Discussion of Academics in CTE
Michigan Association of Secondary School Principals
October 3, 2007
Guest: Chuck Wilbur (Education Policy Advisor to Governor Granholm)
Present: Jim Ballard (Executive Director-MASSP), Ralph Hanson (Eaton ISD) , Sheila Dunham(Ingham ISD), Brad Erickson (Ingham ISD), Halyna Bialczyk (Wayne County RESA), Gene Pierce (Tuscola ISD), Pat Yanik (St. Clair ISD), Kirk Baese (Ovid-Elsie High School), Tim Jackson (Livingston ISD), Denise Belt (Jackson County ISD)
Topics Discussed:
Academic relevance in CTE:
CTE educators are currently documentinghigh school content expectations that are integrated within the CTE programs. However, there are several issues related to this process:
Many current CTE program cover a variety of high school content expectations (competencies) leading to the possibility of ¼, ½, ¾ academic creditsbeing earned. The challenge to local schools, CTE programs and students is how students complete the remainingcompetencies or content expectations. There is not currently a system that enables students to do this. Local schools deliver academic courses by semesters or trimesters as whole classes and not competencies (expectations).
Would it be possible to offer the academic cores classes in a modularized fashion that would allow them more flexibility in scheduling (ex: a math lab or science lab similar to college classes)?
Could the remaining content expectations be delivered online, electronically using video, pod casting, etc?
What process could be put in place to track individual student attainment of competencies (expectations) to allow this flexibility?
How many content expectations does a student need to complete in order to meet the high requirements for each course? (Ex: in order to receive credit for 4th math in auto technology, how many content expectations must a student complete?
Some of the issues we encounter when dealing with the above questions include time, money, resources, etc.
Can plans be developed for each Pathway that indicates what academic credit can be attained by taking CTE classes? Can these plans list variable options for students? For example, when a student is planning on taking a CTE class in the Manufacturing pathway they can look at a plan and be able to see what math content expectations they will complete in a Precision Machining class. They would be able to see that there are many Geometry content expectations taught in that class. Therefore, they may choose to take at Algebra II as a sophomore and take Geometry as a junior. The delivery options still need to be determined as indicated in above questions. These plans should be outlined in local school course offering descriptions and planning schedules. This process would solve the inconsistenciesin recognizing the academic content standards.
CTE Curriculum and Delivery:
While we recognize there are many academic content expectations taught within CTE programs, there are several issues related to this issue:
CTE is currently in the process of determining statewide standards for each of the CTE programs. The next crucial step is identifying the academic content expectations in each set of standards as a statewide initiative. This will avoid duplication of efforts in the state without a consistent process. It is important to identify how this work will be done in a timely fashion as local are requesting this information NOW. Once these are identified and appropriate credit is determined this should be communicated to the locals as a state recommendation. It is important that local schools know that students can receive core academic credit while completing their CTE program. This should help local districts when making decisions so they will know they are meeting state requirements while trying to provide flexibility for students and increasing student achievement.
CTE curriculum should be put into blocks so students can drop in and out and indicated by their Educational Development Plan (EDP)/career plan as indicated above.
Can CTE become available for students in grades 9-12? This will allow students to see the relevance in the academic courses they are required to take to meet the Michigan Merit Curriculum and increase student achievement.
EDP Planning (career development) and introduction of relevancy provided at early grades
EDP planning should be systematic and begin at an early age, with a required middle school exposure to CTE. There was a suggestion for per pupil funding incentive made available for documented implementation for CTE exposure.
Communication by the state to local schools and communication between OCTP and MDE
Effective and consistent communication needs to occur between OCTP, MDE, the Governor’s office and local schools. Communications should be published, archived and be readily available.
Direction and support need to be provided to enable all stakeholders to work collaborativelyas a state system to meet the challenges of implementation. A possible consideration would be to have ISDs distribute the work that needs to be done and all share their final products. Criteria will need to be developed to guide and help insure consistency.
It is important that the state communicate clearly the importance of academic credit in CTE courses to local school districts as they are the grantors of credit and they are struggling to provide options and be in compliance with the law.
Transition from high school to college
There should be alignment of CTE standards with community college for articulated credit and ease of transition to post-secondary. The final goal should be to reach statewide articulation.