CTE Math Equivalency Mary Nagel Career and Technical Education, OSPI.

CTE Math Equivalency

Mary NagelCareer and Technical Education, OSPI

Goals for Today • What to consider for a CTE/Math Equivalency

– The laws and regulations impacting equivalency – What credit will be given– What assessment will be used– What is the need for this course– What curriculum is available and how to align it. – Who can help me make this happen

LEGISLATIVE UPDATE

Equivalency Crediting• 2008 Legislature created the CTE Equivalencies law

RCW 28A.700.070c170s201– OSPI support the development of course equivalencies and AP– Developed the tool kit for districts to adopt policy's– Developed samples such as the financial ed. framework

• 2012 2 for one Credits• 2013 Created policies

– Districts shall adopted equivalencies and a policy for approval of courses. – Districts must give science or math credit for AP Computer Sciences .

• 2014 Created policies – OSPI will develop Curriculum Frameworks for a selected list of CTE

courses that may be offered for science or math credit.

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EPIC Work• Chosen 20 CTE courses to align• 2 of which were Financial education related

– 190401 Consumer and Family Resources– 270305 Financial Math

• Timeline to align– Draft to OSPI in March – Present to State board– Public input in May at State Board meeting

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What credit will be given

• Crediting CTE, math

High School MathematicsCredits

Requirements for Class of 2015and Beyond

Class of 2015 and Beyond Math Credit Requirements

• The State Board of Education adopted a rule that, beginning with the class of 2013, students will be required to take three credits of mathematics.

WAC 180-51-066Section (1)(b)(ii)

A student may elect to pursue a third credit of mathematics, other than algebra 2 or integrated mathematics III if all of the following requirements are met: (A) The student has completed, for credit, mathematics courses in: (I) Algebra I and geometry; or (II) Integrated mathematics I and integrated mathematics II; or (III) Any combination of two mathematics courses set forth in (b)(ii)(A)(I) and (II) of this subsection;

Third credit of Mathematics Option

If students want to take a course other than Algebra II/Integrated math III for their third math credit, what do they have to do?– Choose a course that is based on a career-oriented program of study

identified in their high school and beyond plan– Meet with a high school representative and their parent/guardian to

discuss their goals and the admission requirements of two- and four-year colleges

– Sign a form, along with the high school representative and parent/guardian, to acknowledge that: 1) the meeting was held;2) the required information was discussed; and 3) all parties agree that the course is more appropriate for the student’s education and career goals. WAC 180-51-066

Third Credit of Math Option

Will any course work for the third credit of math?

– The State Board of Education intends for the third credit to be a rigorous, high school level math course that will serve the student’s education and career goals.

– Courses in which the majority of the math is at a K-8 level would not qualify for the third credit. Traditional math examples may include, but are not limited to: statistics, discrete math, linear algebra and mathematical modeling.

Third Credit of Math Option

Would career and technical education (CTE) mathematics courses satisfy the third credit of mathematics?

– Yes. CTE courses with a majority of high school level math would satisfy the third credit of mathematics.

– CTE math examples might include, but are not limited to OSPI-approved frameworks in: accounting, robotics, engineering design I and II, drafting for civil and architectural engineering, construction math, applied mathematics, business math, financial literacy, and statistics.

Third Credit of Math Option

2 for 1 Policy

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The “two-for-one” policy is a rule change (WAC 180-51-067) in effect for students in the graduating class of 2016. Students who take CTE-equivalent courses may satisfy two graduation requirements while earning one credit for a single course; hence, “two-for-one”. The purpose of this policy is to create flexibility for students to choose more elective courses or to address other graduation requirements.

A CTE-equivalent course consists of two courses: one CTE, one academic. One of those courses is placed on the student’s transcript for credit. Students generally choose which course they want placed on the transcript, and this choice is driven by

FREQUENTLYASKED

QUESTIONS

FAQ ON MATH CREDITS

Gaining credit for

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To gain CTE credit• Business ed., Marketing or FACSE endorsement + 2000 hours of work

experience. • Or Business and industry showing 6000

– Business ownership – Management– Accounting – Banking management Services

• Probationary gives time to do an business and industry route program 2 years.

• Available at Bates, South Seattle Community College, Central WA. Block program. Eastern WA. Southwest Consortium ( Vancouver)

CTE Course Requirements and Tools• Framework

– http://www.k12.wa.us/CareerTechEd/Forms/FrameworkResourceDocument2014.pdf

• Advisory committees• Integration of 21st century skills

– http://www.k12.wa.us/CareerTechEd/TwentyFirstCenturySkills.aspx

• Leadership in and out of the classroom– FCCLA – FBLA– DECA– http://www.k12.wa.us/CareerTechEd/pubdocs/CTSOActivitiesResourcesAligned.pdf

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Career & Technical Student Organizations

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CTSO’s are an essential component of Career and technical education

Extends the instruction into the Community, School and Family

Application of what they learned academically, practiced in lab.

Great resource for community events and expanding financial education into the community through CTSO events

•Financial fitness FCCLA•Banking and financial systems FBLA•Financial Literacy Project DECA

Integration of Math into CTE

Integration of Math into CTE• Make Math connections in your curriculum

– Look at current lessons– Refer to your framework– Spotlight the math

• Its all about the relationships – Partner with your math department/math coach– Work with your CTE director for professional

development in your district – Use your framework as an advocacy tool– Increase your own knowledge

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Planning• Identify mathematics in each Financial Literacy

lesson.• Align each lesson to the common core

standards.• Identify vocabulary associated with each

Financial Literacy lesson.

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Identify the Mathematics• Intentional teaching

– Content• What background skills and knowledge

do students need• What skills and knowledge are students developing

– Vocabulary• Front-loading• “Just in time”• In context and connected

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Align to the High School Standards• What is the common core for this level?

• Algebra 1 / Mathematics 1 Performance Expectations– Area(s) of Emphasis– Performance Expectations(s)

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Curriculum considerations and how to align it.

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Personal Finance Course Content• A course that focuses on Individual and Family Resource

Management. Includes instruction in Financial goal-setting and strategies: household income, assets, and debt management, preventing and resolving financial difficulties: and the use of relevant public resources.

– US DOE Classification of Instructional Program

• Remember to teach from a family or relationships base.

• Family economics and financial education (FEFE) transitioned to Take Charge today curriculum http://takechargetoday.arizona.edu/

– Fun – Family perspective

Materials to help integration of Math and CTE

• Math Standards documents• Math cross reference for common core

– http://www.k12.wa.us/CoreStandards/pubdocs/TransitionforAlgebraI.pdf

• Math Posters and vocabulary • http://www.k12.wa.us/CareerTechEd/News/MathTermsPostersCOLOR01-07-09.pdf

• EOC supports http://moodle.ospi.k12.wa.us/course/view.php?id=18

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Potential Curriculum

• Potential curriculum – Sengage Financial Algebra– Take Charge America – Con Academy – Ted talks

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What assessment will be used

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Assessments• If your aligning with Algebra 1 the EOC should

be given 2018• 3rd credit of math can give:

– PRE-PAC exam for Personal and Family Finance.– Precision exams

• Adult Roles and Financial Literacy A (317)• Adult Roles and Financial Literacy B (319)?• Personal Financial Responsibility

– Smarter Balance assessment –Spring of 14-15

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Who can help me make this happen

What to consider when designing the class

• Need • Financial Statistics Puzzles• Financial stress is the leading cause of

about 80 percent of all divorces.• Current offerings and partnerships in your

building • Crediting • Personal strengths• Assessments

QUESTIONSAND

DISCUSSION

Contact Information

• Mary NagelFACSE Program Supervisor Career and Technical Education(360) [email protected]

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Third Credit of Mathematics Option

1. Equivalent career and technical education (CTE) mathematics courses meeting the requirements set forth in RCW 28A.230.097 can be taken for credit instead of any of the mathematics courses set forth in (b)(i) of this subsection if the CTE mathematics courses are recorded on the student's transcript using the equivalent academic high school department designation and course title.