Applied Academic Options Tom Thompson – ODE Kristin Gunson – Lane ESD Mark Wreath – Lane ESD Lee Kounovsky – Churchill Alternative HS.

Applied Academic Options

Tom Thompson – ODEKristin Gunson – Lane ESDMark Wreath – Lane ESDLee Kounovsky – Churchill Alternative HS

Purpose of Applied Academics

Improve student understanding of academic content through application.

– Academic content with career focus Focus is academic content Often taught by academic teacher

– Infused academic content Focus is application Often taught by CTE teacher

Possible outcomes– Academic credit– Readiness for next steps

Who can benefit?

Students with strong career interests– Improved preparation for careers– Relevance to interests

Students who struggle with conventional strategies– Reinforcement of previous content– Additional practice

Students who need additional academic instruction– Continued application and reinforcement– Improved preparation for next steps

Students planning postsecondary education– Focused application– Increased depth of knowledge

Evidence of Impact

CORD & PLTW– Past and ongoing studies– Indication that academic performance enhanced

Math-in-CTE– Controlled study– Significant gains in academic performance

Career Academies– Longitudinal study– Academic performance equivalent– Earning power increase

Implementation Guidelines

All Cases– Collaboration between Career and Technical Education

(CTE) and academic instructor– Identify appropriate connections

Credit bearing options– Identify standards– Identify additions to curriculum– Decide on appropriate forms of assessment– District determines what meets graduation requirements

License Issues

Proficiency credit if course name and NCES code requires highly qualified (Algebra 1, Biology)

CTE license if applied course (Technical Math)

CTE teacher with HQ license.

Postsecondary Issues

Possible articulation with Community Colleges– Numerous technical math options

May have to “petition” OUS system– Schools identify college prep courses– Standards-based system

May have to “petition” NCAA system– Based on course names

Some Math Examples

H.1G Geometry: Apply properties of two-dimensional figures

– Construction – Determining the lengths of material needed for roof framing

H.2G Geometry: Apply properties of three-dimensional solids

– Construction – Calculate the volume of buildings to determine heating and cooling needs.

H.3G Geometry: Transform and analyze figures– Drafting – Rapidly creating drawings of symmetrical objects

using computer aided drafing.

Some Science Examples

H.1 Structure and Function: A system’s characteristics, form, and function are attributed to the quantity, type, and nature of its components.

– Agriculture – soil structures. H.2 Interaction and Change: The components in a

system can interact in dynamic ways that may result in change. In systems, changes occur with a flow of energy and/or transfer of matter.

– Automotive Technology – pressure, volume, and temperature relationships in an engine.

Preparation for Algebra

National Mathematics Advisory Panel Critical Foundations of Algebra– Proficiency with:

Whole Numbers Fractions Aspects of Geometry and Measurement

– Emphasize: Fractions and related concepts

Foundations Critical in CTE

One Option: Math-in-CTE

Based on a National research project Demonstrated significant improvement in

mathematical knowledge Focused on enhancing math in CTE rather

than math credit Extensive professional development

Math-in-CTE Core Principles

1. Develop and sustain a community of practice2. Begin with the CTE curriculum and not with

the math curriculum 3. Understand math as essential workplace skill4. Maximize the math in CTE curricula5. CTE teachers are teachers of “math- in-CTE”

NOT math teachers

7 Element Pedagogy

Start with the CTE– Element 1 – Introduce CTE Lesson– Element 2 – Assess Student Math Awareness– Element 3 – Work through embedded math

Link to “pure” math– Element 4 – Related contextual math– Element 5 – Traditional math

Assess math and CTE– Element 6 – Demonstrate Understanding– Element 7 – Formal assessment

A Concrete Lesson in Math

Concrete Lesson Skate Ramp Diagram Traditional Math Assessment

Current Math-in-CTE Workshops

Summer Completed– Umatilla-Morrow ESD – Agriculture– High Desert ESD – CAD/Engineering, Business

Still Available– Chemeketa Community College – Agriculture,

Business, Manufacturing– Lane ESD – Automotive, Mixed Group

Applied Academics Sessions

Algebra in Context – Tuesday 10:15-11:30 Linking Agriculture and Life Science –

Tuesday 1:15-2:30 Mathematics and Construction – Wednesday

10:15-11:30