1. Mary Nagel Career and Technical Education, OSPI
CTE Math Equivalency
Mary Nagel
Career and Technical Education, OSPI

2. Goals for Today What to consider for a CTE/Math Equivalency
The laws and regulations impacting equivalency
What credit will be given
What assessment will be used
What is the need for this course
What curriculum is available and how to align it.
Who can help me make this happen

3. Legislative update

4. Equivalency Crediting
2008 Legislature created the CTE Equivalencies law
RCW 28A c170s201
OSPI support the development of course equivalencies and AP
Developed the tool kit for districts to adopt policy's
Developed samples such as the financial ed. framework
for one Credits
2013 Created policies
Districts shall adopted equivalencies and a policy for approval of courses.
Districts must give science or math credit for AP Computer Sciences .
2014 Created policies
OSPI will develop Curriculum Frameworks for a selected list of CTE courses that may be offered for science or math credit.

5. EPIC Work Chosen 20 CTE courses to align
2 of which were Financial education related
Consumer and Family Resources
Financial Math
Timeline to align
Draft to OSPI in March
Present to State board
Public input in May at State Board meeting
Return in March

6. What credit will be given
Crediting CTE, math

7. High School Mathematics Credits Requirements for Class of 2015 and Beyond

8. Class of 2015 and Beyond Math Credit Requirements
The State Board of Education adopted a rule that, beginning with the class of 2013, students will be required to take three credits of mathematics.

9. Third credit of Mathematics Option
WAC
Section (1)(b)(ii)
A student may elect to pursue a third credit of mathematics, other than algebra 2 or integrated mathematics III if all of the following requirements are met:      (A) The student has completed, for credit, mathematics courses in:      (I) Algebra I and geometry; or      (II) Integrated mathematics I and integrated mathematics II; or      (III) Any combination of two mathematics courses set forth in (b)(ii)(A)(I) and (II) of this subsection;

10. Third Credit of Math Option
If students want to take a course other than Algebra II/Integrated math III for their third math credit, what do they have to do?
Choose a course that is based on a career-oriented program of study identified in their high school and beyond plan
Meet with a high school representative and their parent/guardian to discuss their goals and the admission requirements of two- and four-year colleges
Sign a form, along with the high school representative and parent/guardian, to acknowledge that:  1) the meeting was held; 2) the required information was discussed; and 3) all parties agree that the course is more appropriate for the student’s education and career goals.  WAC

11. Third Credit of Math Option
Will any course work for the third credit of math?
The State Board of Education intends for the third credit to be a rigorous, high school level math course that will serve the student’s education and career goals. 
Courses in which the majority of the math is at a K-8 level would not qualify for the third credit.  Traditional math examples may include, but are not limited to: statistics, discrete math, linear algebra and mathematical modeling. 

12. Third Credit of Math Option
Would career and technical education (CTE) mathematics courses satisfy the third credit of mathematics?
Yes.  CTE courses with a majority of high school level math would satisfy the third credit of mathematics. 
CTE math examples might include, but are not limited to OSPI-approved frameworks in: accounting, robotics, engineering design I and II, drafting for civil and architectural engineering, construction math, applied mathematics, business math, financial literacy, and statistics. 

13. 2 for 1 Policy
The “two-for-one” policy is a rule change (WAC ) in effect for students in the graduating class of Students who take CTE-equivalent courses may satisfy two graduation requirements while earning one credit for a single course; hence, “two-for-one”. The purpose of this policy is to create flexibility for students to choose more elective courses or to address other graduation requirements.
A CTE-equivalent course consists of two courses: one CTE, one academic. One of those courses is placed on the student’s transcript for credit. Students generally choose which course they want placed on the transcript, and this choice is driven by
2016 as that is when the 24 credits phases in.

14. FREQUENTLY ASKED Questions FAQ on Math credits

15. Gaining credit for

16. To gain CTE credit
Business ed., Marketing or FACSE endorsement hours of work experience.
Or Business and industry showing 6000
Business ownership
Management
Accounting
Banking management Services
Probationary gives time to do an business and industry route program 2 years.
Available at Bates, South Seattle Community College, Central WA. Block program. Eastern WA. Southwest Consortium ( Vancouver)

17. CTE Course Requirements and Tools
Framework
Advisory committees
Integration of 21st century skills
Leadership in and out of the classroom
FCCLA
FBLA
DECA

19. Career & Technical Student Organizations
CTSO’s are an essential component of Career and technical education
Extends the instruction into the Community, School and Family
Application of what they learned academically, practiced in lab.
Great resource for community events and expanding financial education into the community through CTSO events
Financial fitness FCCLA
Banking and financial systems FBLA
Financial Literacy Project DECA

20. Integration of Math into CTE

21. Integration of Math into CTE
Make Math connections in your curriculum
Look at current lessons
Refer to your framework
Spotlight the math
Its all about the relationships
Partner with your math department/math coach
Work with your CTE director for professional development in your district
Use your framework as an advocacy tool
Increase your own knowledge

22. Planning Identify mathematics in each Financial Literacy lesson.
Align each lesson to the common core standards.
Identify vocabulary associated with each Financial Literacy lesson.

23. Identify the Mathematics
Intentional teaching
Content
What background skills and knowledge do students need
What skills and knowledge are students developing
Vocabulary
Front-loading
“Just in time”
In context and connected

24. Align to the High School Standards
What is the common core for this level?
Algebra 1 / Mathematics 1 Performance Expectations
Area(s) of Emphasis
Performance Expectations(s)

25. Curriculum considerations and how to align it.

26. Personal Finance Course Content
A course that focuses on Individual and Family Resource Management. Includes instruction in Financial goal-setting and strategies: household income, assets, and debt management, preventing and resolving financial difficulties: and the use of relevant public resources.
US DOE Classification of Instructional Program
Remember to teach from a family or relationships base.
Family economics and financial education (FEFE) transitioned to Take Charge today curriculum
Fun
Family perspective

27. Materials to help integration of Math and CTE
Math Standards documents
Math cross reference for common core
Math Posters and vocabulary
EOC supports

28. Potential Curriculum Potential curriculum Sengage Financial Algebra
Take Charge America
Con Academy
Ted talks

29. What assessment will be used

30. Assessments
If your aligning with Algebra 1 the EOC should be given 2018
3rd credit of math can give:
PRE-PAC exam for Personal and Family Finance.
Precision exams
Adult Roles and Financial Literacy A (317)
Adult Roles and Financial Literacy B (319)?
Personal Financial Responsibility
Smarter Balance assessment –Spring of 14-15

31. Who can help me make this happen

32. What to consider when designing the class
Need
Financial Statistics Puzzles
Financial stress is the leading cause of about 80 percent of all divorces.
Current offerings and partnerships in your building
Crediting
Personal strengths
Assessments

33. Questions
And
discussion

34. Contact Information
Mary Nagel
FACSE Program Supervisor
Career and Technical Education
(360)

35. Third Credit of Mathematics Option
 Equivalent career and technical education (CTE) mathematics courses meeting the requirements set forth in RCW 28A can be taken for credit instead of any of the mathematics courses set forth in (b)(i) of this subsection if the CTE mathematics courses are recorded on the student's transcript using the equivalent academic high school department designation and course title.