Reinventing and Strengthening Career and Technical Education Changes in Education

Changes in Education… Changes in Education –NCLB Relevance & Rigor Accountability High School Reform

Reinventing High Schools Establish a clear system wide goal of career and college readiness for all students; Dramatically improve how and where academic content is taught; Create incentives for students to pursue the core curriculum in an interest- based context; Support high quality teaching in all content areas source: Association of Career and Technical Education, Jan 06 Establish clear and rigorous standards aligned with curricula and entrance requirements to post-secondary ed and careers; emphasize project-based learning; connect curriculum to real-world context source: A Call to Action, Transforming High School for All Youth, Bill & Melinda Gates Foundation

Changes in Education… Changes in Education –NCLB Relevance & Rigor Accountability –Colorado Changes CSAP –Math, Science, English College Entrance Requirements (HEAR)

Academic Entrance Requirements Phase II: (2010 Graduates) English 4 Mathematics (Algebra I level and higher) 4 Natural/Physical Sciences (two units must be lab-based) 3 Social Sciences (at least one unit of U.S. or world history) 3 Foreign Language (must be same language) 2 Academic Electives (see note below) _2 TOTAL 18 Note 1: An academic unit, often referred to as a Carnegie unit, is equivalent to one full year of credit in a specific subject. Note 2: Please click on our Guide to Courses for examples of acceptable pre-collegiate courses and academic electives.

Academic Electives: (2 units required in 2008; 2 units academic electives and 2 units foreign language required in 2010) Approved career and technical education courses with content comparable to courses meeting Colorado’s Model Content Standards and industry specific/CTE standards are counted as academic electives.

Math in Career and Technical Education

50th percentile 79th percentile C Group 050th100th X Group Magnitude of Treatment Effect – Question 2 Effect Size Cohen’s d =.80 the average percentile standing of the average treated (or experimental) participant relative to the average untreated (or control) participant 29% Change

Occupational StandardCompetencies Academic Standard Workforce CompetenciesResources AGS11/ The student will demonstrate/communic ate an understanding of current issues relating to agriscience. AGS11/ Write a research paper and/or prepare a display on an agricultural topic. RW1.1 - use a full range of strategies to comprehend materials such as technical writing, newspapers, magazines, poetry, short stories, plays, novels, essays, speeches, autobiographies, and first- person historical documents. RW2.2 - convey technical information in a written form appropriate to the audience. COM1.5 - interpreting- delineates and analyzes oral and written information and synthesizes information into a conclusion AGS11/ The student will gain practical experience in agriscience through laboratory and field work. AGS11/ Understand the scientific method of problem solving. SCI1.0 - Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. SCI1.4 - identifying major sources of error or uncertainty within an investigation Lesson Plan: animal%20science% 20curriculum/Unit%2 01/Lesson%206/U1L 6.doc animal%20science% 20curriculum/Unit%2 01/Lesson%206/U1L 6.doc AGS11/ The student will gain practical experience in agriscience through laboratory and field work. AGS11/ Conduct laboratory experiments utilizing plants and animals. SCI1.0 - Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. SCI1.1 - asking questions and stating hypotheses, using prior scientific knowledge to help guide their development TECH5.3 - applies technology-understand overall intent and proper procedures for using selected technology and equipment Lesson Plan: u/animal%20scienc e%20curriculum/U nit%201/Lesson%2 06/U1L6.doc u/animal%20scienc e%20curriculum/U nit%201/Lesson%2 06/U1L6.doc AGS11/ The student will demonstrate an understanding of physiological processes in agriculturally important animals. AGS11/ Identify proper feed preparation techniques. MA6.1 - use ratios, proportions, percents in problem-solving situations SCI explaining how large molecules are broken down into smaller molecules, serving as an energy source or as basic building blocks in organisms

Colorado Agriscience Curriculum - Life Science: Animals UnitLessonAgricultural Education StandardsState Science Standards and Competencies Unit 6Lesson 6 – Vaccines and Vaccinations AGS 11/12.2 The student will gain practical experience in Agriscience through laboratory and field work. SCI 3.0 Life Science: Students know and understand the characteristics and structure of living things, the processes and life, and how living things interact with each other and their environment. Unit 1Lesson 6 – A Look at Livestock: Scientific Investigation I – (1 Hour) AGS 11/ Understand the scientific method of problem solving SCI 1.4 Identifying major sources of error or uncertainty within an investigation. Unit 6Lesson 4 – Internal and External Parasites AGS 11/ Control parasites in livestock. SCI 3.33: Explaining human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health. Unit 6Lesson 7 – Administering Medications AGS 11/ Recognize and Control Disease in Livestock SCI 3.3.4: Students compare and contrast characteristics of and treatments for various types of medical problems. Unit 1Lesson 6 – A Look at Livestock: Scientific Investigation I – (1 Hour) AGS 11/ Conduct laboratory experiments utilizing plants and animals SCI 1.1 Asking questions and stating hypotheses, using prior scientific knowledge to help guide their development; Unit 1Lesson 6 – A Look at Livestock: Scientific Investigation I – (1 Hour) AGS 11/ Utilize proper research reporting format SCI 1.3 Selecting and using appropriate technologies to gather, process and analyze data and to report information related to an investigation. Unit 4Lesson 3 – Male Hormones of Reproduction AGS 11/12.3 – The student will demonstrate an understanding of physiological process in agriculturally important animals. SCI Students know and understand how the body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms Unit 3Lesson 7 – The Circulatory System AGS 11/12.3 The student will demonstrate an understanding of physiological processes in agriculturally important animals SCI 3.3 Students know and understand how the human body functions, factors that influence its structures and functions, and how these structures and functions compare with those of other organisms Unit 6Lesson 4 – Internal and External Parasites AGS 11/12.3 The student will demonstrate an understanding of physiological processes in agriculturally important animals SCI 3.35: Students use examples to explain the relationship of structure and function in organisms.

Advanced Credit Pathway Successful completion of high school CTE courses that transfer to Community Colleges

Career Clusters