Embedded Credit your name here Definitions

Embedded Credit **your name here**

Definitions • Embedded Credit –

Student Requirements We are proposing to offer embedded academic credit for those students who complete: • (List student requirements here)

Rationale • • In Missouri a School Board can award credit based on a curriculum We can: DESE is not involved if it does not go through Core Data Funding from Missouri DESE (Perkins, local PD and state HSTW funds were also used) We need it for the following reasons: • Perkins III: This program has accountability requirements that are based on student achievement in mathematics and language arts along with placement requirements. The Congressional debate over future Perkins funding is centering on the idea that CTE classes do not assist in raising overall academic achievement scores • Part of our Perkins Accountability Plan

Rationale • We needed it for the following reasons (con’t): • The majority of the sending school students lose two credits due to travel. This program would allow them to earn as many credits as other students in their schools • The granting of embedded credit will help all districts meet the MSIP requirement for dropouts by allowing some students to earn additional credits and remain on track to graduate with their class. This may be even more important as accountability moves from dropouts to graduation rates • CTE graduates must have the skills needed by industry. • Advisory Committees have continuously pointed out the lack of math and reading skills of our graduates

Rationale • We need it for the following reasons (con’t): • CTE graduates must learn how to learn to keep pace with future change • Embedded credit is tied to employability skills • All aspects of the Industry • CTE students see the connection between academic skills and their career field • HSTW: There are several areas of the HSTW reform model that the granting of “embedded” credit will allow the district to meet. Academic and vocational integration is critical for both the high school and the vocational school. The extra work to earn the “embedded” credit will add rigor to our vocational programs and there will be homework for most of the vocational students

Rationale • We need it for the following reasons (con’t): • The National Council of Teachers of Mathematics states, “All students should study mathematics in each of the four years they are enrolled in high school. ” “Because student’s interests and aspirations may change during and after high school, their mathematics education should guarantee access to a broad spectrum of career and educational options. They should experience the interplay of algebra, geometry, statistics, probability, and discrete mathematics” • Students who can earn additional credits can stay in the CTE programs • Students who can earn additional credits can attend CTE classes and still graduate • Our enrollment has already reached capacity

Rationale • We need it for the following reasons (con’t): • • • Higher graduation requirements for core areas Highs That Work requirements NCLB and ALL students achieving Perkins accountability All CTE programs are currently articulated with two community colleges for 18 to 36 college credits • Reduce graduates who attend post-secondary school having to take remedial math, reading and/or writing classes • Embedded credit will lead to better preparation to the Compass Test

Rationale • We need it for the following reasons (con’t): • President Bush has called for raising graduation requirements • Missouri has raised graduation requirements • HSTW recommends raising graduation requirement • 4 language arts • 3 math • 3 science • 3 social studies

Keys to the Success • • • Developed buy-in from staff Invited academic content teachers to our Center to see what we do and look at curriculum Meetings to discuss curriculums Principals and counselors support School Board(s) support Outside agencies: • DESE: credit, funding • Area Post-Secondary Institutions

Teacher Activities • Core Academic Instructors: • • • Visit CTE programs to see how their subjects are related Develop list of topics for credit & handouts to define topics Assist with crosswalking Write assessments Talk with CTE to find common ground (this is key) • CTE Instructors: • • • Attend in-services in the classroom and curriculum development Crosswalk vocational competencies with academic content Incorporate academic content in their classes Develop vocabulary lists CTE instructors “emphasized” the embedded topics as they appeared in their curriculums

Additional Help • • CTE Instructors may need extra help in incorporating academic content. Tools could be: • Textbooks purchased and aligned to the various topics; students could check them out • Study guides developed for each topic • Assessment help sessions • Classroom instruction provided on weekly topics

Implementation Requires • Lots of work over approximately two year period • Need buy-in from everyone: • • School board(s) Administration Sending school teachers CTE instructors Someone responsible to manage the project Award credit through a certified math & language arts teacher Determine how credit will be awarded Require ALL students to test and work toward mastery