1. Moving Research to Practice: Implementing the Math-in-CTE Model
NACTEI
May 22, 2008
Math-in-CTE

2. Welcome! Dr. Donna Pearson Associate Director, NRCCTE
Dr. Sherrie Schneider
Lead Facilitator, NRCCTE

3. Disclaimer:
The work reported herein was supported under the National Research Center for Career and Technical Education, PR/Award No. VO51A990006, Administered by the Office of Vocational and Adult Education, U.S. Department of Education.
However, the contents do not necessarily reflect the position or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

4. The Research
Math-in-CTE

5. Math-in-CTE: The Study
Does enhancing the CTE curriculum with math increase math skills of CTE students?
Can we infuse enough math into CTE curricula to meaningfully enhance the academic skills of CTE participants…
. . . Without reducing technical skill development?
What works?

6. Study Design 04-05 School Year
Sample : 57 Experimental CTE/Math teams and 74 Control CTE Teachers
Total sample: 3,000 students*
Math-in-CTE

7. The Experimental Treatment
The Research Design X X
The Experimental Treatment
Difference
Difference
Discuss the two group design that will ultimately yield three groups due to attrition and class changes in Spr.
The emergent 3 groups will require three levels of analysis: Group 1 will be pre and post for academic year. Group 2 and Group 1 will be pre and post for fall term. Group 3 will be post test only for Spring term. C C
On-going fidelity of treatment measures
Math-in-CTE

8. Measuring Math and Technical Skill Achievement
Global math improvement
Technical skill development
General, grade level tests (Terra Nova, AccuPlacer, WorkKeys)
NOCTI, AYES, MarkED
Math-in-CTE

9. What we found: All CTEx vs All CTEc Post test % correct controlling for pre-test
p=ns

10. *
No difference in four sites; experimental students scored significantly higher in one site.
*p<.10
Math-in-CTE

12. What we found: Magnitude of effect
Effect size (Cohen’s d)
All Classes
Terra Nova (d=.55)
Accuplacer (d=.42)
By Site
Site A –WorkKeys (d=2.8)
Site B- TerraNova (d=.69)
Site C –Accuplacer (d=.85)
Site E- Terra Nova (d=.64)
Site F – AccuPlacer (d=.39)
Percentile “Shift”
From 50th to:
71st
67th
99th
76th
81st
74th
66th
Carnegie Learning Corporation Cognitive Tutor Algebra I
d= .22
Math-in-CTE

13. What we found: Time invested in math enhancements
Average of hours across all sites devoted to math enhanced lessons (not just math but math in the context of CTE)
Assume a 180 days in a school year; one hour per class per day
Average CTE class time investment = 10.3%
Math-in-CTE

14. Power of the New Professional Development Paradigm
Old Model PD
Total Surprise!
New Model PD

15. What is the Math-in-CTE Model?

16. A Curriculum Integration Model
Grounded in evidence-based research
Guided by core principles

17. A Process and A Pedagogy
Not a curriculum…
Not a replacement…
a process and a pedagogy through which to enhance and teach the math embedded within existing CTE curricula

18. What Makes it Work?
Core Principles

19. A. Foster and sustain a community of practice
Provide structure and support to build and sustain communities of practice over time.
Extended professional development
Critical mass around a single content area
External “stimuli” - incentives; encouragement
On-going support

20. Math-in-CTE

21. B. Begin with the CTE curriculum, not with the math curriculum.
CTE-math teacher teams:
interrogate the curriculum to identify the math embedded.
create curriculum maps that identify the intersection of occupational content and math concepts.
use a scope and sequence to guide implementation of math-enhanced CTE lessons.

22. CURRICULUM MAPPING CTE PROGRAM CTE UNIT CTE CONCEPTS MATH CONCEPTS
HEALTH OCCUPATIONS
Human Structure and Function
Compare cell, tissue, organ and body systems relationships
Solve linear equations
Read and interpret graphs and charts
Problem solving involving statistical data
Ratio and Proportion
CONSTRUCTION
Dry wall
Determine amount of wall board to purchase for a specific room
Multiplication and division of whole numbers and decimals
Area of rectangle

23. C. Address the math in CTE as an essential workplace skill.
CTE-math teacher teams generate math examples in which students solve authentic workplace problems.
CTE teachers introduce and reinforce math as a “tool” to use in the workplace.
CTE teachers bridge CTE and math vocabulary as they develop and teach lessons.

24. D. Maximize the math in CTE
CTE-math teacher teams continue to locate as much math as possible in the CTE curricula throughout the year.
CTE teachers build on students’ prior knowledge and skills.
CTE teachers capitalize on teachable moments that follow math-enhanced lessons.

25. The Seven Elements Pedagogic Framework
Introduce the CTE lesson
Assess students’ math awareness
Work through the embedded example
Work through related, contextual examples
Work through traditional math examples
Students demonstrate understanding
Formal assessment
Math-in-CTE

26. E. Support CTE teachers as “teachers of math-in-CTE,” not as math teachers.
CTE teachers participate in professional development activities that enable them to teach the math as it occurs in their CTE content.
Learn more about the math concepts in their curriculum.
Help CTE teachers learn math formulas and vocabulary.
Provide opportunities for CTE teachers to practice teach the math in their curricula.

27. How does the Math-in-CTE Model relate to Perkins IV?

28. Requirement: Comprehensive professional development activities that support CTE teacher preparation.
Challenge: Selecting a PD approach that results in enhanced teacher development and student learning/outcomes.
Math/CTE Strategy: Provides teachers with instructional strategies based on research and demonstrated through practice.

29. Requirement: Curriculum integration that promotes opportunities for academic/CTE teachers to jointly develop curriculum and instructional strategies.
Challenge: CTE/academic teachers are not familiar with other content area and rarely develop instructional curriculum and strategies together.
Math/CTE Strategy: Provide/support activities that promote partnerships and collaboration between CTE and academic teachers.

30. Requirement: Professional development that is sustained, rigorous and is not a one-day or short-term workshop.
Challenge: Teacher time commitment and engagement can be difficult.
Math/CTE Strategy: Provide ongoing support for teachers participation in year-long professional development activities.

31. Requirement: Professional development that includes research-based pedagogical instruction and strategies.
Challenge: Selecting a practice that supports current state/local school reform imperatives.
Math-in-CTE Strategy: Provide a research proven practice that complements and supports current school reform practice.

32. Requirement: Professional development activities that coordinate secondary and postsecondary curricula and instructional strategies.
Challenge: Curricula and instruction are not clearly aligned between secondary and post-secondary.
Math-in-CTE Strategy: “Curriculum mapping” process provides a foundational step for aligning curriculum and instructional process/strategies.

33. Math-in-CTE Model Meets Perkins IV Requirements
Research-based model
Promotes curriculum integration
Provides teachers with proven instructional strategies
Promotes partnerships between CTE and academic teachers
Fosters communities of practice

34. How can I make this happen in my state or region?

35. First Steps: Form a leadership/planning team Identify funding sources
Identify key stakeholders
Share information with decision-makers
Build consensus at the state/regional level
Develop marketing/PR strategies to attract teachers
Identify CTE content areas for implementation

36. Facing challenges: Budget issues, “freeze” on travel, etc….
Work with local/state business partners to develop a shared funding approach
Leverage resources through “pooled” Perkins funding between districts or regions
Include Math-in-CTE model in state and local Perkins plans
Support Implementation through other funded grants and reserve funding

37. Final thoughts: Math-in-CTE Model
A powerful, evidence based strategy for improving math skills of students;
Not a substitute for traditional math courses
Lab (experiential venue) for mastering what many students learn but don’t understand
A way but not THE way to help high school students master math
Math-in-CTE

38. Math-in-CTE Technical Assistance

39. Math-in-CTE Technical Assistance
Our Goal:
At the request of your state or region
Share what we have learned through research
Build your state, regional, or district capacity to implement and sustain the model
On a cost-recovery basis

40. Math-in-CTE Technical Assistance
At the request of states…
Three ways…
Introductory Presentations and Workshops
Math-in-CTE 5-day Jump-Start
(Begins Dec 1-3 in Charlotte)
Implementation of the Math-in-CTE Model

41. Questions

42. For Math-in-CTE Information:

43. For more information about Math-in-CTE Donna Pearson University of Louisville (502)
Math-in-CTE