1. Teaching Mathematics with Career Connections: Everyone Benefits
TMC2
Teaching Mathematics with Career Connections:
Everyone Benefits
MaryAnn

2. Digging in...
Tracy: (15 minutes MAX) Set timer for 8 min for work on task.
Emphasize: Transfer across programs and content. Teacher created connections.
Color connections: HVAC: Blue/Yellow, Automotive Technology: Green/Pink, Carpentry: White/Salmon

3. Work time
Online Stopwatch

4. The “WHY”... The preface Bald Eagle Bellefonte Penns Valley
Central Pennsylvania Institute of Science and Technology
Bellefonte - we wanted to increase our collaboration with CPI from both an educator’s and student’s learning perspective. In our classrooms within the homeschool we were challenged with motivating some of our students; they couldn’t see the relevance of much of their core instruction. Additionally, some of our teachers didn’t understand the level of rigor that took place within the programs at CPI and both our students and teachers were struggling with making connections. We knew we could do better. We felt that by sharing practices, by understanding more deeply the curricular ties, and by generating a shared vocabulary both institutions, and more importantly, our students would benefit. We also felt, that if we could create this bridge and complement instruction across buildings, we could potentially free up some instructional time to delve into areas of content more deeply. And, of course, helping make the content more relevant, helping our students make connections, should increase motivation. Stumbling across (for our homeschools) the T-charts created a perfect starting point for this endeavor.
Additionally, as we will speak to more later, with the increased emphasis on recognizing the value of career and college readiness - equal emphasis, one is not exclusive of the other; and, the onset of ESSA as well as our 339 planning (career preparation) within Pennsylvania, we feel this initiative is uniquely positioned to address the associated needs.

5. Where are the T-charts? URL:
12/Career%20and%20Technical%20Education/Pages/TR---Math-T- charts.aspx#tab-1

6. Storytelling...
Sherri: Let me tell you how we started...

7. NOTE: Not giving this out for a reason….

8. The “WHAT”... Benefits: Teacher collaboration
Relevance: Why do we need to learn this?
Shift in perspective
Understanding what “is” a real-world task
Better understanding of the standards
Career and Workforce connections
Understanding the rigor of CTE programs
Increase student motivation
Challenges:
Time
Teacher/Administrator buy-in
Scale-up to include entire buildings
Depth of teacher conversations
Sustainability

9. What’s next...

10. The Next Chapter...
Scaling-up to include all math teachers in the three district buildings
Elementary
Secondary
Moving this initiative to include other disciplines (such as)
Science
Writing
Reading (especially Technical Reading)

11. Connections American Institute of Research Report (AIR)
Report available on the PDE website
Published: October 19, 2016
Provides recommendations of what PA should do with ESSA?
Dr. Perna

12. The Presentation “TEAM”...
Michelle Saylor, Superintendent, Bellefonte Area School District
Tracy Boone, Director of Curriculum & Instruction, Bald Eagle Area School District
Sherri Connell, Assistant Superintendent, Penns Valley Area School District
MaryAnn Volders, Vice President of Secondary Education, Central Pennsylvania Institute of Science and Technology (CPI)
Teachers:
Ken Hassinger, HVAC Instructor, CPI,
Sierra Leitch, Math Teacher, Bald Eagle Area School District,
Jackie Yeaney, Math Teacher, Bald Eagle Area School District,
Kathy Kalbach, Middle School Math Teacher, Bellefonte Area School District,
CPI Consultant:
Daniel M. Perna, Owner/President, James Daniel & Associates, LLC