David Toney, Perryville Career & Technical Center David Ruhman, Arcadia Valley CTC David Dillard, Arcadia Valley R-II

David Toney, Perryville Career & Technical CenterDavid Toney, Perryville Career & Technical Center

David Ruhman, Arcadia Valley CTCDavid Ruhman, Arcadia Valley CTC

David Dillard, Arcadia Valley R-IIDavid Dillard, Arcadia Valley R-II

AGENDA

Reform Background HSTW International Center of

Educational Leadership What is Integration

Definitions Foundations

What Arcadia Valley R-II has been doing Embedded Credit In-services Summer Internships

Resources

What the AVCTC is doing

• use mathematics to complete assignments;

• read and interpret technical books and materials to complete assignments

• Provide in-service on a wide variety of topics

• spend one hour reading or more each week (could be home work); and

• do math related homework assigned by CTE teacher.

• Embedded credit has been put in place for mathematics

Rigorous Academic AND CTE Development

Whya. Perkins III Accountabilityb. NCLB (AYP)

c. MSIP Achievementd. Because we can and we

should e. Our students need to be ready for the future

What have we learned

• Students drop out of school because of a variety of family, economic, and racial factors that can be categorized as either alienation, lack of motivation, or disadvantage.

• The key to reducing the dropout rate is helping youth to overcome their sense of disconnection.

• Students with low motivation to attend school have shown improvement in school attendance and retention after participating in career education

• Casual vocational exploration is not enough; • Major concentration in a vocational program is

more helpful in student retention.

HSTW: 10 Key Practices

• High Expectations – setting higher expectations and getting more students to meet them.

• Career/Technical Studies – increasing access to intellectually challenging career/technical studies, with a concentration on using high-level mathematics, science, language arts and problem-solving skills in the modern workplace and in preparation for continued learning.

• Academic Studies – increasing access to academic studies that teach the essential concepts from the college-preparatory curriculum by encouraging students to use academic content and skills to address real-world projects and problems.


• Program of Study – having students complete a challenging program of study with an upgraded academic core and a concentration.

• Work-based Learning – giving students and their parents the choice of a system that integrates school-based and work-based learning. The system should span high school and postsecondary studies and should be planned by educators, employers and employees.

• Teachers Working Together – having an organization, structure and schedule giving academic and career/technical teachers the time to plan and deliver integrated instruction aimed at teaching high-level academic and technical content.


• Students Actively Engaged – getting every student involved in rigorous and challenging learning.

• Guidance – involving each student and his or her parents in a guidance and advising system that ensures the completion of an accelerated program of study with an in-depth academic or career/technical concentration.


• Extra Help – providing a structured system of extra help to enable students who may lack adequate preparation to complete an accelerated program of study that includes high-level academic and technical content.

• Keeping Score – using student assessment and program evaluation data to improve continuously the school climate, organization, management, curricula and instruction to advance student learning and to recognize students who meet both curriculum and performance 2006 targets.

• Develop reading lists

• Incorporate technical reading materials

• Incorporate writing assignments

• All Aspects of an Industry• Move from situated to contextual learning• Contextualize essential math and science

competencies• Requires curriculum development and

extensive professional development

Rigorous Academic AND CTE Development

Emphasis on Integrating Academic Content and Skills in Career/Technical Courses

SREB Students report:• Their CTE teachers often stressed--

– reading– writing– Mathematics.

• They used mathematics to complete challenging assignments weekly.

• They read technical books weekly.• They used computer skills to complete assignments

weekly.

Integrating Academic Content into Career/Technical Courses (SREB)

• Mathematics and science teachers use real-world problems.

• Students complete a senior project that involves the use of reading, writing and mathematics.

• Students involved in work-site learning receive instruction on communication and mathematics.

SREB: Teachers Working Together

• There is time in the current situation for teachers to plan and carry out integrated activities.

• Teachers received staff development on integration.

• Integration is a common practice at our school.

Rigor and Relevance (Relationships)

• First, there is the Knowledge Taxonomy, a continuum based on the six levels of Bloom's Taxonomy, which describes the increasingly complex ways in which we think. The low end involves acquiring knowledge and being able to recall or locate that knowledge. The high end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways.

• The second continuum, known as the Application Model, is one of action. Its five levels describe putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations.

• The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning or student performance at that level.

Quadrant A - Acquisition

• Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.

Quadrant C - Assimilation

• Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

Quadrant B - Application

• Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.

Quadrant D - Adaptation

• Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

Definition of Curriculum Integration: is a series of conscious and informed strategies used to connect academic and vocational content so that one becomes a platform for instruction in the other over an extended period of time.

• Connecting Academic and Vocational Content

• Strategies that connect academic and vocational content usually result in content that is primarily academic with vocational elements woven throughout, or primarily vocational with academic elements woven throughout. In curriculum integration, the content can be neither purely academic not purely vocational.

• The integration of effective contextual learning strategies into the curriculum is the result of a complex interaction of teaching methods, content, situation, and timing. These new strategies require time-consuming changes in practice related to curriculum, instruction, assessment, linkages with workplaces and other contexts, staff development, school organization, and communication. This trend of interweaving curriculum through all subject areas and making it relevant is called curriculum integration, and it truly gives students power over their knowledge.

• Relevance: Relevance is how the learner personally connects with the material, not how you connect (although that helps). Connect information with other known information. Use associations to make it meaningful.

• Emotion: The stronger the emotion, the more the meaning. All emotional experiences "code" our learning as important.

• Patterns & Context: Information in isolation has little meaning. Each "puzzle piece" is always part of something larger. It's the "big picture" that makes the most sense.

• Contextual learning is a philosophy of education. As a philosophy, it argues that learning occurs when people see meaning and when it can be connected with something else. Through contextual learning strategies, students are able to relate subject matter content to real world situations motivating them to make connections between knowledge and its application to their lives as family members, citizens, and workers. Simply put, classroom learning needs to be relevant. But placing a student in a "real world" context does not always guarantee a learning experience.

General Ideas

• Integration can apply to all high schools. Although the federal legislation applies only to vocational programs receiving Perkins funds, integration is potentially a reform that can be undertaken by all types of schools and for students with varying backgrounds and aspirations. It should not be viewed as applying only to vocational programs. Several of the early innovators were mission schools that served primarily college-bound students.

General Ideas

• Integration flourishes in a permissive regulatory environment. Integration efforts proceed better when state and local regulations support or at least do not impede local reforms. Common barriers include seat-time regulations, graduation requirements, non-acceptance of applied courses, college admission requirements, union seniority rules, certification processes, and teacher evaluation rules. Strict allocation of resources by a central office can also inhibit integration if it reduces a school's ability to channel funds toward teacher professional development.

General Ideas

• Integration can take years to implement. The broad consensus among the early innovators was that reform would not be complete--or advanced enough to permit an assessment of its effects--for at least five years. Such a long-term endeavor needs committed leadership, relatively stable staffing, and stable and generous funding to induce change and build new capacities. Most important are full support for continuing staff development and collaboration.

General Ideas

• Integration complements other current systemic reforms. Integration reform is consonant with calls for site-based management, mission-oriented schooling, increased teacher participation in decision making, and reforms to increase teacher professionalism and collegiality and improve pedagogy. All in all, integration reform appears to promote a healthy rethinking of education conventions. Given sufficient support to succeed, the integration reform movement has the potential to create a much more flexible, equitable, and effective American high school.

INTEGRATINGACADEMIC AND INDUSTRY SKILL STANDARDS

Thomas R. Bailey

Promote the continued collaboration among academic and vocational teachers and employers both in the development of standards and in the use of standards to develop curricula.

Improve the definition and measurement of the levels of academic skills within the industry skill standards, including more emphasis on differentiating between the standards for entry-level and higher- level jobs within the same area. Ideally, industry skill standards should be able to refer explicitly to appropriate academic standards.

INTEGRATINGACADEMIC AND INDUSTRY SKILL STANDARDS

Thomas R. Bailey

Develop academic standards so that meeting those standards will indicate that a person is able to apply the relevant academic skills outside the classroom in the workplace and in the community, and so that they specify levels of academic achievement.

Encourage the use of standards to promote the integration of academic and vocational education. Create a clearinghouse for curricula and projects developed through collaborative use of academic and industry skill standards.

• Focus on opportunity. • Ask what makes learning meaningful then

ask yourself what it is you want your students to be able to do upon completion of the lesson or unit..

• The lesson must begin and end with validated educational standards: When designing an integrated lesson you must consider how other academic subjects will be integrated into the lesson

• It must be interesting for students. You need to capture their attention through themes they like.

To integrate curriculum when designing a lesson or project

Consortium/CTE & Sending Schools Building-wide Building-wide with CTE Group of teachers Academic teacher working with a CTE

teacher Single teacher

Integration Approaches

• Single Course Integration (start with a single lesson)

• Joint planning across or within departments

• Interdisciplinary Approaches

– Team teaching

– Short- or long-term projects

– Thematic projects/units

– Academies

Length of program Short term Long term

Frequency One project Quarterly Semester

Grubb, Davis, Lam, Plihal, and Morgaine (1991) developed the Grubb, Davis, Lam, Plihal, and Morgaine (1991) developed the following models for integrating vocational and academic education:following models for integrating vocational and academic education:

• "Model 1 - Incorporating More Academic Content in Vocational Courses– Curriculum Changes: Vocational courses include more

academic content. – Teacher Changes: Vocational teachers modify courses. – Students Targeted: Vocational students. – Institutional Changes: None.

• Model 2 - Combining Vocational and Academic Teachers to Incorporate Academic Content in Vocational Programs– Curriculum Changes: Vocational programs include more

academic content, in either vocational courses or related applied courses.

– Teacher Changes: Academic teachers cooperate with vocational teachers.

– Students Targeted: Vocational students. – Institutional Changes: None.


• Model 3 - Making Academic Courses More Vocationally Relevant– Curriculum Changes: Academic courses include more vocational

content; sometimes new courses (e.g., applied academics) are adopted.

– Teacher Changes: Academic teachers (usually) modify courses or adopt new ones.

– Students Targeted: Potentially all students; in practice, vocational and general-track students.

– Institutional Changes: None • Model 4 - Curricular Alignment: Horizontal and Vertical

– Curriculum Changes: Both vocational and academic courses are modified and coordinated across courses and/or over time.

– Teacher Changes: Vocational and academic teachers cooperate; numbers range from two to all.

– Students Targeted: Potentially all students; actual targets vary. – Institutional Changes: None necessary; curriculum teams may

foster cooperation.


• Model 5 - Senior Projects – Curriculum Changes: Seniors replace electives with a

project; earlier courses may change in preparation. – Teacher Changes: None necessary; teachers may develop

new courses or modify content to better prepare students. – Students Targeted: All students. – Institutional Changes: None necessary.

• Model 6 - The Academy Model– Curriculum Changes: Alignment among academy courses

(English, math, science, vocational) may take place. – Teacher Changes: Vocational and academic teachers may

collaborate on both curriculum and students. – Students Targeted: Usually potential dropouts; sometimes

students interested in specific occupational areas. – Institutional Changes: School-within-a-school; block

rostering; smaller classes; links to employers.


• Model 7 - Occupational High Schools and Magnet Schools– Curriculum Changes: Alignment among all courses

may take place, emphasizing the occupational focus.

– Teacher Changes: All vocational and academic teachers assigned to an occupational school or magnet within a school; collaboration facilitated.

– Students Targeted: Students interested in specific occupational areas.

– Institutional Changes: Creation of a self-contained occupational school or magnet school.


• Model 8 - Occupational Clusters, Career Paths, and Majors– Curriculum Changes: Coherent sequences of

courses created; alignment may take place among courses within clusters.

– Teacher Changes: Teachers belong to occupational clusters rather than (or in addition to) conventional departments; collaboration is facilitated.

– Students Targeted: All students. – Institutional Changes: Creation of occupational

clusters; enhancement of career counseling; possible cluster activities."

Problem based learning Standards Curriculum Thematic Units Cooperative Learning Portfolios Student assessment Rubrics & Scoring Guides Evaluation

Administrative Support Moral support Funding Resources Release Time/Subs

Cooperation with other teachers (Academic and CTE)

Teacher commitment and cohesiveness

Having CTE instructors on campus

Common planning time for academic and CTE teachers

Common students Unlimited resources

Resistance to change Not seeing the reason to integrate Graduation Requirements Seat time Lack of:

Time Support Knowledge of how to integrate Funding Materials

SREB 10 Steps for Getting Started

1. Support teachers in learning how to work together in interdisciplinary teams (email, release time, ITV)

2. Establish a mission, goals, objectives to guide administrators and teachers in developing integrated learning

3. Create a vision of school and classroom conditions that would improve learning for all students, particularly CTE.


4. Conduct a needs assessment to determine student achievement in the school (look at the data we already have: MAP, TerraNova, NAEP, ASVAB, AYP)

5. Support teachers in learning as much as possible about integrated CTE & Academic

6. Identify 8 to 10 “big understandings” that students will need for success beyond high school in work or post-secondary


7. Teams of CTE and academic teachers work together to connect the 10 “big ideas” that are common to their programs

8. Select an integration approach

9. Create integrated lesson for the “big ideas”

10.Review, revise, and improve

Arcadia Valley CareerTechSending school principals,

counselors, and teachersArcadia Valley HS & MS Teachers District Curriculum CoordinatorSoutheast Missouri Regional Tech

Prep Consortium (Mineral Area College)

Partnerships

Local PD

State High Schools That Work Grant

CSR Grant – Making Middle Grades Work

Perkins

RTEC

Local In-service: Resources

All vocational teachers Middle school math teachers High School math teachersMeet through out the year

Early-out work shops

All day workshops Small groups Hire SubsSummer activities

Local In-service

Discussion time togetherIdentify mathematics in each vocational competencyIdentify how each mathematics topic are related to the various vocational areasReading & writing across the curriculumCurriculum writing

Local In-service

Develop lesson plans for MS & HS math, science, and language arts classes

Develop lesson plans for vocational classes

Meet MSIP Curriculum Standards4 lesson plans per teacherPaid stipend

Local In-service prior to Embedded Credit

Project Goals

• The program would:• Allow 50 to 60 academic teachers to have hands-on

experience in one to four vocational programs and develop a better understanding of what CTE is all about

• Allow the development of 100 to 120 lesson plans that have all the appropriate components and that integrate academic and CTE curriculum

• Develop a great lesson plan resource bank that could be accessed by teachers throughout the state

• Provide a method for academic and CTE teachers to work together and better understand the educational process

The Concept

• Our proposal centers on bringing academic teachers to a career technical school for a one week internship rather than employment in business and industry. The academic teachers would choose two of four vocational programs and spend two days of intense hands-on activities within the programs. The fifth day of the program would be an overview of vocational programs and the development of lesson plans that integrate academic and vocational objectives. We feel this would develop the cooperation between academic teachers and vocational teachers, allow for the development of integrated lessons, and increase the number of participants in the Internship program.

Program Support

• DESE – Tech Prep under Shawn Brice• RTEC – Southeast Missouri RTEC under Gil

Kennon• Tech Prep – Southeast Missouri Regional

Tech Prep under Ken Carter• Perryville CTC• Arcadia Valley CTC• Cape Girardeau CTC• Unitec Career Center

Schedule

June 13 June 14 June 15 June 16 June 17

Monday Tuesday Wednesday Thursday Friday

8:00 – 11:30IntroductionOverviewFoundations of Integration

8:00 – 11:30Program IActivities

8:00 – 11:30Program IConclusion

8:00 – 11:30Program IIActivities

8:00 – 11:30Program IIConclusion

11:30 – 12:30Lunch

11:30 – 12:30Lunch

11:30 – 12:30Lunch

11:30 – 12:30Lunch

11:30 – 12:30Lunch

12:30 – 4:00Program IIntroduction

12:30 – 4:00Program IActivities

12:30 – 4:00Program IIIntroduction

12:30 – 4:00Program IIActivities

12:30 till CompletionLesson Plan Writing and Project Conclusion

Participants

• The Southeast Missouri Tech Prep Consortium

–Mineral Area College–North County Unitec–Perryville CareerTech–Arcadia Valley CareerTech–Cape Girardeau Career Center

51 Participants

• Arcadia Valley CTC• North County HS• Meadow Heights MS• Perryville HS• Ste. Genevieve HS• Cape Central HS• Cape Central MS• Cape Girardeau CTC• Valle HS• Central R-III HS

• Marquand-Zion HS• Woodland HS• Perry County MS• Perryville CTC• Mineral Area College• Jackson HS• John Evans MS• Notre Dame HS• St. Pius HS

51 Participants

CTE & Academic Integration

• The first ½ day was an in-service on CTE and academic integration

• Topics included:

– Needs Assessment

– Lesson Plan Design & Implementation Plan

– Utilizing ‘Embedded’ Credit

– HSTW resources

– Other resources

Welding Technology

• Vocational Instruction Concepts Covered: measurement, metallurgy , design, layout and blueprint reading

• Hands-On Use of Welders and Safety Equipment for Cutting and Attachment.

Welding Technology

• Participants designed, and manufactured, simple projects using core curriculum concepts.

Auto Collision Technology

• Vocational Instruction Concepts Covered: measurement, painting cycle, use of speed forms, science of paint application and drying procedures.

• Hands-On Use of Frame Adjuster, Air Brush Techniques, and Paint Booth.

Auto Collision Technology

• Participants took Speed Forms and completed the painting process from ‘off-the-shelf’ to ‘show-room finish’.

Building Trades

• Vocational Instruction Concepts Covered: measurement, design, blueprint reading, technical calculations.

• Hands-On Use of Band/Table Saw, Simple Construction Tools, Planer, and Power Tools.

Building Trades

• Participants designed and manufactured a simple construction project using core curriculum concepts.

Graphic Communications

• Vocational Instruction Concepts Covered: measurement, marketing/appearance layout and design, computer-aided layout and design photographic process and screen printing.

Graphic Communications

• Hands-On Use of Printing Press, Darkroom Equipment, Screen Printing Machine and Computer Design Hardware and Software.

• Participants designed and manufactured business cards, t-shirts, advertisements and photography.

Lesson Plan Format

• Class: • Instructor: • Subject Area: • Curriculum Objective: • CTE Competency: • Content Standard Alignment: (Missouri Show-Me Standards) • Process Standard Alignment: (Missouri Show-Me

Standards) • Sub-skills: • Learner Activity: • Assessment Activity• Method of Assessment: • Resources: • Reflection/Lesson Evaluation:

http://www.av.k12.mo.us/AchievingExcellence/summer04/index.html

http://www.av.k12.mo.us/AchievingExcellence/summer04/lplans.html

http://www.av.k12.mo.us/AchievingExcellence/summer04/lplans05.html

Would you attend this program again next year or favorably recommend it to a

colleague? Why or why not?

• “I learned about my own capabilities and I picked up invaluable information to share with my 8th graders.” (Karen Gleeson, Cape Girardeau)

• “I enjoyed doing the projects and it really gives me an idea of what my students do in Career and Technical Classes.” (Sharon Walls, Ste. Genevieve)

• “It has given me an opportunity to see what the vocational programs are all about.” (Nicole Leimbach, Scott City)

What did you like best about the internship program?

• “I like the ideas you come away with and the insight into the career center classes.” (Dana Hogard, Perryville)

• “The process of applying math skills with the culmination of a final product.” (Donna Shaver, Jackson)

• “Getting to talk to the vocational teachers and the other teachers from the various schools. I also liked making projects and the sense of accomplishment, as well as the appreciation for how challenging the programs really are for students.” (Teresa Sedgwick, Ste. Genevieve)

What did you like least about the internship program?

• Only general comments like:

– The length of time in each program was too short

– A week wasn’t enough time

– Not every teacher could experience this

– It was hard

Will your experiences during the program assist you in developing

your curriculum?

• Definitely, you get many ideas from the program that can be used in the regular classroom. (Dana Hogard, Perryville)

• “Yes, I am a counselor and now I can better explain the CTE programs to potential students.” (Amy Rowland, Perryville)

• “Yes, as a guidance counselor, I feel I will be able to inform students about career technical classes with a better knowledge base!” (Karen Gleeson, Cape Girardeau)

Will your experiences during the program assist you in developing

your curriculum?

• “Sharing the vocational competencies lists helps me to include them in my lesson plans.” (Sharon Walls, Ste. Genevieve)

• “It always helps me in my recruitment of students for vocational classes.” (Karen Leible, Perryville)

• “I have a good cross section of students and this helps broaden my knowledge and application base.” (Steve Zuspan, Ste, Genevieve)

Will your experiences during the program allow you to change any

teaching methods?

• Yes, I now better understand CTE curriculums. (Stephen Nix, Ste. Genevieve)

• “The experiences will provide a wider variety of concrete classroom examples.” (Michael Ruch, Fetus)

• “One of the Auto Collision instructors had an awesome teaching style that I will borrow from.” (Amy Roland, Perryville)

• “My experiences have helped me develop authentic instruction which applies math skills to real life activities.” (Donna Shaver, Jackson)

Will your experiences during the program allow you to change any

teaching methods?

• “I see how important that just the basic reading and math skills are for the vocational classes and for students in life.” (Sharon Walls, Ste. Genevieve)

• “Get us together during the school year, not just during the summer.” (Teresa Sedgwick, Ste. Genevieve)

• “Do this at a school-wide level, share with all teachers.” (Nicole Leimbach, Scott City)

• “I will attempt to expand MY CLASSROOM INSTRUCTION TO INCLUDE MORE APPOICATION AND RELATIONSHIPS.” (Steve Zuspan, Ste. Genevieve)

Has your perception of Career Technical Education (vocational) changed as a

result of the Internship? If so how?

• “My eyes have been opened to all the stuff that vocational classes involve.” (Dana Hogard, Perryville)

• “I have a new respect for the rigor that is involved in CTE programs.” (Amy Roland, Perryville)

• “It has made me a strong, vocal advocate for the integration of academic and technical skills.” (Donna Shaver, Jackson)

Has your perception of Career Technical Education (vocational) changed as a

result of the Internship? If so how?

• “It is obvious to me that students will need to be well equipped academically to be successful in the career technical field.” (Karen Gleeson, Cape Girardeau)

• “This is a very concrete level of education that requires a great deal of knowledge of concepts and actual application. This is to many students much more difficult than interpreting a poem or solving a math problem.” (Steve Zuspan, Ste. Genevieve)

What are the next steps that need to be taken to encourage academic and CTE

integration of curriculum?

• “Get more of the regular classroom teachers to take this program.” (Dana Hogard, Perryville)

• “Allowing teachers more time for lesson development and implementation. We spend tons of time training and talking about improving education, but dedicate no time in allowing teachers to independently develop and implement integration.” (Michael Ruch, Festus)

What are the next steps that need to be taken to encourage academic and CTE

integration of curriculum?

• “It would be great to have more opportunities for students to have a one or two day introduction to the different CTE programs.” (Karen Gleeson, Cape Girardeau)

• I believe that integration has already begun. Many teachers are writing questions with a setting in the real world. (Bob Weiler, Ste. Genevieve)

Would you consider working with a CTE instructor on a joint lesson

during the coming year? Why or Why Not?

• “Absolutely, the combination of two or more teachers is always better than one.” (Amy Roland, Perryville)

• “Yes, but time in class to teach current curriculum has been severely reduced due to our MAP testing.” This integration will allow all schools to teach MAP in a better method.” (Steve Zuspan, Ste. Genevieve)

Program Evaluation and Comments

• Would you attend this program again next year or favorably recommend it to a colleague? Why or why not?

• What did you like best about the internship program?• What did you like least about the internship program?• Will your experiences during the program assist you in

developing your curriculum?• Will your experiences during the program allow you to change

any teaching methods or assist you in changing some of your curriculum?

• Has your perception of Career Technical Education (vocational) changed as a result of the Internship? If so how?

• What are the next steps that need to be taken to encourage academic and CTE integration of curriculum?

• 8. Would you consider working with a CTE instructor on a joint lesson during the coming year? Why or Why not?

Community and local businessesResources and fundingSpeakersSites to visit

RPDCs Tech Prep Consortium

http://www.khake.com/page69.html

http://www.khake.com/page32.html

SREB: http://www.sreb.org/programs/hstw/publications/2005Pubs/05V26SummerConferenceNewsletter.asp

http://www.nccte.org/publications/projectReports.asp

http://www.angelfire.com/wi/writingprocess/specificgos.html

http://dese.mo.gov/divcareered/

http://missouricareereducation.org/curr/tradeindustry1.html

http://www.dese.mo.gov/divimprove/curriculum/unitindex.html

http://www.av.k12.mo.us/

http://www.av.k12.mo.us/ctc/ecredit.htm

Closing Thought

An excellent plumber is infinitely more admirable than an incompetent philosopher. The society that scorns excellence in plumbing because plumbing is a humble activity, and tolerates shoddiness in philosophy because philosophy is an exalted activity, will have neither good plumbing nor good philosophy. Neither its pipes nor its theories will hold water.

John Gardner

Documents

David Toney, Perryville Career & Technical Center David Ruhman, Arcadia Valley CTC David Dillard, Arcadia Valley R-II