Meeting NCLB Requirements Through Team Teaching and Articulation

1. Meeting NCLB Requirements Through Team Teaching and Articulation Doug Webster, Vermont Department of Education Ann Bailey, Vermont Technical College Natalie Searle, Community College of Vermont

2. About the Session The US Department of Education has endorsed Vermont’s process to develop “teaching partnerships” between Career and Technical Educators and Academic Instructors that satisfies the No Child Left Behind “qualified” teacher requirements to award embedded academic credit in CTE programs. CTE instructors that do not hold a BS in an academic subject partner with academic instructors to ensure students meet academic standards. In addition, the state college system is providing college academic credit to students based on teacher partnership developed assessments that result in industry recognized credentials. The teaching partnership, jointly developed assessments, and industry recognized credentials are offering students greater opportunities for education and career advancement while schools meet NCLB requirements.

3. Key Objectives Make a list of the specific questions you have or the topics you would like to see addressed: • _____________________________________________ • _____________________________________________ • _____________________________________________ • _____________________________________________ • _____________________________________________ • _____________________________________________ • _____________________________________________

4. Integrating CareerTech and Academicsand “NCLBA” Vermont Technical College - The Office of Professional Development – Ann Bailey, Manager of Education and Training Services

5. Today’s Purpose • To inform about: • Vermont’s plan to Integrate Academics and CareerTech through Collaboration (meeting the “Highly Qualified” definition)

6. Vermont’s Plan to Integrate CareerTech and Academics

7. Intent of “the Law” • ALL students succeed “Every student will reach a high level of proficiency in core academic skills.”

8. All students Can Succeed • Douglas Reeves – In Accountability for Learning states that Data collection/analysis revealed: “The keys to improved academic achievement were the professional practices of teachers and leaders, not the economic, ethnic, or linguistic characteristics of students.”

9. Vermont System Includes • Regional Technical Centers - physically connected to a home school, but serving a region with additional sending schools assigned (in rules) • Comprehensive High Schools - At least 5 technical programs • All approved technical programs hold state approved embedded academic credits necessary to allow student access to CareerTech.

10. Office of Professional Development – Vermont Technical College • Alternative Teacher Licensure Program - Provides Teacher Training to CareerTech Teachers in a Three Year Model • In-Service Professional Development for Career Technical Teachers Current Focus – NCLBA and VT’s Plan for meeting the “Highly Qualified” Rule (Technical Education/Embedded Credit)

11. Federal Definition: No Child Left Behind Act - “Highly Qualified” • Bachelor’s degree • Full certification in area taught • Demonstrated competence in subject knowledge and teaching *Each state developed criteria for determining how competency in subject demonstrated

12. Vermont’s Plan for CareerTech with Academic Credit • Must meet the “highly qualified” rule or • “Consult and Collaborate” in teaching with those who have met “HQT” status.

13. VT OPTIONS for CareerTech Programs 1 Do not offer academic credits in CareerTech (requiring Rule Change) or 2. Offer academic credits in “collaboration and consultation with academic teachers who have met HQT status” or 3. Reach the HQT status and offer academic credits

14. Models to Provide CareerTech Instruction • Collaborate and Consult (Team Teaching) with “Highly Qualified” Center Academic Staff OR • Collaborate and Consult with “Highly Qualified” Home/Sending School Academic Staff

15. Collaborate with CareerTech Staff Academic Teachers • On Campus Core Academic Teachers (English, Math, Science, Social Studies • Work with CareerTech Teachers to: 1. PLAN - Curriculum (CareerTech Competencies with IRC’s plus Vermont’s Framework of Standards -Academic Crosswalk Identifies Standards to Assess) - Instructional Strategies (integrate higher academics) 2. ASSESS Academics Together (responsibility – BOTH “Teachers of Record”) 3. INSTRUCT (Allows for some team teaching to occur. Collaboration results in Creative and Integrated Instructions)

16. Collaborate with Identified Academic Teacher from Home/Sending School: • Core Academic Teachers( English, Math, Science, Social Studies) and • CareerTech Teachers Collaborate and Consult Together to: 1. PLAN - Curriculum (CareerTech Competencies with IRC’s plus Vermont’s Framework of Standards -Academic Crosswalk Identifies Standards to Assess) - Instructional Strategies (integrate higher academics) 2. ASSESS Academics Together (responsibility – BOTH “Teachers of Record”) 3. INSTRUCT (Collaborative Planning results in Creative Instruction with Benefits for ALL Students)

17. Through Collaboration and Consultation the Outcome is: All students progress and achieve GAP IS CLOSED

18. How to Collaborate/Assess Plan -Use competencies & academic crosswalk Curriculum - Determine competencies & academic standards to address Assess - Determine standards to assess and how (example: scenario assessments) Strategies - Determine teaching strategies (class-swap, team teaching, interdisciplinary units, class intermingling, student demos)

19. Cross-Disciplinary Integration • “The most successful schools explicitly involve subjects that are frequently and systematically disregarded in traditional accountability systems – music, art, physical education, …..Careertech education…..”

20. SYSTEM CHANGES TO SUPPORT THE MODEL

21. Role of Administrators: • Be Educational Leaders, Take the Lead • Dialogue with Superintendents and other Administrators in developing a Regional Vision/Plan for all students • Include Local School and Standards Boards in Discussion • Inform ALL Teachers, Staff of the VISION • Relate the importance of industry/community involvement • Keep on File Written Plan for Each Teacher Team

22. Regional Implementation • Administrators Identify (with teachers): Highly Qualified Teachers to Participate in the Instructional Project • Administrators Adequately Convey The Importance of Participation in Plan with Agreed Upon Identified Incentives (IPDP)

23. Regional Dialogue and Implementation Plan Must Address Systemic Issues: • Common Planning Time with possible changes in schedules/calendar • Potential Master Agreement Items • Teacher reluctance – time issues • IRC time requirements vs. academic instruction issues

24. All are Encouraged that Implementation Plan Will Be Successful If We: • Shift our Thoughts- Think outside the walls and are reminded this is not a territorial issue but rather success for all students. • Shift our Action Plan - work with identified academic/careertech teachers & develop a MUTUALLY BENEFICIAL RELATIONSHIP. Example: First step: CareerTech Include academic teachers on program advisory committees; Academic teachers create advisory committee and include CareerTech.

25. Teachers: • In Planning - Use State Approved Program Competencies to Plan and the Vermont Framework of Standards and Learning Opportunities and the Academic Cross Walk • CareerTech Teachers use competencies and crosswalk every day in teaching –VISUAL

26. Teachers Use Research and Resources • Vermont’s “High Schools on the Move – 12 Guiding Principles” • “HSTW” One Model

27. Use Research and Resources • National Clearinghouse for Comprehensive School Reform www.nwrel.org • Association of Curriculum & Supervision “Backward Design” Model • Keep Abreast of NCLBA Law revisions at http://www.ed/gov

28. CareerTech Teachers: • Follow Collaborating Guidelines and: • Plan with Identified Academic Teacher • Develop Strategies with Academic Teacher • Determine When and What to Assess • Assess Together • Develop written plan (to be kept on file in office for State monitoring)

29. “The Written Plan Includes” • Name of CareerTech & Academic Teachers • License Held by Each • Common Planning Time • (Day, Week, Time, Location) • How Assessment will Occur and When Kept on File in Technical Center Office

30. Accountability • “The Plan” is reviewed for implementation throughout the year. • When data are collected this spring, movement and improvement must be shown toward full compliance with the “Highly Qualified” rule. • Administrators AND Instructors are Responsible for the Outcome.

31. The Rule: • Provides opportunities for new and more effective ways of instruction in new and emerging technology programs • Matches teacher’s credentials with the instructional content Win Win for Vermont’s Students

32. Regional Plan to Ensure Rigorous Academic Credit in CareerTech - WHY? IT IS: • Best Practice • The right thing for students – High Schools On the Move – 12 Guiding Principles • Vermont’s Plan

33. “Control over change would seem to consist in moving not with it but ahead of it.” Marshall McLuhen

34. Creating Secondary and Post-secondary Partnerships that Promote the Integration of Technical Education and Academics Community College of Vermont Natalie Searle Career Academy Coordinator

35. Vermont Tech-Prep 2+2 Program 4 Colleges 12 Technical Centers CURRICULUM AREAS: • Culinary Arts • Early Childhood Education • Engineering • Graphic Arts • Information Technology

36. Technical Center and College Partnerships: • Support the development of career pathways • Build linkages between education providers and industry • Create opportunities for curriculum development and articulation agreements • Strengthen students’ academic and technical skills in secondary schools

37. Earning College Credit for Career & Technical Courses in Secondary Schools • Curriculum alignment and articulation • Industry recognized credentials and articulation • College courses delivered to secondary students by faculty • Adjunct faculty status granted to secondary teachers for delivery of college courses

38. Strategies to Help Students Achieve College-Level Academic Skills in the Secondary Setting • Create curriculum and assessments that measure technical and academic skills • Use (Accuplacer) assessments to determine academic needs at the beginning of the program • Use (Accuplacer) assessments as criteria for awarding college credit at the end of the program • Develop a support network that includes technical & academic teachers, guidance counselors and college faculty & advisors

39. Build Faculty and Teacher Partnerships • Provide professional development opportunities for faculty and teachers • Provide co-teaching opportunities for faculty and teachers • Provide time and support for faculty and teachers to develop curriculum and assessments

40. Challenges • Overcoming the perception that technical and/or college programs take students from high school AP programs • Meeting the academic needs of all students in the program * Students may attend 5 or 6 different high schools * Students take different English & math classes • Building a curriculum pathway that can be implemented in both full-day or half-day and one-year or two-year delivery models

41. Successes • Building partnerships between academic and technical teachers and college faculty • Assessing students early in their program in order to identify academic needs • Creating articulation opportunities that emphasize both academic and technical skills • Preparing students for college and careers by linking with employers and offering opportunities to earn industry recognized credentials

42. Benefits for Students • Students learn about a career area that interests them • Students build academic skills in the context of their chosen career area • Students strengthen their academic skills • Students have opportunities to earn college credit while they’re still in high school * Saves on tuition * Saves on time to earn a degree * Provides early success to students who may not otherwise pursue college education • Students have opportunities to earn industry recognized credentials