc Ed – Many Curricular Approaches
1980s To Date - Academics UP, CTE Down
Snyder Taxonomy
The “Math Myth”
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An Assumption That All Jobs Need Advanced
Mathematics Equal To Four Year College Entry
Vast Majority Of Jobs, Some 90%, Require No
More Than Basic Algebra (X=AB)
ACT Math Analysis In Work Keys
Development And Tests
Arizona Standards
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State Academic Content Standards
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Established At Four Levels
CTE Program Standards
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Industry Validated And Occupational
Specific (Broadly Defined)
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Includes Measurement Criteria For Each
Standard
Arizona Academic Standards
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Established at Four Levels (Estimation
Example)
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Grade 7
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Grade 8
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Make estimates appropriate to a given situation.
High School (Grade 9-10)
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Make estimates appropriate to a given situation..
Use estimation to determine the reasonableness of a
solution. Determine which measure of center is most
appropriate in a given situation and explain why..
College and Work Readiness (Grades 11 and 12)
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Recognize the limitations of estimations by
assessing the amount of error resulting from
estimation and determining whether the error is
within acceptable tolerance limits.
Arizona Academic Standards
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Established at Four Levels (Data Analysis Example)
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Grade 7
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Grade 8
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Describe how summary statistics relate to the shape of the
distribution.
High School (Grade 9-10)
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Identify outliers and determine their effect on mean, median,
mode, and range.
Determine which measure of center is most appropriate in a
given situation and explain why.
College and Work Readiness (Grades 11 and 12)
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Compute and explain summary statistics for distributions of
data including measures of center and spread, including
variance and standard deviation. Compute and explain
summary statistics for distributions of data including measures
of center and spread, including variance and standard
deviation.
Arizona CTE Sample Standard
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STANDARD 8.0 - DEMONSTRATE
DESIGN DRAFTING CONCEPTS AS
RELATED TO ARCHITECTURAL DESIGN
USING CADD/VDCM SYSTEMS
8.1 Draft a floor plan from preliminary sketch
8.2 Draft a foundation/basement foundation
plan
etc
Arizona Analysis Process
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Concerned With Rigor
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An Analyses Team For Each Cte Program
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NOT “What Math Do You Think Is In This CTE Program”?
Two Math Experts
Five To Seven CTE Program Instructors
Analyze Each Measurement Criteria For High
School Math Required To Teach Or Perform
EACH Measurement Criteria
CTE Instructors Must Be Able To Convince
Math Teachers That Math Is Truly Used
Sample Analysis Product
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CTE Automotive Tech Measurement Criteria --
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Math Academic Content Applied --- Strand 1: Number
and Operations, Concept 3: Estimation, High School
Level
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Check continuity and measure resistance in electrical/electronic
circuits and components using an ohmmeter; determine necessary
action.
PO 1: Determine rational approximations of irrational numbers.
PO 2: Use estimation to determine the reasonableness of a
solution.
PO 3: Determine when an estimate is more appropriate than an
exact answer.
Strand 1: Number and Operations, Concept 1:
Estimation, College Work Readiness Level
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PO 1 Recognize the limitations of estimations by assessing the
amount of error resulting from estimation and determining whether
the error is within acceptable tolerance limits.
Sample Analysis Product
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CTE Automotive Tech Measurement Criteria
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Math -- Strand 2: Data Analysis, Probability, and Discrete
Mathematics, Concept 1: Data Analysis (Statistics), High School Level
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Check continuity and measure resistance in electrical/electronic circuits and
components using an ohmmeter; determine necessary action.
PO 1: Draw inferences about data sets from lists, tables, matrices, and plots.
PO 2: Organize collected data into an appropriate graphical representation with or
without technology.
PO 3: Display data, including paired data, as lists, tables, matrices, and plots with or
without technology; make predictions and observations about patterns or departures
from patterns.
PO 4: Make inferences by comparing data sets using one or more summary statistics.
PO 6: Evaluate the reasonableness of conclusions drawn from data analysis.
PO 7: Identify mis-presentations and distortions in displays of data and explain why
they are misrepresentations or distortions.
PO 8: Design simple experiments or investigations and collect data to answer
questions.
Math -- Strand 2: Data Analysis, Probability, and Discreet
Mathematics, Concept 1: Data Analysis (Statistics), College Work
Readiness Level
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PO 1: Explore different forms of complex numbers; determine if the properties of the
real number system extend to complex numbers and matrices.
PO 5: Identify misleading uses of data and explain why they are misleading.
PO 9: Use matrices to organize and represent data.
Programs Analyzed to Date
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Accounting
Automotive Tech
Carpentry
Construction
Cabinetmaking
Culinary
Drafting (Architectural)
Drafting (Electrical)
Drafting (Mechanical)
Financial Services
Academic Skill Analysis Result
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Disappointing!!
Limited Az Hs Math Credit Skills (Algebra Or
Greater) Required To Learn Or Perform
Standards
AB=X (One Unknown) Is Generally The Most
Complex Required, Ohms Law Good Example
Automotive Tech Is The Exception
Results Can Be Seen At AZ DOE Website
http://www.ade.state.az.us/cte/CurriculumFra
mework/AcademicMathCrosswalk/
AZ State Board
HS Graduation Rule
4. Local school district governing boards or charter
schools may grant to career and technical education
and vocational education program completers a
maximum of five and one-half credits to be used
toward the Board English, mathematics, science, and
economics credit requirements for graduation,
subject to the following restrictions:
a. The (Local) Board has approved the career
and technical education and vocational education
program for equivalent credit to be used toward the
Board English, mathematics, science, and economics
credit requirements for graduation.
(Other possibilities exist, but do not seem to be
attainable)
AZ State Board
HS Graduation Rule
5. Competency requirements.
a. The awarding of a credit toward the
completion of high school graduation
requirements shall be based on the successful
completion of State Board-adopted academic
standards for subject areas …
b. The determination and verification of
student accomplishment and performance
shall be the responsibility of the subject area
teacher.
Two Major Roadblocks
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NCLB – “Highly Qualified”
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Regional Accrediting Agencies
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Qualification Exam Exists For Non-majors
… However, Requires BA/BS, Difficult Exam
Require Teachers To Be Certified In Areas
Of Instruction
So, What Is To Be Done?
Promising Practices
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“Teacher of Record”
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Kentucky
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Not new, but seems to hold the most promise as a
method of granting math credit for multiple CTE
programs with one Certified Math Instructor
Master teacher develops videos, CTE instructor
shows them in class, tests are given on content
Michigan
Has established guidelines, see --http://www.michigan.gov/documents/mde/Credit_in
_CTE_and_Integrated_Guidelines_199363_7.pdf
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Other States Activities
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Virginia
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Wyoming
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Not addressing the credit issue now, but have legislation requiring
all students to have a career major, and most CMs are related to
CTE programs. This minimizes the impact of increased HS
graduation requirements on CTE program numbers.
Kansas
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Not addressing the credit issue
South Carolina
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Granting Physics credit for Principles of Technology
Teams working on math in CTE enhancement
Iowa
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Working on specific math lessons related to CTE content
Promising Practices
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Arizona
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We will continue Identifying academic skills as a
model for local district use in establishing CTE
credit
Pima JTED (Joint Technical Education District) has
a grant to use teams of academic and CTE
teachers to develop curriculum that focuses on
math content in CTE programs
Pima JTED plans to use Michigan guidelines as a
model for granting credit
We are exploring the use of the “Teacher of
Record” concept to address the “highly qualified”
issue
A Possible Answer
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ACT WorkKeys Level 5 academics are
deemed by ACT as equivalent of the
ACT Mathematics Test College
Readiness Standards (20-23 Range)
So, analyze CTE programs using the
ACT Level 5 Academic Content, or the
ACT 20-23 Math standards
http://www.act.org/research/policymak
ers/pdf/ReadinessBrief.pdf
A Caveat
As Niall Ferguson has put it, 'Those
whom the gods want to destroy they
first teach math.'
Vanity Fair, December 2008, “Wall Street
Lays Another Egg”
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He concluded that too many people
were good at math, not history
Thank You!!
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For further information:
CTE Web site
http://www.ade.state.az.us/cte/Curricul
umFramework/AcademicMathCrosswalk
Charles Losh, Ph.D.
Workforce Education and Development Office
Arizona State University
[email protected]
or
[email protected]
602.705.1309