DOCUMENT RESUME ED 391 929 CE 070 812 TITLE INSTITUTION ... · 3 elementary schools. live iunior...

DOCUMENT RESUME

ED 391 929 CE 070 812

TITLE Increasing Rigor and Relevance: LinkingSchool-to-Career. Best District Practices.

INSTITUTION California School Boards Association, WestSacramento.

SPONS AGENCY Department of Education, Washington, DC.PUB DATE 96NOTE 65p.; For a related document, see CE 070 811.PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Academic Education; *Demonstration Programs;

*Educational Change; Educational Innovation;*Integrated Curriculum; Models; Program Descriptions;Program Effectiveness; School Districts; SecondaryEducation; Superintendents; *Vocational Education

ABSTRACTDesigned as a resource guide for a school district's

governance team, this publication provides descriptions of 20 bestdistrict practices and 11 national demonstration projects onacademic-vocational integration. it enables board members andsuperintendents to envision how the curriculum integration ofacademic and vocational education occurs on a districtwide level. Thepublication is national in scope and features a wide variety ofschool districts and their commitment to achieving the integration ofacademic and vocational education. School districts have beenselected because of the uniqueness of their strategies and thebreadth or depth of the'r efforts. The entries highlight across-section of school eistricts in terms of size, type, andgeographic location. Information provided on the best districtpractices includes state, contact person with address and telephonenumber, district description, integration features, integrationnarrative, fiscal notes, and lessons learned. Featured states are asfollows: Kentucky, Washington, California, Texas, 1.thssachusetts,Georgia, South Carolina, Arkansas, Oregon, New York, Minnesota,Wisconsin, Maryland, Oklahoma, and Michigan. The information providedon the national integration demonstration projects includes thefollowing: program title, project title, contact person with addressand telephone number, program narrative, and fiscal notes. A summaryis provided of effective models of curriculum integration. A glossaryis appended. (YLB)

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Reproductions supplied by EDRS are the best that can be made *

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US DEPARTMENT OF EDUCATION0!IK of f nucational Hosearth and improvnniont

EDU ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has boon reproduced asinceived from the person or organi:ationoriginating I.

U Minor changes have been maan toirnpro,,e reproduc:ion quality

Point- of view or opinions slated in thisdocument do not necessarily representracial OF III position or pCcy CSBA

2

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Lit Yvktce4--

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

BEST COPY AVAILABLE

Increasing Rigor and Relevance:Linking School-To-Career

Best DistrictPractices

CSBA

California tic Boards.Associalion

CSBA Project Staff/Handbook Editors

Jean Dunn-Gallagher,Project Director

Nilda Guanzon Valmores.Project Coordinator

With thanks to:'ferric ChryslerPaula GordonJudy Ludwick

Tim Stephenson

Published by the

California School Boards Association.3100 Beacon Blvd..

kVest Sacramento, CA 95691.(916)371-4691

Funding for this project:

In recognition of the essential policy-making role ofschool boards. the United States Department ofEducation awarded the California School Boards

Association, through the California School BoardsFoundation, a multi-year grant to create a training

program which leads school districts to developing aknowledge of the concept of integrating academic and

vocational curricula and the strategies school boards canapply to bring about integration in their school district.

This project, "Integrating Academic and VocationalLearning: The Essential Policymaking Role of SchoolBoards," is one of only eleven nationwide which was

authorized in I 994- by the Carl D. Perkins Vocational andApplied Technology Education Act through the U.S.

Department of Education's Integration of Vocational andAcademic Learning Program. It is unique in that it

recogt tizes the school board's critical leadership role indirecting systemic change in a school district.

Integrating Academic and Vocational Learning:The Essential Policy-Making Role of School Boards

Best District Practices

Table of ContentsIntroduction

Part I. Best District Practices 3

Bell County School District. KentuckyCentral Valley School District. kVashington 6

East Side Union High School District. CaliforniaElk Grove I 'nified School District. California 9

Fort Worth Independent School District. TexasGreater Lowell Regional VocationalTechnical School District. Massachussetts I 6

!tall County School District. GeorgiaLexington County School District . South Carolina I 9

Lucia Mar lInified School District. California )

Pasadena I milled School District, California )

Pine Bluff School District, ArkansasReynolds School District. Oregon 27Rochester City School District. Newl'orkRot hsav Public Schools District. Minnesota I I

San Juan Unified School District. California 33

School District o:' Lacrosse. Wisconsin I

Seattle Public Schools District. Washington 37

St. Mary's County Public Schools District, Maryland IN

Tulsa Public Schools I )ist rict. Oklahoma 41)

Van Buren Intermediate School I hstrict. Michigan 42

Part II. National IntegrationDemonstration Projects 4 iCalifornia School Boards AssociationEast San Gabriel Regkmal Occupatkmal Program 46El Paso Community College -17

Los Angeles County MetropolitanTransportation Auth( rity 45Rindge School of Technical Arts 49Sonoma State l'iliversity Academic Foundation ;it)

Southern Regional Educational Boardniversity of Arizona 5

I 'niversity of Southern Coloradoof Wisconsin-Madkon 54

Valencia Comnlunity College '7)

Effect ke Models of Integration za)

Clossary 55

Introduction

integration: a coordinated instructional system ofenhanced academic and !Minim! education. "This systempromotes an atiderstanding and application of knowledgemid skills that prepares all sttulems for lifelomi learning andsuccess in their life's work.

In I 994. California Schools Boards AssociationICSBA I was selected as one of eleven nationaldemonstration projects on the integration of academicand vocational learning. CSBAs project. "IntegratingAcademic and Vocational Learning: The EssentialPolicy-making Role of School Boards,- recognizes thecritical leadership role that board members andsuperintendents as a governan :c team have inachieving curriculum integration on a district-widelevel.

As pixt of the project. CSBA developed specifictrainin.,.; and supporting materials for school boardmembers and superintendents that provideimplementation strategies and effective policiesnecessary to integrate academic and vocationaleducation. Along with a curriculum outline andtraining manual. "BEST DISTRRT PRACIICES" wasdesigned as a resource guide for a school district'sgovernance team. It was written to enable boardmembers and superintendents to envision how thecurriculum integration of academic and vocationaleducation occurs on a district wide level.

'I3FST DISTRICI' PRACTICES" is national in scopeand features a wide variety of school districts and theircommitment to achieving the integration of academicand vocational education. School districts were selectedbecause of the uniqueness of their strategies and thebreadth or depth of their efforts. The entries highlight across section of school districts in terms of the size ofthe dist rio, type of the district, and the geographiclocation. In addition. "BEST DISTRICT PRACTICES-describes the eleven 1994 natkmal demonstrationprojects on integration, and provides a summary ofeffective models of curriculum integration and aglossary of terms.

"BEST I )ISTRICT PRACTICES" can serve as animportant tool in assisting a school district's goventanceteam in beginning to achieve an integrated curriculumwhich will ensure that academically rigorous andrelevant learning occurs for all students.

1

Part I


Bell County School DistrictState: Kentucky

Contact Person: tIeorge W. Thompson. PrincipalBell County High School

Be ''ounty School DistrictRoute I , Box SS

Pineville, Kentucky 40977(60() 3 37-7061

District Description:Bell County School District lies in the southeast

corner of Kentucky. The majority of the district's 3.60(students are Caucasian. Eighty-five percent of thestudents qualify for a free or reduced lunch. Fifty-twopercent of the students receive Aid to Families ofDependent Children (AFD(' ). The district consists of onehigh school, one middle school and ten elementaryschools.

Integration Features:elimination of general and low-level tracks:team teaching:block scheduling:career majors clusters:tech-prep:staff development.

Integration Narrative:Immediately following the passage of the Kentucky

Education Reform Act of I 990 which advocated highstandards for students, Bell County became involvedwith tech-prep. As a result the district eliminated itsgeneral and low-level tracks, encouraged teamteaching. and switched to block scheduling.

Bell County requires that its Sth grade studentsattend a I 2-week course on career choices. Thestudents then decide upon a career major:cluster which%yin be the focus of their studies. Leading te a tech-prepdegree. student majors may be in one of the follow ing

Personal Services - law enforcement .child care. nutrition. cosmetology. paralegal:Health Occupations:Business:Industria:Thchnology - transportation. miningtechnology. aircraft:

5

The district's tech-prep program leads to anassociate degree or two-year technical diploma atSoutheast Community College. Kentucky Tech. LincolnMemorial, Eastern Kentucky l'niversity, andCumberland Valley I lealt h Occupations Center.

As a result or Bell County's integration efforts, thedistrict's ACT scores have increased in the last threeyears. Also. AP scores increased 25';;, in the past twoyears. Huge gains were made in the statewideassessment scores, although the scores are still low.

In the future. Bell County hopes 10 begin anacademy. Additionally. Bell County seeks to examinechanging its graduation roluirements which may meanincluding a service learning minimum, anextracurricular activity, and a graded project whichreflects Kentucky standards.

Fiscal Notes:Bell County's biggest expense was the technical

assistance and the professional staff development itprwided. Besides dit Net reseIrces. Hell Catint hasreceived assistance from the National Alliance forRestructuring Education and t he Southern RegionalEducat jolt Board.

I essons Learned:Block scheduling lor classes resulted in less lecturingand more hands-on relevant learning.

2. The block schedule has allowed teachers to team-teach or collaborate and to receive on-going training,

I. It is vital that the board has documentationregarding the district's improvements.

Central Valley School DistrictState: IVashington

Contact Person: Mike Pearson, DirectorHigh Schools/Professkmal-Technical Education

Co ii ral Valley School DistrictI 910; E. Cataldo

(Ireenacres. 1VA 990 I( -091922-6700

District Description:The Central Valley School District accommodates

I 0.000 students in I 3 elementary schools. live iuniorhigh schools and two high schools. A third of thestudents receive a free or reduced lunch. Almost 95",. ofthe district's students are Caucasian.

Both of the district's three-year high schools havean enrollment of about I .250 students. Approximately

of graduates continue beyond high school withadditional education in colleges, universities, andtechnical and vocational training.

Integration Features:career paths:stall' development - Proje,- Vanguard:business and community linkages.

Integration Narrative:Central Valley School District's integration efforts

began with the establishment of the Student CareerOpportunity Paths in Education (SCOPE) program in199 I. Begun as a pilot program at one of the district'shigh schools. SCOPE used the career path model as theapproach to achieving integration. Through SCOPE.students are provided with a choice of curriculum and aS-year educatiolual plan combining academicrequirements. vocational/technical training, collegework, apprenticeship or military training.

Key components of the SCOPE program:Incorporates a variety of learning programs.

2. Vocational and technology programs provide highskill instructknu and experiences to enable studentsto enter advair:ed post-high school preparation forcareers.

3. Every curriculum includes career infusion activitiesand instruction to connect learning wit h relevanceand practicality of career interests.

I. Thachers develop integrated lesson plans andactivities.Students are placed in a career path based on acompi ehensive inter,st inventory

6

I3usinesses play an important role in classroomactivities and provide unkjue opportunities forst udent s to see what the real world is like.

"Flue six career paths around which the curricularevolves are:

Business. Marketing and Management:Business Communications and Opera ens:

Technology in Society:Engineering. Science and Medical Services:Creative and Applied Arts:Social. Health and Personal Services.

One of the issues the school district uvill address tobuild upon the impact of its integrated efforts is that ofthe scheduling of the school day. The district is alsointending to implement career paths in the otherdistrict's high school.

Fiscal Notes:The district received funds from the state of

1Vashington for the piloting of its career path program.This amount varied from S30.000 to S I 30,000 pervear during the course of lOur years.

In addition, the district utilized Project Vanguard(see page ion to provide the staff development onintegration. The district also relied upon localbusinesses to provide their expertise and work-basedlearning experiences.

fxssons Learned:. Restructuring must include a vision from the top and

a commitment to implement from the bottom.2. Keep the community informed.1, niderstand that it is easy to quit and I ry something

new: it is harder to continue developing efforts.

East Side Union High School DistrictState: California

Contact Person: Dr. Lois FreemanAssistant Superintendent of InstructionFast Side 1 'nion High School District

S 30 North Capitol AvenueSan lose. CA 95 ; 3

I -MS I2 72-64 74

District Description:East Side 1 :Mon High School District is thc second

largest high school district in California. It consists offourteen high schools. serves more than 2.2.(100students, and represents an economically diversepopulation. Hispanic and Asian Is;anderstudents each represent approximately ;8" of thepopulation. Caucasians compose 20",, of the district'sstudents while African-Americans represent 7%.

Integration Features:partnership academies:start' development:career pathways:tech-prep:team teaching:students in common:career guidance:student mentorship internships:linkages with ROI'. lobs For Americti's t;raduates:

7

Integration Narrative:Fast Side (*him High School District's integration

efforts began with the establishment of partnershipacademies in 1 9S S. Stall development time waspiovided during the summer to work on curriculumintegration. During the last five years. the district hasconcentrated on developing career pathways.

Fast Side [Mon I figh School District compiled all itsintegrated eftbrts on a .nat rix which reflects that 1 hedistrict has connected its integration efforts to thefollowing:

fittlr approved tech-prep programs:partnership academies emphasizii ig team teachnstudents in common and employability skills'certification:at least one career pathway in every high schoolsome of the pat hwil) s involve t he RegionalOccupational Programssuulent mentorships,lin('rnships:career guidance delivered by parents and stall at thekTder elemeinary school districts.

Fast Side Inion 1 ligh School 1 )ist rict curreiitivoperates twenty career strands using basic standardsconsistent with Goals .2(HH). Chapter I . and theFlementary and Secondary Education Act. Fver strandhas three career paths. i.e.. the district's manufacturingprogram has a technical side. business side, and a tech-prep side. The core of each path is identical. coilsistingof educational and occupational skills. The differencelies in the electives.

COI 11 ill! led

East Side Union High School DistrictContinued

More than 3.000 students. or approximately 1of the student population. experience an integratedcurriculum. Approximately 9(1 teachers are involved inthe integration efforts.

Also connected with its integration efforts is thedistrict's involvement with Jobs for California'sGraduates. an affiliate of jobs for America's Graduates.This is a statewide pilot effort which has allowed thedistrict to use and work with jobTraining PartnershipAct ()TPA) funds to assist seniors who are at risk ofgr -.duating with no employability skills. The programprovides job specialists at 7 sites who each have a 4()student caseload. The job specialists help studentsthrough the educational system to build employabilityskills during the students senior Nvar and the ninetnonths immediately following.

A school-to-career consortium composed ofeducators, business representatives. parents andcommunity organizations was recently started toprovide additional internships and teaching locations,to assist with defining employability skills, certificationand program standards: to gain support for requestingemployability certificates and portfolios: and 'o generatemore industry support.

East Side Union High School District will continueto centralize and promote its efforts on a district widelevel. Along with its efforts to allow students to easilychoose a career pathway at different school sites, thedistrict is promoting the use of portfolios systemwide.Additionally, the district intends to utilize teacherscurrently involved sit h integration to recruit otherteachers as members of instructional teams.

8

Fiscal Notes:The district has been ab!e to expand its integ:::ted

efforts utilizing several methods. First, it chose not toduplicate every career pathway at every school. Secot id.through its [bats on staff development and peer teacherrecruitment. its integrated efforts continue to expandyearly. Lastly. it has connected its integrated efforts andfunding with ongoing programs, i.e.. IMl . lobs l'orCalifornia's Graduates. and the Santa Clara school-to-career consortium.

Lessons Learned:. It is necessary to provide ongoing staff development

opportunities for teachers.2. Pre-packaged integrated curriculum is not a wise

it westment.3 Partnerships with other agencies have lielped

support integration efforts.4. It is essential to utilize every resource, rather than

duplicate efforts.Accountability is imr. .rtant and helpful in promotingand achieving integration.

Elk Grove Unified School DistrictState:California

('ontact Person: Christy Moustris. Direett»-Educational °priory: and I 'Omtiolial Eflumtion

IA-Grove ii ilied School DistrictS520 Elk Grove Blvd.Elk Grove. CA 9 i624

1916)686-7726

District Description:Elk Grove Unified School District lies in Sacramento

County. A growing area and school district. Elk Grove(Milled School District serves more than 34.000students at the 2:3 elementary. 4 middle and 4 highschools, Almost SO% of the students are Caucasian:21 are Asian-American: 1S'N, are African-Americanand 14"., are Hispanic. Nlore than 20"., of its studentsreceive Aid to Families of Dependent Children (.11:DOand more than 30",. receive a free or reduced lunch.

Integration Features:elimination of basic and remedial math:technology education:articulated agreements:applied academics/tech-prep:partnership academies:stziff (levelopment:port folitis:distance learning:internships for students and teachers:teacher monitoring.

Integration Narrative:Integration efforts in the Elk Grove Fnilied St hoOl

hstrict were started in I 9SS. In I 959, the dktrictrecewed a high sehool integration grant and developeda career path concept kir each career vocation subjectarea. Thk. however. was not implemented.

Elk Grove School District raked itsgraduation requirements by mandating algebra andgeometry. 'Hie district also has a technology graduationrequirement.

All courses in the Elk Grovelnilied School Districtbusiness divisions are now articulated with a localcommunity college district. These courses, in turn, arearticulated with the nearby state university. Additionalarticulation agreements exist wit h another communitycollege for its courses in: Child Development: Eoi)dService and Automotive Technology.

Elk t;rtwe Unified School District has implementedan applied academics course. the Brinciples ofTechnology component of the tech-prep cottliguratioit.at one of its high schools.

At least one partnership academy exists at each ofthe Elk Grove Unified School District's high schools. Allacademy team members participate in the CaliforniaDepartment of Education's curriculum integrationworkshops. Academy teachers require the completionof student portfolios.

A distance learning lab and the Internet s

installed di one of the diNthet's academies. Thoseacademy students arc concurrently enrolled in a localcommunity college's medical technology course.

A limited number of internships for academyteachers and students are currently being pursued.Academy teachers are also available as mentor teachersto other teachers in the district.

One of the academies is currently working with aspecial project Which provides an integrated curriculumthrough the use of industry skill standards.

Fiscal Notes:must of the district's integration efforts are funded

vith Carl D. Perkins Funds. In addition. the dist, 'ctutilizes kinds from a pi ivate foundation. the state. anddistrict general funds.

Lessons Learned:. Board members have a critical role in advocating to

the community that integration is about raisingacademic standards.

2. II important. but difficult to obtain A I credit fur

anew mod emu \es,1. Teachers really want to know Is hat skills businesses

need from their employees and are willing to changetheir curriculum to help develop those skills.

9 o1.

Fort Worth Independent School DistrictSlate:Texas

Contact Person: Deborah RussellSi/tog:Community Development Sperifilist

Project C'Fort lVorth Independent School District

MO N. University DriveFort Worth."I'exas 7(1107

(8171871-2-MI

District Description:Fort Worth Independent School District is a unified

school district in the Fort Worth metropolitan area. It i.

the fourth largest school district in Texas with 1 1 1

schools including 21 middle and 12 high schools. \lorethan 70.000 students are served in this district coveringmore than 200 square miles. The student population iset hnically diverse wit h 34 N, African American.Ilispanic. and itl`!. Caucasian students.

Integration Features:business partnerships:linkages with local institutions of higher education:K 1 2 locus:internships !Or students and teachers:teacher nwntorhig:elimination of basic and remedial math:port folios:The New Standards Project:technology education.

Integration Narrative:In 1989. under the initiative ol miscltoojltoird

member and the supet intendent. Project C. was formed.l'he project name refers to Fort Worth \ "Conummay.Corporations. and Classrooms" working together totr;;;Isform Fort Wort h \ schools so that all tlw district \students would acquire the knowledge. skills andattitudes necessary for success in school, in the workplace. and in life. Other partners in Project C inch, I.leaders of the local institutions or higher education. themayor and other civic leaders, local and nationalfoundations, and tlw National Alliance of Business

10

'I he Project C partners recognized that three taskstyere fundamental to its efforts:I. define success Ili the workplace:2. establish performance standards:;. link classroom instruction to real world application.

In I 9S9. 25 :ocal Chief Executive Officers workedwith Fort Worth Independent School District (FWISDtto formerly initiate Project C'. lore than 250 additionalbusiness owners joined them because of their shareddifficulty in !hiding qualified personnel. They committedinure than .(10() workers to analyze almost SOO jobs inmore than 3(1) occupations for the necessary skills.levels of proficiency, and salaries.

The analysis provided information as to the set ofskills FWISD students needed upon graduation. Severalprograms strategies. and components of Project C'were theft developed to help FWISD studenits achievethose essential skills. They are based upon tlw following"integration" characteristics:1. improving the match between what the work place

requires and what students are taught in theclassroom:

2. improving the match between how students an.taught aiR, now they are expected to perform atVtork:

;. increasing student motivation to work hard andsucceed ill school.Tlw programs inud strategies developed it iclude:

Vital I.ink In I 99 3-94 this project provided morethan (ttn incombig 7th graders and their teacherswith real life work experielices for a week. The workexperience is integrated with classroom learning.Integrated Curriculum Projects -This effort assignsspecially designated teachers to develop integratedcurriculum projects and mentor other teachers inorder to assist them in their efforts to integratevocational education and academic learning.Equity 20110 - The goal of this program is tosubstantially increase the number of economicallydisadvantaged and minority students who attend and

1 3

Fort Worth Independent School DistrictConfirmed

succeed in college by improviiig academicpreparations and raising qudent expectations andmotivations. The lirst step of this program was toeliminate basic Or remedial math for freshmen and toinstead require them to take algebra.Applied Learning -This effOrt makes the colik.'nt andprocess of learning more directly related to therequirements or the workplace. It includes thecreation of Applied lcarning Center school sites anda special staff development program for teachers.The Portfolio Project -This project is designed todevelop a competency-based student portIOliofacilitate its district-wide usage.The New Standards Project - \Vith the assistance ofthe National Center on F.ducat ion imd the Economyand with the I.earning Research and DeveiopmeinCenter at t he University of Pittsburgh. the goal ofthis project is to develop a national assessmentsystem that will include t hued performanceexaminations. student group and Mdividual projects.and student work portfolios.

Fiscal Notes:When Project C began. no Rinds were available.

The district used existing funding or corporate grantsfor most of the project. Current operations were used asresources so that costs did not become a barrier.Corporations as well as local and national foundationshave since been very generous in their support ofProject C'.

The most expensive integration minative has beenthe technology education component. lore t hanS6 million for technology labs was spent for all 12 !Ugh

11

schools and 14 middle schools over four years. Inaddition. computer labs now exist in all K-12 :;chook.All but six of the 105 campuses were retrolitted toaccommodate 'rech Labs. The average middle schoolcost was S I S(1.()0() - S I 75.000 and the average highschool cost was double that amount.

The district's integration efforts began and continueas a co-directed effort led by a school district and achamber of commerce official.

Lessons Learned:. A sustained effort to "stay the course is essential.

7. Educating everyone credentialed and classifiedstaff, parents. and community members wascritical ffir the integration foundation and success.

3. The local survey on occupations and necessary jobskills was the district's entry key 'nto the community.

4. Appeal to the business community for theireX perience and ex pertke they will prove to be avaluable resource.

Attachments:Vital link Scope and Sequence: The f011owing chart

demonstrates F\VISD's vision of integrating academiclearning and vocational education in grades K-1 2.

Grade CareerAwareness

2

3

4

6

0

Curriculum

II IGuidance/Counseling

LeadershipCounseling

Speakers

Portfolios

Economic Readiness. l.A. Classroom Guidance

Parent Education

Personal/Social Counseling

Student Council

Speakers

Career Day

Portfolios

Our Families 'LA. PersonaliSocial Counseling

l'arent Education

Classroom Guidance

Student Council

Speakers

Career Day

Portfolios

How does a Community

Work:/ I.A.

Personal:Social Counseling

Parent Education

Classniom Guidance

Student Council

Safety Patrol Council

Speakers

Carver Day

haerview Techniques

Pomfolios

Working in a City -LA. Academic Counseling

l'crsonal 'Social Counseling

Parent Education

Classroom Guidance

Standardized Testing

Student Council

Safety Patrid Council

Speakers

Career Day

Interview Techniques

Port [(trios

Stale and Regional

Economics,l. A.

Academic Counseling

PersonahSocia I Counseling

Parent Education

Classroom Guidance.


Strident Council

Safety Patrol Council

Speakers. Career lirry

Career Shadowing

Writing lor the Conant:nit y

Portfolios

The Nal ',mid Econi,mv l.A,

Rosiness liask.s LA.

Junior 1.niversity

Academic Counseling

Personal/Social Counseling

Parent Education

Classroom Guidance


Student Cmincil

Safety ratrol Council

Speakers, Career Day

Career Shadowing

Writing Mr the Community

Portfolios. Professional

Preview Program

The Global Economy LA.

Project litisinesslA.The Economics ni Slat mg in

School ,jA,

1Vorld ol Work 201111

lnterdiseiplmary t na

Aptitude & Interest Testing

Academic Counseling

Personal Cocial co,"linParent Education

Classroom Guidance


Student Council

Student Leadership

Cmilerence

12 1 5

CommunityService

Mentorships/internships

CollegeOrientations

VideoConferences

Grade

Service Projects

Service Projects Nlentorships. Shadowing

Workplace Visits

Campus Based Discussions

Interviews

eacher Internship

Service Projects Mcntorships. Shadowing

Workplace Visits

Campus Based Discussions.

Interviews

Teacher Internship

luffior I niversityI I I Have a Dream"

Service Clubs Mentorships. Shadowing

Workplace Visits


Interviews

Probsional Preview

Teacher Intel nship

Paving (he Way

"I I lave a Dream"

IIQI ITY _Bon

Project ABU'.

Collegg/Career R(', AI ree

Center

1

2

3

4

5

6

1 1 1°1° 11 1

Grade CareerAwareness

7

8

9

10

11

12

Curriculum Guidance/Counseling

LeadershipCounseling

Speakers. Career Dav

11.riting for the Community

Career Shadowing

Vital link Internship(Summer)

Portfolios

Projed Business I A.

The Economies ol Staying in

Sclkiol 1..A.

E1\ ISD Course Offerings


Academic Counseling

Pt`Nt mat Social Coun,,eling

l'arent Education

Classroom Guidance


Student Council

Student Leadership

Conference

Speakers. ('areer I )ay

Career Shadowing

Interview Techniques

Portfolios

Writing for the Community

I'mject Business LA.

The Economics of Staying in

School I.A...1Igebra &

Geometry Readiness. Academy

IWISD Course OlTerings


.1eademic Counseling

Personal:Social Counseling

Parent Education

Classroom Guklance


Student Council

Student leadership

Conference

Speaker,

Career Shadowing

Portfolios

\ lock Intervieu N and

Simulation,


Project Business LA.

.Algehra & Geometry Readiness

Academy

FWISD Course ()Hering,.

Aptitude & Interest 'resting

.Academic Counseling

Personal Social Counseling

l'arent Education

Classrooin Guidance


Student Council

IMIth anti Government

Speaker,

Career Shadowing

PortIolio,\ lock Interviews and

Simulation,

Writing for the Commuinty

Success \ ow I A.

Applied Economics

lunior Achievement Company

IA 1 ISD Course OlIerings


Academic Counseling

Personal-Social Counseling

Parent Education

Classroom Guidanc:


Student Council

Youth and Government

Legislat Ise Sl2Y:ion

Speakers

Cooperative Research

\ lock Interviews and

Simulations

Port lolios


Success \ ow I.A

Applied Economics

junior Acluesement Commis

IAVISD Course Offerings

.Apt illicit' & Interest Testi»g

Academic Counseling


Parent IThication

Classroom Guidance


Student Council

Youth and Got ernment

I egislatn e Session

Speaker,

Cooperat it e Research

A lock Inters iety, and

Simulations

Port lohos. .1pprennceship

Writing tor the Community

success \ ins I.A

Apphed Economic,

Junior Achievement Company

l'WISD ('ourse ()Hering,

.1ptitude & Interest testing

Academic Counseling


Parent Education

Classroom Guidance

Standaidized Testing

Student Council

Youth and Got ernment

Legislative Session

141 "

CommunityService

Mentorships/Internships

CollegeOrientations

VideoConferences

Giade

Service Clubs %lentorships, Student Internship,

Shadowing, Workplace Visits


Interviews, Professional

Previews, Teacher Internship

Paving the Way

I Have a Dream

EQUITY 2000

Project ABLE

College/Career Resource Center

Duke Talent Identifications

Service Clubs Mentorships .Student Internship.Shadowing. Workplace Visits

Campus Based Discussions,

Interviews. Professional


Paving the Way

I Have a Dream

College Night

EQUITY 2000, Project ABLE

University Outreach

Informational Seminars

I-CARE Mentorships, Apprenticeships

Student Internship Shadowing.

Workplace Visits

Campus Based Discussions!

Interviews. Professional


College Night. "I Have a Dream"

(MSI2. (H.S.+1, EQUITY 2000

Youth Opportunities Unlimited

University Outreach



I-CARE Mentorships. Apprenticeships

Student & Teacher Internship

Shadowing. Workplace k'isits

Campus Based Discussions!

InterviewsProfessional Previews

College Night, "I Have a Dream"


(H S.+ ). IMS12

EQUITY 2000


University Outreach

I-CARE Mentorships, Apprenticeships

Student &Teacher Internship

Shadowing. Workplace Visits

Campus Based Discussions/

Interviews

Professional Previews

College Night, "I Have a Dream"


(H.S.+L (MS12

EQUITY 1000


I 'niversity Outreach

litleconferences

Student Designed

Teleconferences

I-CARE Mentorships. Apprenticeships

Student & l'eacher Internships

Shadowing. Workplace Visits

Campus Based Discussions,

Inter vim..

Professional Previews

Co:lege Night. "I Have a Dream"


(H 5.+), (M512

EQUITY 2000


I 'niversity Outreach

Teleconferences

Student Designed

Teleconkrences

7

8

9

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'IL

Greater Lowell Regional VocationalTechnical School District

State: MassachusettsContact Person: Bill Burns Cluster Chairperson

Greater 1,, .11Regional Vocational Technical School District230 Pawtucket Blvd.

Tyngsboro. MA 01879(i08)4i4-5411

District Description:Located in northeastern Massachusetts. (1reater

Lowell Regional Vocational Technical School Districtcovers four communities and consists of a single school,Grater Lowell Regional Vocational Technical School.The school serves grades 9-12 and provides post-graduate educational programs along with a strongemphasis on adult retraining. The voc-tech (vocal ional-technicah programs were designed to teach and trainany and all who wanted a vocational and technicaleducation regardless of ability. The school district servesa multi-ethnic and multi-cultural population.

Integration Features:competency-based:business and labor connection:career/cluster paths:staff development:team-teaching:internships. job shadowing. cooperativeeducation. mentoring:school-based enterprises:portfolios:academy:emphasis on special education, bilingual education.and C1lapter 1 courses.

16

Integration Narrative:As early as I 979. competency-based instruction

was adopted by Greater Lowell Vocational TechnicalSchool District and became the foundation for itshitegration efforts. Incorporated into the integratedinstruction. students must demonstrate competencies inthe following areas: occupation. knowledge application.personal skills, and employability.

An advisory committee composed ofrepresentatives of labor and industry. students. andparents has played an important role in the discussionof employability skills and core competencies. As aresult of their input, a course On work ethics wascreated.

In the past four years. career/cluster paths havebeen developed. In-service meetings were held duringwhich math and voc-tech teachers were teamed up byclusters to ensure integration.

Grade 9 is de.:igned as an exploratory program. Inthe second half of the :ear. 91 h graders select a x.oc-tprogram or cluster to pursue. Voc-tech programs areorganized utilizing the following cluster concepts:

Construction Technology:Manufacturing. Transportation. Electronicsand Design:Health, Personal Services and Related Arts:Marketing. Information Processing and Hospitality.

1.4 9

Contimwd

Greater Lowell Regional VocationalTechnical School District

( °mutat d

Fitch student in grades ID- I 2 specializes in theirvoc-tech program. The lOundat ion for the cluster occursin the 10th grade. Within the cluster, there may be astrand or minor focus in grades 1 I and I 2. For example.the Information Processing cluster has 4 strands:microcomputer applications. accounting:programming: and word processing.

Internships. job shadowing. cooperative educationand mentoring have also been incorporated into theeducation system. Cooperative education employersmirk with students during their 12th grade tvar andassist in student assessnwnt and skill development.Many students transition smoothly into full-timeetnployment. The school district works witli a localbank which has an on-site branch. The school alsooperates its own retail stores in an in-school mallsetting.

The cooperative rdtwation experience is evaluatedin part using competency reporting and studentport 101ios. ;realer Lowell Regional Vocational TechnicalSchool District hopes that its portfolios will serve as avehicle for promoting and documenting integratedefforts. The portfolios were introduced as a pilot projectfor 9th grade and will be gradually phased in over allfour vars to provide a eomploe competency profile.

Recently, the school district began an academyintegrating cosmetology, math. science. social studies.and Fnglish. The district intends to continue using theacademy as a vehicle for integration. The district alsohas ensured that some degree of integration has beendemonstrated al its special education, bilingual. andChapter I courses. This effort serves as an importantfocus for In' district.

Fiscal Notes:( ;realer Lowell Regional Vocational 'technical

School has spent all public funds on its integrationefforts. Tlw bulk has come from state and federal funds:30% has come from the local level primarily to supportthe curriculum developtnent process.

Lessons Learned:. Successful integration must:

he comp...0yd to ot her mains; wain reform efforts:identitY what individual people are supposed to do:pnwide opportunities for cnrriculum development

nfl

include all students and all teachers.2. The school board must ensure that resources are

provided Or redirected to ensure t hat someone candirect the district's integration efforts.

21)17

Hall County School DistrictState: Georgia

Contact Person: Dr. Gwen MondayDirector of Curricuhim

Hall County Schools District711 Green Street, Suite 100

Gainesville, GA 3() 5(15-0298(7701 5 34-1(18(1

District Description:Hall County School District lies north of Atlanta.

The district's 16,000 students attend four high schools,four middle schools, and seventeen elementary schools.Eighty percent of the students are Caucasian. Less than10% are Hispanic or African-American. Approximately30% receive a free or reduced lunch and/or Aid toFamilies with Dependent Children (AFDC).

Integration Features:team teaching:staff development:applied academics:"High Schools That Work:"academic support:t.ec .1 -prep.

Integration Narrative:Over the past three yvars, I tall County School

District initiated its integration of academic andvocational education by focusing upon one high schoola year. At the site level, a small group of academic andvocational teachers would become partners. Staffdevelopment on integration was provided for theteachers to help them with their curriculum ellOrts.

Some of the district's academic teachers gave itpresentation to the school board regarding appliedacademics. The school board later provided funding forteachers to develop the district's applied academic coursesand supported the district's involvement with the SouthernRegional Education Board "Iligh Schools that Work"program.

18

'1'he district has higher academic expectations lUr itsstudents as a result of the integration occurringbetween academic and vocational education. To assiststudents in achieving those expectations a "zero period"was added to the school schedule to serve as a tutoringperiod, either before or after school so that students callreceive the extra help they may need.

In addition to building upon its integration effort...the district has begun planning its tech-prep programwith neighboring school districts and hist it utions ofhigher educat

Fiscal Notes:Over the past lour years, state and local funds have

been used to support the district's integration efforts.Materkds and equipment cost 580,000. Staffdevelopment in applied teaching methods requiredS150,000.

The Chamber of Commerce served as a resource tothe district by involving local businesses and industriesto share their expertise. Parents and communitymembers contributed much feedback and input into t hedistrict's integration efforts.

Lessons Learned:I . Active learning is more effective than lectures..2. Practical application 'sat) be shown in all subject

areas when t he integration of academic andvocational subjects occur.

3. Relevancy is very important it) a child's education.

2 1

Lexington County School District FourState: South Carolina

Contact Person: Sandra C. SarvisAssistant Sitperintendent

.cxin gton County School District FourP.O. Box 569

Swansea. Soul h Carolina 29 I (A)18(131568-iSS6

District Description:lexington School District Four hes in a rural

community, south of Columbia. in South Carolina.Approximately 70% of tlw population is Caucasian. andthe other W'!, is African-American. Many of thestudents come from families with a low socio-economicbackground.

The dist rio serves 2.500 studoits in grades pre K- I 2through two elementary schools. otie middle school. andone high school. Over :50% of the students graduate fromhigh school or proceed to post-secinidary schools.

Integration Features:tech-prep:"I ligh Schools That Work:-articulation:applied cademics:eliminated general education courses:staff development:K- I 2 and beyond focus:comprehensive career guidance:aut bent ic assessment .

Integration Narrative:Prior to 1959. the school district had the highest

dropout rate in the stale. In I 989. Lexington SchoolDistrict Four became involved wit h tech-prep as one ofthree model sites in South Carolina for the Soot heritRegional Education Board's I ligh Schools that WorkProgram. In 199R it developed a live yearimplementation plan for changes in the school district:t Ids plan emphasized the integration of academic andvocational learning. In I WI I . it implemented the plan

19

and worked on articulation. integration of academicand vocational content, instructional strategies, andstaff development.

In two years. t he district had met the goals of its liveyear plan. This included integrating the curriculum.instituting an applied academic program. reducing thedrcipout rate. and eliminating general educationcourses.

Central to Lexington School District Four'sintegration efforts was staff development. Beginning inI 99(). math. science. and English teachers had to attenda two week summer institute or graduate course onapplied academics. The (listrict's high school teachershad two years in which to be trained: new teachers wereallowed one year. In addition. staff developmort waslinked with teacher evaluation.

)eveloping a well-articulated K- I 2 system basedupon higher standards also continues to be critical tothe district's current work. This is evident ill a variety ofmethods including:

the establishment of a Career Exploratkm Programat the middle school level:the establishment of an Advisor/Advisee program atthe high school level and at \lemon/Money Programat the middle school level;training a cadre of teachers and administrators inintegrated performance-based assessment strategies:St 11 grade teachers assisti.ig their students to createhigh school plans:middle school math teachers teaching pre-algebra to7th graders and algebra for tit h graders:middle and high school English teachers conveningtogether periodically to reline curriculum and planI( )get her. (As a result or their meetings theydeveloped K- I 2 reading list and recently compiled asummer school reading list.):eliminating ability grouping at the elementary level.

0As.

Lexington County School District Four('ontimwd

Elementary school teachers teach integrated lessons,more and more, with a focus on career awarenessand in heterogeneously grouped classes.

1Vith its integration emphasis and focus on highexpectations, Lexington School District Four in only afew vars was able to reduce its 7.7% dropout rate to1.0%. In addition. from 1990 1993. the districtachieved significant gains in its English. science, andmath scores as measured by the National Assessment ofEducational Program (NAEP). As a result, the districthas been named one of the Southern RegionalEducation Board's "High Schools 'l'hat Work-Demonstration Sites. The district is also an AdvancedIntegration Model Site with Southern RegionalEducation Board.

20

Fiscal Notes:The funds for Lexington's integration ;.'fforts largely

calme from the state's Carl I). Perkins Act Weral fundsand a grant from the Southern Regional EducationBoard. Funds were primarily used for staff developmentpurposes.

Lessons Learned:1. Once a structure is in place to support institutional

changes, integration naturally continues from theexcitement of the rigorous and relevant learning.

2. Staff development is key, and teacher buy-in andsupport is crucial to making integration happen.

3. The board's consistent support particularly withthe vision, articulation, administrative support. andliscal support allowed the district to make changesquickly and thoroughly.

4. The more changes that are made, the more the treedfor additional char iges become apparent. Resistanceto change is I he greatest barrier which must beovercome if integration is to occur.

p

Lucia Mar Unified School DistrictState: California

Contact Person: Joseph K. Boeckx, SuperimendrntLucia Mar 1:nilied School District

602 Orchard StreetArroyo Grande. CA 9342(1

(80i ) 473-4 30(1

District Description:Lucia Mar is located on Calilbrnia's central coast.

Lucia Mar serves slightly less than l 0.000 stukntsthrough its one high school. (a continuation andindependent study school). three middle schools, andten elementary schools. Two thirds of the students areCaucasian. The remaining third is largely Hispanic. Onethird of the students qualify for a free lunch while lessthan 5% receive a reduced lunch.

Integration Features:K -12 focus:partnership academies:applied academic materials:corporate partnerships:all students, including those tyith special needs:staff development.

Integration Narrative:During the 1987-88 school tvar. the Lucia Mar

Unified School District Board of Education instructed itssuperintetident to look into improving studentperformance in the district. During the next two years,the school district developed an improvement planwhich included an aligned K-1 2 curriculum, higherstandards for student perforimnce, and an enhancedstaff development program. As a result of t he district'splan. its paradigm of learning was changed from"learnitig for some- to "learning for all.-

At the elementary level, cnie of the schools has usedvideo and computer technology to implement a school-wide communications theme. Student-created.technology-related products. tek.comnitinicatitmactivities, and technology-based assessments are thebasis of t he academic program.

21

In the fall of 1988. "Exploring:lechnology- atPauling Middle School became a model technologycourse for the state of California. The class offersstudents I modules, each based upon an eight-dayformat. At another of the district's middle schools, threecomponents of its technology department Life

Management, Exploring 1:(xlinology and ComputerScience are offered as nine-week exploratory classesin the 7th grade and as a semester class for 8th graders.

At the high school level the district has a university-approved freshman science course taught by a team ofacademic and technical teachers. The coursecurriculum and its assessment were written by stalTfrom the high school, junior college. and local four .t.earuniversity as well as eleven corporations.

Purchased integrated curriculum materials, suchas applied academic materials from the Center forOccupational Resean Ii and Development (C.O.R.I).).serve as the basis of an integrated science class. Inaddition, at the high school, the special needspopulation is included in the high schools integratedprograms. A special 9th grade cal cer explorationprogram was established for students with specialneeds.

In addition, the district designed severalpartnership academies with corporate partners. AtArroyo (;randc I ligh School. the Business EducationSchool of Technology (BEST) was able to develop apartnership "wealth academy- which featuresintegrated academic courses, a tech-prep program tvithAllan I lancoek Community College, and four careerprograms. The academy's partners niclude California

4 'i

Lucia Mar Unified School DistrictContinued

Polytechnic State rniversity and Safeway.Based upon a partnership with Ventura junior

College and the Toyota Corporation another academywas designed. The district renovated the auto shop and

)yota, in turn, trained the school's staff and designedan evaluation process. Students complete the programthen continue their studies at Ventura Junior College.

In the district "daVinci Connections- is the thirdfully integrated school-within-a-school at the highschool level. Through "daVinci Connections-, English,histor y. art, and technology serve as core academiccourses for the high school's industrial technologystudents.

Lucia Mar continues to strengthen its existingacademies and ensures that students throughout thesystem achieve the performance standards itestablished. Based upon an affiliation with theEndeavor Center and NASA. the (listrict plans to"launch" an Astronautics Academy in the 199 5-96school year.

As a result of its integration efforts. Lucia Mar'sdrop-out rate has continued to decrease. In six years.instead of 20% continuing with higher education ortechnical schools. 8 1% of the district's graduates nowcontinue t heir st

22

Fiscal Notes:The district has used Carl D. Perkins funds to help

its teachers from various disciplines begin developing anintegrated academic and vocational curriculum. It alsohas used funds to hire technical people from outside theschool district te.g. a NASA staff person) to assist withtheir academies.

Corporate partnerships have also resulted inadditional substantial funds and expertise beingprovided to the school district.

Lessons Learned:It is critical to involve employers by informing themthat the district wants to do a better job preparing itsstudents to be productive employees.

2. It is important to ask employers what they thinkproductive employees are able to do.

3. A flexible school schedule is necessary to coordinateefforts with local colleges.

4. Partners both on the educat ion and the industry sidedo not have to be located nearby.

20

Pasadena Unified School DistrictSlate: California

Contact Person: Alma Dillard, CoonlimitorPartnership Acaden ties/ Mc nti»-ship Progliml

Pasadena nilied School DistrictIS I South Hudson Avenue

Pasadena. CA 91 109iSI8668-4549

District Description:Pasadena i!nified School District has an enrollment

of more than 20,000 students served in 3 3 schools.including four high schools. Since the I 960's itsenrollment has drastically declined and its demograph-ics have changed from a majority Caucasian district toan enrollment of about 39', Hispanics, 37":. AfricanAmericans. I 9% Ci..ucasian, and S'N. Asian2Nearlv 2 i";.are limited-English proficient. About 40'!.. of t hedistrict's students participate in the federally funded"free or reduced" lunch program. Almost 20",, of itsstudents are from a farnily receiving Aid to Families with/ependent Children (AFD(').

Integration Features:involvement of business community:partnership academies:mentorships/intei nships:career clusters.

Integration Narrative:In 1988, the district began a broad high school

reform effort which included an attempt to revitalizevocational education. The local business ciimmunityas involved in the school district's efforts "to create

world-class high school graduates who would be able tocont ribute situ milicant ly t o t he vorkforce wit h orwit hout college."

The business community helped to develop curricu-lum for each academy and completely furnished theacademy classrooms. Funding from the businesscommunity provided the original support for thedistrict's efforts.

A Health Careers Academy and a !Ugh TechAcademy were begun in I 990. The following year. aComputer Careers Academy, I'mance Academy. SpaceAcademy. mid Graphic Arts Academy opened. In 1992.a Visual Arts and Design Academy was formed. Threemore academies are being planned in the fields of publicservice. envirmmental studies, and teaching.

Every . school In the district has at least onepartnership academy. Mentovships and niternships arean important part or an academy student's curriculum.

Nliddle school pre-academies tvere initiated, butdisbanded the following year due to lack of funds.Elementary school skill building reinforcement effortscontinued with the Saturday/Summer Enrichment, andthe Saturday Science Academy for grades 4-8. Thedistrict will seek additional funding for re-instit uting theelementary aod middle 'grade level pre-partnershipacademy efforts.

As pan t of Pasade.ia's current efforts to expandintegration, one of t h. high schools will begin a -careercluster" program for ill ninth graders to prepare theml'or one of the academ;-s.

Fiscal Notes:Financial support for Pasadeiiii's initegratiotm efforts

have been outlined on the chart oil the following page.

Lessons Learned:I . The added support of the board's presence at

academy functions assists in maintaining andhurturing institutional support for integration.

2. It is critical that integration be viewed as a perma-nent change as opposed to a temporary prograin.

Pasadena Unified School District

Pasadena's Fiscal Sources

Source

Continued

Amount Use

Federal Vocational Educational S )0(1.000/yr. Staff development. release period for academyDistrict Funds teachers, district coordination

State Career Guidance for I Ot h S60.000/yr. Pre-academy portfolios. career counselingGraders

State JTPA S'tt. Funds S i0.000/yr. Mentor support, district coordination

State Partnership Academies S 1 20,000- Two Academies, equipment, class sizo5 180,000/yr reduction. etc.

Los Angeles Co, ROP Approx. Pays much of the cost of Academy100.000/yr. technical classes

corporate Contributions 550.000/yr. Staff development. equipment

jobs For Future 20,000 Pilot youth apprenticeship

l'rivate Sector S i00.000+ Equipment time of employees

('omprehensive Math Science 52-7).(H)D Math tutoring and instruction for all newProject/Columbia l'niversity academy students. summers

2 724

Pine Bluff School DistrictState: Arkansas

Cmtact Person: Linda kittlerTech-prep Coor(imitor

Pine Bluff School District121 West Pullen

Pine Bluff. AR 7 11)1 1tin1154 3-427')

District Description:Pine Bluff School District serves 7000+ K-1 2

students in an urban community. It is the seventhlargest district in Arkansas in terms of the number ofstudents it serves. The district has 1 3 elementaryschools. 2 juMor high schools and I high school.

Most or 78% of Pine Bluff School District'sstucknts are Alrican-American. 'File remaining 2 I".are Caucasian. Aid to Families with DependentChildren is received by 3i". of the students: .S9".. of thestudents receive a free or reduced lunch.

Integration Features:"1 ligh Schools That Work:-Advanced Integration Models:common planning nine:common students:staff development:block scheduling:iipplied academics curriculum:action based projects:student portfolios:business linkages:tech-prep.

Integration Narrative:In Arkansas, upon graduation from high school, a

student can receive a college prep andior tech-prep sealwith a minhmim 2.7 S' GRA. I'pon completion of thetech-prep core, students are prepared to entervocational or technical program. a college preparatoryprogram. or a combination of the two.

Pine Bluff School District officially began itsintegration efforts in I 99 3-94 with the planning!developmet it of the "[Ugh Schools That Work--workshop and the state developed guidelines. The highschool, through its tech-prep program. supports threecareer paths or occupational clusters. The districtprovided staff development time and preparation timeto help initiate the integration of academic andvocational integration.

Applied academic courses have been built a thecurriculum. The use of action based project,. aJstudent portfolios have also been lundamental tp thedistrict's integration efforts.

In lanuary 199-1 Pine Bluff I high School beganserving as Arkansas' model site for becoming anAdvanced Model for Integrating Vocational andAcademic Studies. The career field which Pine Bluffligh School is focusing its integration model to be built

around is home economics.

2526

( .011111111M

Pine Bluff School Districtt'ontittited

Ill I 994. the district developed a brochure toinvolve the community more in tech-prep. A survey of10() businesses was also distributed to find out whatCOUrses and career paths should be added to the highschool curriculum to meet the community's and thestate's needs.

During the summer 1995. the Pine BluIT SchoolDistrict united the strengths of the schools. theChamber of Commerce and the business and industrialcommunity. 170 Link. a summer student internshipthat placed sixth graders into the workplace for a live-day period, was initiated. Students spent live half-daysactually working shoulder-to-shoulder with anemployee, instead of' just job shadowing. The studentswere supervised by a certified teacher while in theworkplace.

The high school is planning to go to a blockschedule in 1995-1996 to maximize the benefits fromits integration efforts. The year before was spentpreparing the stalT tOr the change. An activity period isbeing included which %vill be used for teachers to serveas advisors to students.

Also in 1995. the district is replacing some of itstraditional vocational courses with an exploratory lab atthe junior high and a SmartLab by Thchnology Lab2000 at the high school. Smart Lab is a comprehensivelaboratory for the study of science and technology. Itrepresents a total, integrated system of furnishings,equipment computer-mediated instruction, software,and in-service training.

To assist students in meeting the higher academk.standards resulting from integration. an extendedschool day. Saturday. and summer classes wereinstituted at the high school. In addition. a morestructured study hall was formed. Peer tutors andmentors From the nearby university and the communityare also utilized.

26

The district is establishing work-basedopport unit iec for students through co-op. jobshadowing. simulated work experiences, or a youthappr,41ticeship program.

In addition, the district is intending for itsSt h graders to develop foiir .ear Career Education Plans.Individual conferences with parents. counselors. andteachers for 8th graders will be held to assist students.Career Day activities at both the junior and senior highcampuses. reinforced by classroom activities. will beimplemented. The district is also intend:ng to coordinateits junior and senior high curriculum through guidanceand curriculum planning.

Fiscal Notes:The district supported its integration efforts

through the receipt and utilization of S140.000 fromfederal Carl I). Perkins funds. The district alsoanticipates receiving S15.000 per year for two 3'ears todevelop Pine Bluff High School as an AdvancedIntegration Model for Integral ing Vocational andAcademic Studies.

Lessons Learned:I .

).It is important to phase in the integration efforts.Integration has required faculty to become familiarwith the content of courses in their discipline andalso the course content across the entire curriculum.

1. Academic and vocational teachers can learnmethods and techniques from each other in order toreach all students.

4. By working together. teachers can make subjectsmore relative to real life and therefore learning moremeaningful to the students.

2D

Reynolds School DistrictState: Oregon

Contact Person: Ed Smith PrimipalReynolds High School

1698 Southwest Cherry Park RoadTroutdale, Oregon 97060

( --;() iI667-3186

District Description:Reynolds School District represents a suburban

community which serves 7.000 students in gradesK-12. The district's socioeconomic level ispredominantly Caucasian and middle class; thirtypercent of the district's students are consideredcollege bound.

Integration Features:tech-prep:Project X anguard:team teaching:K-12 focus:block scheduling:eliminated tracking;portfolios;Certificates of Initial and Advanced Mastery;staff development.

Integration Narrative:Revnokk School District began its integration

elThrts almost three years ago. They had been workingon tech-prep and had been trying to lind ways studentscan learn more and develop other cooperative efforts

with their local community college.The school district linked with Project Vittiguard

and received training on how to plan, implement. andoperate programs integrating vocational education andacademic curriculum. (Project Vanguard, based atSonoma State, California. is another nationaldemonstration project on integration which focuses onstaff development .

Reynolds School District began at the high schoollevel with the integration of Arts and CoMmunicationand also Industrial and Etigineering systems. Theacademic areas targeted were English, science, andmath. The vocational programs targeted were

automotive technology and graphics. The first step wasto team the teachers representing those departments todevelop an integrated curriculum.

A district-wide team was created to connect thehigh school efforts with the district. The district realizedthat if students arrived in high school prepared as theycurrently vatre. the district's efforts to integratevocational education and academic curriculum wouldnot succeed. Students in kindergarten and higher haveto be trained in active learning.

To determine whether the district is achieving itsvision, curriculum concepts will serve as benchmarksfor the Ird. 5th. and 8th grades. Alternative learningcenters are being developed for students who are notlearning. Thc elementary school teachers areencouraged to integrate their subjects and havelearning be more active and project-oriented.

In part to achieve integration, all middle schoolteachers have been placed on teams. In addition.students are connected with the teams. Active learningexperiences continue to be developed within the middleschools. Tlw class period was extended to 86 minutesresulting in an alternate day schedule and block classeskw the teams.

Currently. the curriculum is being rewritten in allacademic disciplines or Reynolds High School. Inaddition the school is piloting the integratedcurriculum. Ninth and tenth graders further benefit asthey share common core teachers in English. integratedscience, social st udk ;. wellness. careers and technology

Reynolds School District decided to totally revamptheir math progn.m wh.,:h is currently tracked. Theyare "untracking" the middle school math programs andthe high school program will soon follow. Tile intentionis to develop a IXIath 1, 2. 3. 4 program so that everyear students will still be doing all kinds of math and

will be shown the connection professionally.Also, instead or having biology or physics, students

will have a two-year requirement for integrated science.Thk science could be based upon a technical area.

:3 027

Continued

Reynolds School DistrictCOn t lied

Similarly. the district is developing a four-yearhumanities program and training English teachersregarding cotumunicat ion.

In addition, the school and the school district isusing the portfolio method of evaluating studentslearning under an integrated curriculum.

In June 1997 the first Certificates of Initial Masteryare expected to be awarded. 'I wo ears later. theCertificates or Advanced last erv are expected to bepresented. The Certificate of Initial Mastery will bebased upon completion of the following curriculum:

integrated humanities;integrated science:integrated math:foreign language:technology;wellness:futures (personal mastery, mental models, careers.and systems thinking) -- this area wouhf preparestudents to select a systent study area lor the Certificateof Advanced Alast('ry.

The Certificate of Advanced Mastery will he basedupon the following six strands:

arts and communication;business and management:health services:human resources:industrial and engineering systems:natural resources.

The district has yet to determine the specifics of t hefinal curriculum. They anticipate that there probablywill be the following related focuses:a. learning experiences with teams of teachers:b. content attached with experiences:c. authentic active learning experience sites t o reinforce

class-learning. This may include work experience, jobshadowing, mentoring, site visits, speakerpresentations. and apprenticeships:

(I. performance assessments:e. shared students and shared credits, e.g. the industrial

teacher may be able to give some math credit forwork performed.

28

Fiscal Not es:The major erpenses for the district's efforts to

promote and achieve integration has been that of staffdevelopment and curriculum development. i)istrict fundshave been used to pay tOr these efforts. along withmatching grant funds from other sources. For example.two years ago tlw Reynokls School District received aS I 20.000 grant from the Oregon Department ofEducation for its student performance project. The highschool received a $90,000 grant for curriculum writing.and the middle schools and elementary schools wereawarded $60.000.

The integration funds have paid for S full days ofteacher in-service for curriculum development al Idwriting. It also provided tOr h part-days (late arrival;early dismissal) which were used fur curriculumdiscussions. In addition, funds were used to cover thecosts of substitutes to enable the integration team towrite the curriculum and create the training. Filially,hinds have been expended to educate the school boardand the district management staff on issues relating tointegration.

Lessons Learned:It is essential that the board have a long-termintegration vision and focus.

2. It is critical for the board to be updated oil a regularbasis.

1. The entire district needed to conceive of schools indifferent ways based on learning research and futurework systems.

-F. The entire district had to realize that t.'N periences arenecessary lOr learning. The acquisition of kilowledgecan not stand alone.

S. Constant communication with all players regardingthe district's integration efforts has to be maintained.

3 1

Rochester City School DistrictState: New York

Contact Person: Dorothy Pecoraro. Directortichool-to-Ili»-k Transition

Rochester City School District131 \ Vest Broad Street

Rochester, New York 146 I 41716)262-8389

District Description:Rochester Citv Schools District serves

approximately 35.000 students in 8 high schools. 7junior high schools and 38 elementary schools. AlmosthO'N. of the students are African American. 2()., areCaucasian. and 16". are I lispaific. More t han 70". ofthe students in Rochester City Schools District live inpovert y

Integration Features:applied learning competencies:K-1 2 focus:

career awareness:apprenticeships:partnerships with business, local government, andhigher education;partnership academy:tech-prep:staff development.

Integration Narrative:Rochester City School District's integration efforts

unofficially began in 1989 with the establishment of abioscience and health careers academy. Its integrationefforts were incorporated under its school-to-workplans The Rochester Board of Education adopted aSchool-to-Work Transition Task Force model in I 991,paving the way for employers, teachers and students to

work together to prepare students for the world or work.The hiring of a full-time director of school-to-worktransition was also approved. This person becameresponsible for helping t he district implement acomprehensive K-I4 school-to-work transition planwhich included the following six elements:1. curriculum linking school and work:2. support systems:I. career awareness:4. structured work based experience:S. choice of educational direction bv, Oth grade (e.g..

pursuit of an apprenticeship or preparation forcollege):

6. professional/technical preparation for Ilth and 12thgraders.

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In 1992, the Rochester Business Education AllianceRBEA I was formed to promote high standards.

motivate students to achieve, and create options fornon-college bound youth. In addition to small and largeindustries. RBEA includes the Rochester City SchoolDistrict, the National Center on Education and theEconomy. county and city government, and nearbycolleges and universities. RBEA in its first year formed aStandards/Leaving Outcomes Team to examine t herelationship between what was being taught in theclassroom and what skills are required in the workplaceand to develop applied learning competencies. The 'reamproposed that the Rochester City School Districtcurriculum be updated to reflect these competencies.which were adopted by the school board in March1993.

In 1993. the Applied Learning Standards developedby R13EA were integrated into t he curriculum. Staffdevelopment was provided to encourage teachers toincorporate the applied learning standards into theirclassrooms. The district is using Junior Achievement

Rochester City School DistrictCon t imwd

curriculum ill elementary and middle school grades tobegin teaching applied learning skills.

Rochester's first youth apprenticeship programbegan in July. 1993in the skilled trades industry. Thesecond health care youth apprenticeship programstarted in August 1994 and thu third manufacturingyouth apprenticeship began in August 1995. RochesterCity School District's teachers are tying classroominstruction to the youth apprenticeship experiences.

RHEA plans on developing a supplemeittarycertificate to the high school diploma that certifieslyhatstudents know and are able to do. Another of RBI:Asgoals for 1995 is to have employers and post-secondaryinstitutions provide priority hiring and admissions forstudents achieving established high standards. Localbusinesses, including Bausch and Lomb. EastmanKodak and the Sentry Group. have begun to chat igetheir hiring criteria as they recognized that employeeswith these competencies were critical to achieving ahigh performance workplace. By 1996, all members ofRBEA will have aligned their hiring and collegeadmissions criteria to these higher standards.

Integration is further evident through RochesterCity School District's magnet schools and partnershipacademies in its three comprehensive high schools. Inthe elementary grades, integration is exemplifiedthrough the use of portl'olios as part of tile studentassessment. The district hopes that portfolios will soonbe used by all grade levels so that students will have

30

evidence of their integrated curriculum. In addition, theimpact or integration is maximized through thedistrict's articulated career guidance program. And hiI 993-1994 students began to benefit i'rom the district'spiloting or tech-prep programs in the allied health andfinancial services industry.

Fiscal Notes:The program budget is S 1.3 million, funded

through grants. District staff hopes and anticipates thatwith the board's support, tax-based resources may beallocated to expand the district's successful efforts.

Lessons Learned:1 . As the integrated academic and work-based

curriculum expands and succeeds, more communitybusinesses and members want to become involved.

2. Funding and resources must be allocated on a multi-year basis to sustain the successes achieved throughintegration.

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Rothsay Public Schools DistrictState: Minnesota

Contact Person: Gary Zirbes, SuperintendentRothsav Public Schools DistrictBox 247. 123 2nd Street, N.W.

Rothsay. Minnesota 56579(218)867-2117

District Description:A K-I2 school district in the rural community of

Rothsay. Minnesota, Rothsay Public Schools Districtserves 270 students. It is a "one-school" school districtand functions as the hub of a community that has tolight statewide efforts to consolidate small schools.

Rothsay's average daily attendance rate is 96(I, andthe graduation rate is 100%. Rot hsav students havetested in the top 5% of the state. The majority ofstudents go on to post-secondary education andgraduate from college. The faculty-to-student ratio is 1

to 14. Less than 40% of its students receive a free orreduced lunch, and only 6% receive Aid to Families ofDependent Children (AFDC).

Integration Features:school-based enterprises:technology-based:personal learning plans:mentorships:work-based enterprises.

Integration Narrative:In 1987, the community of Rothsay was dying. Its

population was on a decline. Its lumberyard, gas station,health clinic, and beauty salon closed. No longer didRothsay have an electrician or a plumber. In response tothis population decline, the school district faced closurefrom the state.

In 1988, the Rot hsay School Board decided topurchase the lumber/hardware store in an elThrt toconnect its curriculum with real work experience andsimultaneously offer an important service to thecommunity.

In 1991, as a result of the successful lumberyardlearning experience, a student-owned corporationTeenage Innovative Group Entrepreneurs of Rothsay(TIGER) was formed as a non-profit corporation. Insteadof buying shares, Rothsay students in grades 7 through

12 pay $5.00 member fees to become part of thecorporation. TIGER purchased and operated a localgrocery store.

The school district then purchased a motel toeducate and house foreign exchange students. Thebuilding was remodeled using student labor andmaterials from the student-owned hardware store. Aportion of the motel also serves as part of the schooldistrict's classroom space.

By 1992. the motel became the site of the RothsayLearning Institute. Students enrolled from neighboringdistricts, including Native American students andstudents from South America. Europe and the Far East.all seeking entrepreneurial skills. In 1993. the RothsayLearning Institute's classroom space was available formath, humanities, science, a technology center, and aninteractive television studio that broadcasts and receiveseducational programs through a fiber optic network tiedto twelve area school districts, the nearby stateuniversity and community college. Virtually everyelective class is avai:able as well as post-secondaryclasses via computer.

In 1993, with the help of experts from Designs forLearning. the Rothsay Community Learning Center wasestablished. Half of Rot hsay's students received parentalsupport to participate. Each student created a PersonalLearning Plan (PLP) for his/her educational program.Education efforts included students applying Englishskills by writing articles for local newspapers andmagazines: designing advertising displays for local

Continued

Rothsay Public Schools DistrictComimwd

businesses. engaging in commercial accounting, andfiguring fertilizer and chemical application rates forlocal farmers. Rothsay has developed a variety ofPersonal Learning Plans for approximately 40 studentswhich include, but are not limited to. the placement ofstudents in one-to-two-hour mentorships in areabusinesses and government agencies.

Through a joint powers agreement between theschool district, the City of Rothsay, and Habitat forHumanit y. students from both Rot hsay and neighboringBarnesville School District are constructing a t hree-bedroom house from its foundation. Students aresupervised by a certified carpenter. electrician, plumber,arid volunteers.

In the future, Rot hsav School District plans tocontinue the Personal Learning Plans and seek outmore ways to extend the classroom into the world. Thiswill include reinvesting the prolits, constructinganother house next year, creating a fitness club, andestablishing joint ventures with several nearbyAmerican Indian tribes.

Fiscal Notes:Rothsay has been successful in receiving grants and

cash awards in excess of $ 350.000. Supervision ofmentorships has been at no cost to the district. Teachertime is classroom time and is covered by the salaryschedule.

Teacher salary and additional linancial resources

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for students became an issue for the school district andits school board as a result of the involvement with theNew American Schook Development Corporation(NASDC.)No additional funds were allocated andt, .her salary was not impacted. llowever, districtflint . for 1994-1995 were subsequently reduced.

The school district actually saved betweenS100.000 $300,000 of its funds by utilizing itsschool-based enterprises and providing its students withreal-life learning experiences. In spite of the savings. theschool district still has to attract grant funds and openenrollees from neighboring districts to avoid a budget(leficit in 1995.

Lessons Learned:I Change is extremely difficult unless there is a unified

effort among the school board. administration, andthe community.

2. Personal Learning Plans are not for every student.3. Students must still be required to take core classes

0.e., English, math, social science).4. Students should be allowed three hours maximum of

Personal Learning Plans daily. These plans shouldrequire application of as many classroom disciplinesas possible in the school to work transition: computer.communications, math/accounting applications,problem solving, analytical thinking. etc.

5. Students should demonstrate skills acquired as aresult of the curriculum not just be able toconverse about it.

6. A real business is much more effective for studentlearning than a simulation. School-based enterprisesshould not compete with existing businesses. butinstead provide a community service and1Ocus onstudent academic growth and experiences as opposedto profit motivation.

San Juan Unified School DistrictState: California

Contact Person: Merle Padilla. Director;le«rional and Applied Technohllly Edwation

San Juan t:nilied School District37 38 Walnut Avenue

Carmichael. ('A 9 '3608(9 16)971-7160

District Description:San Juan Cnilied School District is the ninth largest

elementary through adult school district in CalilOrniawith 2 elementary schools, 10 middle schools. and 9high schools. The district has an enrollment of: 54,00()students of which I are minorities and I 6".. arestudents from households receiving Aid to Families withDependent Children (AFDC). Slightly more than I 0.. ofstudents receive a free or reduced lunch.

Integration Features:partnership academies:tech-prep:career pathways:linkages with higher education. nidustry:block scheduling:mentorships. job shadowing. internships,apprenticeships:staff development:facility modification:career assessment.

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Integration Narrative:Previously. San Juan's classes were isolated

SO-minute periods, with l i t t l e transition ffom school-to-work and hit le integration of academic and vocationeducation. As a result of national and state directives torestructure schools such as the Secretary's Commissionon Achieving Necessary Skills (S('ANS) and Second toNone: A Vision of the New California High School, andin response to forces such as changing demographics.new workplace demands, advances in knowledge ofhow people learn, and fiscal pressures. the districtdeveloped a strategic action plan for creating systemiceducational change in the school district. RekTred to asSan Juan 2000. the process involved all the educationstakeholders including parents. students. teachersadministrators, community members. business'industry and government.

San Juan 2000 developed a new vision and missionfor the school district which was adopted by the schoolboard, along with learner outcomes. At the highschools, tech-prep, partnership academies, and/orcareer paths were instituted. At one of the high schools,every student benefits from an integrated curriculumthrough their enrollment in a partnership academy.

Some of the high schools have adopted flexible orblock scheduling to support their integration efforts. ftis hoped that in the future all the high schools in thedistrict will have flexible scheduling. Furthermore eachschool will have one or more career loci and eachstudent will have a career plan.

The district also established a school-to-careeradvisory committee which assists in its integrationefforts. Specifically. the committee has sought employersto offer opportunities for employment and studenttraining via mentors, job shadowing. internships and

0 r0

Contimicil

San Juan Unified School DistrkAContinued

apprenticeships. The school-to-career advisorycommittee in addition helps school site temns withcurriculum review and development and aids in thedevelopment of instruments to assess students'successful completion of industry standards.

The board also had to approve the allocat km ofresources to encourage the integration of academic andvocational learning. The district hired a HealthAcademy and Tech-prep Coordinator. AppliedThchnology Resource Teacher, Curriculum Facilitator.and Community Worksite Coordinator. In addition.stipend for stall., professional developmentopportunities, and/or substitutes were provided tosupport the integrated curriculum design. The boardapproved equipment repair and facility modification tosupport the academies as needed. Funding for a CareerAssessment Pilot for the middle and high school levelwas also approved.

Fiscal Notes:The San Juan School District has used a variety of

resources to support its integration efforts. For example.its partnership with the local community collegedeveloped its Principals of Technology Lab. FederalCarl D. Perkins funds provided staff development. Thedistrict's general funds supported the AppliedTechnology Resource teacher. State funds whichsupported integration efforts included gender equity

grants, tech-prep, school restructuring, mentor teacher,and staff development. Its partnership with industryprovided a cost-savings through the donation ofequipment. but more importantly, the expertise whichwas shared. The district also receives funds from of aprivate foundation for its partnership academy efforts.In addition, the support of community and serviceorganizations is utilized.

The district continues to seek grants and othersources of revenue to continue the transition efforts andto provide for the future.

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Lessons Learned:1. It is critical to provide top-down support for

bottom-up restructuring.2. Continuing staff development is essential for

achieving integration and dealing withmisperceptions of' staff.

3. Flexible site scheduling is a must to benefit fromintegration.

4. An important early step is to review the currentutilization of district resources.

3

School District of LaCrosseState: Wisconsin

Contact Person: lacques Durnford. Assistant Principal/Project DirectorLongtellow Middle SchoolSchool District or LaCn e

19th & DentonLacrosse. Wisconsin 54(0 I

(608G-89-767n

District Description:The school district of LaCrosse serves 7 .51)11

students with I I elementary. 3 middle and 2 highschools. Approximately I ,000 to 1,200 of the studentsarc Hmong immigrants. AFDC is received bv 351!.. or thestudents: 40'! or the students receive a free or reducedlunch.

Integration Features:team teaching:block scheduling:community and business partnerships:career awareness.

Integration Narrative:In 1992 the School District of LaCrosse began its

integration efforts in one of its middle schools. Twoclasses of it h graders participate in an actual study orthe Mississippi River ecosystem. The studv of theMississippi River is used to apply mathematics. science.language-arts and social studies instruction.

Referred to as the "School on the River" program.LaCrosse's integration efforts developed as an idea by aschool administrator. It was first implemented as a teamtaught sun..ner school class which soon wasincorporated into the regular curriculum. Fourpremises guide the "School on the River" Program:1. the river is a better learning environment than the

traditional classroom:2. students learn better by doing:3. courscwork should have practical applications:4. school subjects are interrelated.

After applying at the end of their 6th grade year,students are chosen by lottery to participate in the"School on the River" program. Half the students aremale. half are female. The program coordinators setaside slots for learning-disabled students as well as thosein accelerated math courses. Students divide their timebetween the classroom and nearly four dozen fieldact ivit ies over the year. The majority of their day for the"School on the River- operates as a block schedule.

The Department of Natural Resources was criticalin planning, scheduling and devising a method toincorporate the four core curriculum concepts ofscience. math, social studies and language arts into alearning experience which would apply those conceptsin act ual experienccs on the Mississippi River. Parental.

35 3;

Continued

School District of LaCrosse(.0111 1 led

community and envinnunental agency support hasbeen phenomenal. In addition t o being exposed to achallenging curriculum and living classroom. studentsbenefit from the exposure to the different careers whichrevolve around a river.

As a result of "School on the River." ot herintegrated efforts have been initiated in the schooldistrict. A mathematics teacher has begun an ad hoc"School in the Woods." in which students applyalgebraic concepts to calculate work needs. production:costs and financial gains through lumber/timber-relatedsales. Students learn how to purchase land which canbe self-supporting. Teachers from disciplines such asphysical education, music and shop are finding ways toapply academic learning to real world experiencethrough building nets and canoes, or relating the realworld experience through music, art and Shakespeare.District schools are moving toward block schedulingand considering magnet approaches.

Fiscal Not es:The act ual operating costs for "School on the River"

is approximately S 3.000. The costs have been lokledinto the ongoing operating district budget. The largestexpenses are transportation and hiring substituteteachers to take classes while regular instructors are outin the field.

Three grants cvere obtained by the district and

36

provided the Mitial support for the program:S I 2.011(1 converted a school bus into a mobilescience lab which can accommodate 27 students andcontains 4 computers, microscopes. running waterand an electric. generator:57:it) purchased a sufficient supply of special lifejackets for all participating students:a third grant from a canoe manufacturer allowed forthe purchase of I 2 canoes outfitted with trailers, lifejackets and other necessities for class field trips.

Businesses, government officials and citizens have()tiered both expertise and financial support. In-kinddonations have included cellular. phones. walkie-talkies.and food.

Lessons Learned:I . The success of the initial integrated effort

encourages other integrated efforts.2. One of the results of integration is that parents

develop a new interest in their children's schooling.It is impor tant to institutionalize a district'sintegrated efforts.

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Seattle Public Schools DistrictState: kVashington

Contact Person: Malver lIaynes. AhmagerTechnical-PrOi'ssiotud EducationNational Demonstration SiteSeattle Public Schools District1 3 10 North 90th Room 10S

Seattle, \VA 95 I 01(206)295-796i

District Description:Seattle Public Schools Distrid has an enrollment of

almost 45.000 K-12 students. It has an ethnicallydiverse composition of 3.2% Native American. 2 L2..Asian. 2 1.i";, African-American. 4 3. 3". Caucasian.and 6.7;, Hispanic. The diverse student body speaksmore than 77 different languages and dialects. Theschool district has at least ten high schools.

Integration Features:tech-prep:articulation agreements:career pathways:applied academics:career guidance:business linkages:student and teacher internships.

Integration Narrative:Seattle Public Schools District began their

integration efforts with the initiation of Seattle Tech-Prep. \Vorking with Seattle Community College District.Seattle Public Schools began planning for tech-prep in1989.

Articulation agreements between the Seattle PublicSchools District and the Seattle Community CollegeDistrict serve as the foundation and major selling pointfor Seattle Tech-Prep. The articulation agreements arebased upon program areas where faculty have definedcompetencies and expectations. As a result of theagreements. Seattle Public Schools students whodemonstrate successful performance in designatedintegrated courses do not have to repeat the samecoursework in community college.

Seattle Public Schools District and the SeattleCommunity College District spent two years buildingcareer pathways for applied academic offeringsbeginning from the high school years and continuingthrough receipt of an associate degree. Prior to this,applied academics courses were incorporated into thehigh schoids.

Seattle Public Schools District employs a .lech-PrepCounselor. Individual student plans are developed toenable students to design their four or six year

education and training plan. Students are expected toupdate and revise their plans as deemed necessary.

coordinate the tech-prep program. both SezittlePublic Schools District and Seattle Community CollegeDistrict hired Rill-time tech-prep Coordinators. Inaddition. a le( h-prep Steering Committee composed ofrepresentatives from both districts meet regularly tomonitor Seattle Tech-Prep efforts.

Approximately 200 representatives of business.industry and labor organizations sit (01 Seattle PublicSchools advisory committees io help review itsintegrated curriculum and to monitor tech-prepactivities.

Seattle Tech-Pren has the support of the schoolboard members, college trustees, administrators. facultyand taxpayers. The local four-year miiversities arebeginning to link their efforts with Seattle Tech-Prep.

Fiscal Notes:The Boeing Company provided generous support

tapproximately S 30.0(H) ) for applied academicsimplementation over a three-year period. Boeing alsooffers paid summer internships which 'mphasizemanufacturing technology to both students andteachers.

Other grants received include S :;()M0() from theState of Washington over a 3-year period and a federaldissemination grant of S;(10.000 to cover a 1-yearperiod. Additional state funds make up the differencebetween actual program costs and 12rant Funding,

Bach computer lab alone i osts S -10.000,

Lessons Learned:I . School board leadership is essential in launchmg the

vision for integration along with providing initialresources.

2. Bring in all players from the begimmig planningstages through implementation,

3. Academic and career guidance is crucial. Counselorsneed to be directly involved in the planning anddiscussion phases as vell as actively involved in Hu .assessment and monitoring ol student participants.

4. Parents need to be involved in all phases ofintegration.

St. Mary's County Public Schools DistrictState: Maryland

Contact Person: Stephen G. Olczak,Principal/Supervisor Career (uulTeclinoh)gy Education

St. Mary's County Technical CenterSt. Mary's County Public Schools District

Route 1, Box 49-2Leonardtown, Maryland 20650

(3011475-5501

District Description:About 60 miles southeast of Washington, D.C.,

St. Mary's County Public Schools system serves a ruralarca in southern Maryland. The school systemaddresses the educational needs of more than 13.000K-12 students in 24 schools, including three highschools, four middle schools, and one technical center.

Approximately 82% of the district's students areCaucasian and the uther 18% are African American.More than 25% of the students receive a free or reducedlunch.

Integration Features:"High Schools That Work:-tech-prep:K-higher education focus:career guidance:career clusters:course sequences:community college articulation:increased academic/vocational requirements:graduation requirement:portfolios.

38

Integration Narrative:In 1988, St. Mary's County Public Schools started

as an original Southern Regional Education Board(SRE13) pilot site for the High Schools That Work(HSTW) program. In 1989, the Southern MarylandEducational Consortium was formed in response to theneeds of local employers. Two other county schoolsystems of Southern Maryland. along with thecommunity college which served all three counties, metto address the integration of academic and vocationaleducation through a tech-prep initiative. In 1990,St. Mary's County Public Schools system started itstech-prep program. The school district became afederally-funded IJ. S. Department of Education tech-prep model site from 1991-1994.

Beginning in elementary school, St. Mary's Countystudents are encouraged to develop an awareness ofwork and possible careers. In middle school, studentstake a nine-week career development program. Studentsattend career fairs, are tested on interests and aptitudes.and engage in job shadowing and other careerexperiences. Middle school students are also required todevelop student career folders in which they record theirexperiences in their career searches.

Before entering high school each sw,dent meetswith a guidance counselor to select a four-year "careercluster" that focuses on occupational, technical orcollege preparatory skills. A sequenced four-year plan ofstudy is then selected and placed in the student's careerfolder before it is sent to the student's new high school.The plan includes information regarding articulatedcourses offered by the community college and otherpost-secondary options. All students are required todevelop a career folder and career plans.

41

Con( imwd

St, Mary's County Public Schools DistrictContinued

At each of the high schools, students are taughtacademic courses such as mathematics and science inways that combine hands-on technology criticalthinking skills and real-life applications. Academic andvocational requirements have beet, increased in eachcourse. All students take an Applied Communications(CORD) course as part of the 9th- 1.2th grade Englishcurriculum.

As the students become seniors, the career folderbecomes a career portfolio and contains evidence ofcareer exploration, course work, and student products.Beginning with the class of 1995, the career portfolio isa graduation requirement for all students.

Student performance has hnproved dramatically asa result of the district's integration efforts. At one of thehigh schools, 61.4% of the graduating class metrequirements for entry into a college or vocational-technical school, compared to 36.3% of the class ofI 99 1. In four years. 50% more students were takingSAI' and the math scores still climbed 50%. In the sameperiod, the dropout rate fell from 8% to 3% and thepercentage of students having GPAs above 3.() increasedfrom 20% to 28%. In summary higher expectations ofall students were met.

The school district plans to complete its efforts bymoving to a school-to work educational system.Expanded work-based learning programs are in place.Approximately one-third of all seniors are engaged inworksite experiences directly related to their career area.Others are enrolled in post-secondary classes while still in

high school. Currently twenty-one high school coursesare articulated with the nearby comnmnity collegepermitting students to enter post-secondary programswith earned credit. Employer partnerships have beenexpanded in all phases of the district's school-to-workagenda.

As funds permit, the school district is increasing theuse of technology in the schools. Specifically. it hopes tointegrate existing and emerging technologies into thecurriculum through technology laboratories in theninth grade as a required course.

Fiscal Notes:The program received a $500,000 federal tech-prep

grant for the three-county Southern MarylandEducational Consortium (SMEC) and a 1;94,000 grantfrom the Carl I). Perkins Act for SMEC. The schooldistrict receives a portion of each grant.

Lessons Learned:. Integration is absolutely the correct approach to

reforming secondary education.2. Accomplishmcius are not made overnight, but each

change fosters a new change, and the changes madegrow exponentially.

3. Integration must include ALL students. ALL studentsmust focus on career outcomes. ALL students musthave a post-secondary education plan.

4. Integration is the key to getting ALL studentsengaged in the learning process. Integration allowsfor a variety of instructional strategies to reach thedifferent student learning styles.

5. Career specialization requires an investment inincreased technologies..

6. Keep the faith. Keep moving forward.

Tulsa Public Schools DistrictState: Oklahoma

Contact Person: Harold Heltonl'ocational Coordinatorfiw Special Profit-mils

Tulsa Public Schools District3027 S. New Haven

Tulsa, OK 74147-0208(9181745-6462

District Description:The Tulsa l'ublic Schools Dist rid encompasses 164

square miles and serves 42.000 students in 54elementary, 14 middle schools and 9 high schools.

Three counties are served by the school district withthe majority of the students coining from Tulsa City.Slightly less than half of the students receive a free orreduced lunch.

Approximately 18 percent of 9th graders in TulsaCounty do not graduate from high school.Approximately 38% of those who complete high schoolcontinue to attend a two or four var college.

Integration Features:apprenticeship:business partnerships:applied academics:higher ed articulation:mentors:staff development.

Integration Narratve:The Tulsa Public School District's integration is

accomplished through a special effort which hasreceived national attention entitled. "Craftsmanship2000." Developed by a manufacturing company."Craftsmanship 2000" is a three-year metalworkingyouth apprenticeship program beginning in the llthgrade that leads to an associate degree from TulsaJunior College. It is supported by the Tulsa Chamber ofCommerce.

40

C2000 students take academic and technicalcourses at Tulsa Tech. During their first year, studentstake English, history, physics, applied math and anintensive introductory machining course. All academicclasses except history incorporate applied componentsrelevant to manufacturing. Second year courses areEnglish. geometry. advanced machining, drafting. metallinishing. electronics. hydraulics and machine repair.Third year courses include welding. All students arerequired to have worksite experience in years 2. 3. and 4of the program.

Du:ing their third year. students take courses atTulsa Junior College and Tulsa Tech on computernumerical control machining, statistical processcontrol. inventory control. metallurgy, generalmanagement. basic computer hardware and software.social studies. speech and writing. Tulsa junior Collegeextends credit toward the A.A. degree for worksiteexperience and Tulsa Tech work.

Students apply for the program during the 10thgrade and are selected based on grades, scores onstandardized achievement and skills tests, writtenstatements and interviews. Students also are given amentor that has been provided with 15 trainingsessions on methods for training and supervising highschool students.

4 3

Continiwil

Tulsa Public Schools DistrictContinued

In the fall of 199 L C2000's first class of I lt h-graders started at the Tulsa Technology Center (TulsaTech t, a regional vocational high school. Employerspaid the first group of studelits approximately $50.0)0over four years for their school and work t:me withbonuses for grades and attendance. '1'o attract additionalemployers, subsequent stipends were cut by 40% andwelding inst ruction was ackled. Students are employeesof C2000, not the sponsoring firms. Employers areactively involved in developing and refining thecurriculum.

Allot her integration effort for the district is thebeginning of its partnership academy. In 1994. TulsaPublic Schools District began its health academy. Tulsa'sprivate industry council sponsored an eight weekenrichment program for t he health acadenty's ninthand tenth graders. Offered at the local communitycollege. students took special classes and exploredcareer opportunities.

Fiscal Notes:Tulsa Tech paid for the curriculum development

specialist who worked for almost a t'ear on C2000'scourse plans: the Chamber of' Commerce paid for theearly cost of t he program coorditiat or. C2000 received$2:30.000 from thel'.S. Department of Labor t o pay forthe program coordinator, curriculum development.tools and textbooks. A Tulsa public utility donated$20,000 and a staff person to train the students'supervisors. During the program's first year, TulsaSchool District paid for t he academic teachers; TulsaTech paid for the vocational teacher and guidancecounselor. The employer sponsors pay students' stipendsand contribute staff time for developing and refining thecurriculum and supervising and training students.

Week-long workshops on integration have beenprovided for staff during the past three summers forfour of the district's high schools. Each workshop costsS14,000-5 I 7,000, which includes stipends for theteacher participants. The workshops were funded withCarl D. Perkins Funds. Last year business members wereinvolved in the workshops. 'I'his summer middle schoolteachers received training on integration too.

This past summer, district funds were also used toprovide a week-king training on integration involvingall disciplines for middle and high school teachers:

Lessons Learned:1. Schools that have made the most progress with

integration have had the support of the buildingadministrator.

2. Community involvement is essential to encouragebuy-in.

1. Community involvement is a never-ending process.

Van Buren Intermediate School DistrictState: Michigan

Contact Person: Donald OlendorfExecutive Secretary

Edw..ational Research and Development FoundationVan Buren Intermediate School District

250 South StreetLawrence. MI 49064

(616)674-8001

District Description:In western Michigan, Van l3uren Intermediate

School District serves as a regional school districtproviding career-technical education, migrant/bilingual education and special education for students.along with professional development for school staff.Fifteen school districts feed into Vanl3uren. It has onearea vocational-technical center servi-g over 900juniors and seniors and adults.

Van Buren Intermediate lies in a rural area and isthe second poorest county in Michigan based upon thepercentages of families living below the poverty level.The school district's minority population mirrors thenation's percentages.

Integration Features:portfolio-based:community buy-in:project-based:career guidance.

Program Narrative:Beginning in 1991, the Van Buren Intermediate

Schocl District largely accomplished and demonstratedits integration of academic and vocational educationthrough the use of portfolios. A task force consisting oflocal business, labor, and education leadersrecommended the usage of portfolios after identifyingthree skill areas critical to future job success:academics, personal management, and teamwork.

Referred to as the "Student Managed Portfoliosystem." the students themselves collect and documentproof of their academic and personal skills in theirportfolios. Items in the portfolio can include tests.photographs of integrated projects, computer disks, andother documents that demonstrate activities both inand out of school, including a student's paid or unpaidwork experience. Students have used their portfolios to

42

apply to colleges and to secure jobs.The student portfolios arc continually incorporated

into their academic program. Beginning in eighth orninth grade. students begin career exploration andreceive career guidance. Working with a counselor.students develop personal Employability DevelopmentPlans which are included in the portfolio. The studentplans are reviewed and updated yearly

Faculty is critical to the success of the studentportfolios and staff development has been fundamental.In addition to actual training, a portfolio instructionalguide and a video was created. Mentor teachers havebeen identified to encourage and assist other teachers inusing the portfolios.

Fiscal Notes:To facilitate the development of the portfolios and

their usage. the school board supported the creation ofthe Van Buren Intermediate School District EducationalResearcl- .nd Development Foundation. The foundationhas served as a consulting resource regarding theStudent Managed Portfolios.

Van Buren Intermediate School District has workedwith the Western Michigan University on the portfolios.Carl D. Perkins funds were used for the development andimplementation of the portfolios.

Lessons Learned:1 . Specific attention is needed to address the needs of

particular students, such as those receiving specialeducation services or migrant children.

4 5

Part II

National Integration

Demonstration Projects

43 4G

U.S. Department of Education Office ofVocational and Adult Education (OVAE)Division of National Programs (DNP)

Program Title: Demonstration Projects for the Integration of Vocational and Academic Learning ProgramProject Title: Integrating Academic and Vocational Learning: The Essential Policy-making Role of School Boards

Contact Person: Jean Dunn-GallagherCalifornia School Boards Association

3100 Beacon Blvd.IV. Sacramento, CA 95691

(916) 371-4691 FAX: (916) 371-3407

Program Narrative:The objectives of -Integrating Academic and

Vocational Learning: The Essential Policy-making Roleof School Boards" are to provide school policy-makerswith knowledge of the principles of integratedvocational and academic programs and effectiveimplementation strategies: to develop curriculum tUrtraining the school governance team: to demonstratethe impact of board training on district policyclassroom curriculum, and student performance: todisseminate the governance training model withinCalifornia and nationwide: to provide a comprehensiveevaluation of the model: and to develop materialsappropriate to school district policy-makers suitable forreplication nationally.

Procedures for implementing the "IntegratingAcademic and Vocational Learning: The EssentialPolicy-making Role of School Boards" project include:1. conducting a pre/post training survey:2. developing governance team training curriculum:3. providing state school boards associations with:

a. a curriculum training outline:b. a curriculum training manual:c. a compendium of successfully integrated

programs:d. an integration awareness building/training video:

4. publishing articles and delivering presentations atconferences:

conducting demonstration site activities:6. conducting regional trainings in California and other

training sessions in cooperation with CSBAS boarddevelopment program:

7. evaluating the impact of school board membertraining.

The goals of the project are to develop acurriculum training outline, a curriculum trainingmanual, a compendium of successfully integratedprograms. and an integration awareness building/training video for dissemination nationally. Other goalsof the project include board member trainings. journaland newsletter articles, presentations at nationalconferences, pre/post training survey results, interimand final evaluation reports. and effective school boardpolicy-making regarding integration.

Fiscal Notes:"Integrating Academic and Vocational Learning:

The Essential Policy-making Role of School Boards- is100% federally funded and was awarded 5228.239 forfiscal year 1994. The time period for this project isNiarch 1. 1994 - February 28. 1998.

4 5 "

U.S. Department Of Education Officeof Vocational and Adult Learning (OVAE)

Division of National Programs (DNP)Program Title: Demonstration Projects for the Integration of Vocational and Academic Learning Program

Project Title: A Model for Integration of Academic and Vocational Learning Utilizing Education.Business and Community Partnerships

Contact Person: Dr. Laurel AdlerEast San Gabriel Valley Regional

Occupational Program1024 West Workman Ave.West Covina, CA 91790

(818)960-362S FAX: (818) 814-8910

Program Narrative:The objective of the Model for Integration of

Academic and Vocational Learning Utilizing Education.Business and Community Partnerships is to increase theintegration of academic and vocational learning at theclassroom, school-site, work-site, and regional levels bydeveloping and disseminating processes and productsdesigned to help others plan, design, implement. andevaluate any or all of the following three types ofintegration:1. academic and vocational integration of curriculum

and instruction taught within and between academicandvocational courses, programs, and levels:secondary and post-secondary education wherecourse content is articulated to provide coursesequencing:

3. school-to-work in which curricula outcomes matchthe needs of high skills, technological workplaces.

Also, the project plans to provide a comprehensiveevaluation of a model program that allows replicationby other institutions.

Procedures to implement 'A Model for Integrationof Academic and Vocational Learning UtilizingEducation, Business and Community PaMnerships"include:

46

. developing curricula and curriculum developmentstrategies that connect and merge academic andvocational subjects through discipline-bridgingthemes and projects:

2. developing a model vvhich will have several keycomponents such as clustered instruction activities.worksite apprcnticeships. articulation of curriculum.support servixs. and guidance counseling:

3. producing ar.d disseminating handbooks and guidesregarding planning, curriculum content andsequencing, integrated activities. worksiteapprentic'_!ships. guidance and counseling, staffdevelopment. home and community based activities.and tmsition activities.

A ma,or goal of the project is to demonstrate thatthe specific strategies utilized by the model have asignificant positive effect on high-risk youth in terms ofhigh school graduation, academic achievement,progress to post-secondary education and employment.Products and processes will be shared via professionaldevelopment training, workshops, technical assistanceand products including curriculum, instruction.worksite learning, guidance and staff developmenthandbooks and guides.

Fiscal Notes:A Model For Integration of Academic and

Vocational Learning Utilizing Education, Business andCommunity Partnerships project is 6 I% lederallyfunded and was awarded $457,377 from fiscal year1993. Non-federal funds are $287.504. The totalproject allowance for the t;.-st year is $744.88 I Thetime period for the project is January 1, 1994 -

December 31 . 1997.

4 8

U.S. Department of Education Office ofVocational and Adult Education (OVAE)


Project Title: Integration of Vocational and Academic Learning/Demonstration ProjectContact Person: Robert L. Starke

El Paso Community CollegeP.O. Box 10500

El Paso. Texas 79998(915)757-5806 FAX: (915)594-2592

Program Narrath'e:The objectives of the "Integration of Vocational and

Academic Learning/Demonstration Project" are tocontribute to the improvement of education by helpingto better define the skills needed for employment. By

defining these skills, the project will implementacceptable levels of proficiency. offer effective ways ofassessing proficienc y. and disseminate strategies thatwork for the nation's schools. businesses, and homes tosuccessfully integrate vocational and academiclearning.

Procedures for implementing the "Integration ofVocational and Academic Learning/DemonstrationProject" include:I . developing integrated instructional materials for

targeted courses;2. implementing innovative integrated instructional

methodologies:3. pilot testing integrated courses for one year;4. pre- and post- assessments of student performance

and success:5. developing a database for tracking of experimental

and control group samples:6. providing in-service training and faculty

development for instructors involved in integratedvocational/academic instruction:

7. disseminating information and materials on thesuccessful integrated instruction used in the targetedcourses.The goals of this project are to produce the

following outcomes: students will become morecompetent: students will persist longer in academic/

vocational programs: students will acquire skills whichwill make them more employable: the attitudes ofteachers towards integration will be positive: asummary of essential skills required for employment ineach target career path will become available; thedelivery of targeted vocational courses will change tointegrate academic skills: and the innovative teachingmethods and materials developed will be disseminatedwithin the college. throughout the state and nation. Acollection of integrated curriculum projects will becompiled with "before and after" examples in the finalreport. Integration class activities/assignments, labprojects, homework assignments. instructional aids. etc.will be developed and made available for replication. Thedata that is derived from this study will provide a basisfor submitting an application to the Department ofEdt.,:ation Program Effectiveness Panel.

Fiscal Notes:The Integration of Vocational and Academic

Learning/Demonstration Project is 100% federallyfunded and was awarded S259.050 for the fiscal yearI 994. The period of the project is January 31. 1994 -January 30, 1998.

47 4

U.& Department of Education Office ofVocational and Adult Education (OVAE)

Division National Programs (DNP)Program Title: Demonstration Projects for the Integration of Vocational and Academic Learning Program

Project Title: The Transportation Career Academies ProgramContact Person: Naomi Nightingale

Tlw Los Angeles Co. Metropolitan Transportation Authority8 I S 1V. 7th Street

I.os Angeles. CA 90017(818)244-6410 FAX: (818 )244-6013

Program Narrative:The objective or Hie Transportation Career

Academies Program- is to use integrated vocational andacademic curriculum and best practices instruction todevelop. with partner schools and conununity colleges.a four year (I 1-14) sequence of courses leading totechnical degrees in transportation related fields whichwould prepare students for jobs and/or advanced studyin engineering, architecture or urban planning. Also.the project plans to provide a comprehensive evaluationof a model program along wit h materials for dissemina-tion and replication.

Procedures to implement "The TransportationCareer Academies Program" include:

developing and implementing curriculum andinstructional programs wit h vocational and profes-sional experts from the transportation industry:

). workshops with transportation industry expertsstructured to redefine the role of the teacher as guide;Ind mentor and to assist in the development ofactivity-based instructional strategies:

3. involving industry professionals as resources toteachers and administrators in the design of curricu-lum and development of practical classroom prod-ucts and assignments:

4. organizing a consortium of multi-modal representa-tive!: and transportation agencies who will be advisorsto academic and vocational course developmein:

48

publishing brochures and journal articles:6. identiNing and describing "best practices:-7. determining generalized outcomes for NWdeins,

teachers, community colleges and employees.The project seeks to produce an integrated curricu-

lum, instructional strategies, teacher developmenttraining workshops, administrator/leadership develop-ment workshops. presentations in workshops andconferences. journal articles, successful teachingstrategies and business-education partnership strategiesfor developing and supporting integ. f!ted education andschool-to-work programs in the transportation industry%

Fiscal Notes:"The Transportation Career Academies Program" is

100% federally funded and was awarded $3i0.000forfiscal 3.ear 1994. The time period of the project Febru-ary 14. 1994 February 13. 1998.

50


Program Title: Demonstration Projects for the Integration of Vocational and Academic Learning ProgramProject Title: Vocational Integration with Academies Project

Contact Person: Larry RosenstockRindge School or Technical Arts

4 3 BroadwayCambridge. Massachusetts 02138

(617)3-19-6753 FAN: (617) 349-677(1

Program Narrative:The objective of the "Vocational Integration with

Academies (VIA) Project" is to demonstrate how :inurban comprehensive high school can remove artificialbarriers between vocational and academic departments.combine the best practices of both, and thereby improvethe quality of education for all students.

The VIA Project will create four new Lareer path-ways consisting of coherent sequences of courses in:Health and Human Services: Arts and Communica-tions: Industrial Technologies and Engineering: andBusiness and Entrepreneurship. For each path, VIA will

49

establish a multi-disciplinary design team comprised ofa team leader and faculty members drawn from aca-demic and vocational departments.

Each of the four design teams will produce a BestPractices manual that includes multi-disciplinaryclassroom projects, curricular modules. instructhmaland assessment strategies that reflect the best practicesof academic and vocational education, and will designand conduct related workshops for other practitioners.

Fiscal Notes:The Vocational Integration with Academies Project

is 77% funded by the federal government and wasawarded 5343.406 for fiscal year 1994. Non-federalfunds for the same year were 5100,000. 'I'he totalproject allowance for fiscal year 1494 was 5443,406.

The time lwriod for the project is March I . I 994 -February 28. 1998.

5 1


Program Title: Demonstration Projects for the Integration of Vocational and Academicl,earning ProgramProject Title: VA.N.G.U.A.R.D. Proieo ( Vocational and Academic Integration: Generating

Unprecedented Achievement in a Restructuring Design)Contact Person: Tony Apolloni. Ph.D.California Institute on Human Services

Sonoma State I.niversity Academic Foundation150 F. Cot ati Avenue

Rohnert Park. ('A 94928( 707)664-2416 FAN: 707)664-2417

Program Narrative:The objective of the VA.N.G.I'.A.R.D. Project is to

train teachers, administrators and counselors from SOOschools on vocational an(l academic integration andhow to develop an integrated curriculum. to providefollow-up technical assistance to project participantsand to disseminate the project through the distributionof replication materials via conference presentations.teleconference and journal articles.

Procedures to implement the VA.N.G.l'.A.R.1).Project include:1. the identification/commitment of school leadership

teams fin. training;2. a two-day "Planning for Vocational and Academic

Integration- workshop:

50

3. a three-day "Development of Integrated Curriculum"workshop:

4. follow-up technical assistance to school teams:5. development and maintenance ol the integrated

Curriculum Rank;6. project dissemination.

The project seeks to increase students perception ofthe relevance and r*.gor of coursework by 50%; increaseschool personnel perceived relevance, rigor. studentmotivation. and coordinated teacher planning by aminimum of 70%; produce integrated curricula:increase student academic achievement by 10'!t.; andshow a 30% passage of SCANS ( Secretary's ('ommis-sion on Achieving Necessary Skills) competencies.

Fiscal Notes:The VA.N.G.1*.A.R.D. Project is 100% federally

funded and was awarded $457.0S6 for fiscal year 1994.The time period tnr this project is January I . 1994 -December 31. I 997.

5 n

UR& Department of Education Office ofVocational and Adult Education (ORAE)

Division of National Programs (DNP)Program Title: Demonstration Projects fr t he Integration of Vocational and Academic Learning Program

Project Title: Assisting Schools in the Southern Region to Develop Advanced Models ofIntegrating Academic and Vocational Education

Contact Person: C elle BottomsSouthern Regional Education Board

'392 Tenth St.. NtVAtlanta. GA 30318-5790

(404)87i-9211 FAN: (404)872-1477

Program Narrative:The objectives of "Assisting Schools in the Southern

Region to Develop Advanced Models of IntegratingAcademic and Vocational Education- are to createadvanced models of integrated academic and vocationalcurricula in regional high schools distinguished by highproportions of students from low socio-economicbackgrounds and minority groups which are represen-tative of t he wide range of schools in the SouthernRegional Education Board's "High Schools That 1\ ork-network: and to promote the adoption of basic andadvanced models of academic and vocational integra-tion at other schools in the network and throughout thenation.

Procedures to implement 'Assisting Schools in I heSouthern Region to I)evelop Advanced Nlodels ofIntegrating Academic and Vocational Education-include:1. linking schools into a learning network with other

schools and national experts:2. working with school and system leaders to make

systemic changes. enabling teams of teachers todesign. implement, and reline interdisciplinarycurricular and instructional strategies for student's incareer and technical studies:

3. providing technical assistance evaluation informa-tion, and examples of best practices.

The goals of t his project are to increase the numberof students completing high school who perform atproficiency level on national achievement tests inreading. mathematics. and science: complete anupgraded academic core: are rated .atisfactory

teachers and employers: and successfully enter post-secondary education or employment. At least ill° highschools will work on basic and advanced integration.while another 1.000 will participate in disseminationand demonstration activities. Products include: ad-vanced integration guidelines: curriculum materials:training videos: national satellite telecasts: workshops:outstanding practices publications: presentations atnational ce.nventions: and observation/trainingconferena

Fiscal Notes:'Assisting Schools in ;he Soul hern Region to

)evelop Advanced Models of Integrating Academic andVocational Education- is :34";, federally funded and wasawarded Sifl 1.073 for fiscal 'ear I 994. Non-federalfunds for this same Nvar were 5433.749. The tonalproject allowance for fiscal year 1994 was 5934.822.The time period of this project is january I . 1994December, 31 1997.

U.S. Department Of Education Office ofVocational and Adult Education (OVAE)Division of National Programs (DNP)

Program Title: Demonstration Projects for the Integration of Vocational and Academic Learning ProgramProject Title: Navajo Nation Land Resources Education Project

Contact Person:1)r. Roger T. HuberUniversity of Arizona

Department of Agricultural Education224 Forbes BuildingTucson. AZ 8 S72 1

(602)621-15231AX: (W2)621-9889

Program Narrative:The objective of t he Navajo Nation Land Resources

Education Project is to provide certified job skills forcareers in agriculture and natural resources bv:classroom integration of academic and vocationaleducation: utilizing a I,and Resource Center to conductcognitive-apprenticeship projects: developing curriculatailored to local conditions and opportunities: andutilizing Native American professionals as culturaladvisors and mentors. The project plans to provide acomprehensive evaluation of the model program anddevelop materials for demonstration. dissemination andreplication state-wide. regionally and nationally for useby other institutions.

Procedures to implement the integration ofacademic and vocational education will be accom-pfished by curriculum teams of Native Americanprofessionals and academic and vocational educators.Project implementation utiliy .; "The Academy Model.-"Accommodation Teams." "Cognitive-Apprenticeship.-"Service-Learning" and appropriate technologysensitive to Navajo culture and local conditions. Projectpersonnel will produce and disseminate curricula.conduct conferences and workshops. publish journalarticles, and deliver presentations relating outcomes ofthe project to interested state, regional and nationalentities for replication.

52

The goals of the Project include: improved aca-demic achievement and increased employment /careeropportunities for participants: revised curriculumproducts that integrate academic, vocational andcultural components into the educational experience:process, implementation evaluation facilitatormanuals/guides: workshops for technical assistanceand professional improvement: journal articles: andconference and professional organization presentations.

Fiscal Notes:Tip.' Navajo Nation Land Resources Mucat ion

Project is 8t)';. federally funded and was awardedS127. S2 3 for fiscal year 1994. Non-federal funds forthe same veto- were S20.731. T1w total project allow-ance for fiscal year 1994 was S 148,2 4. The timeperiod for the project is January I 994 - December 11.1997.

5 4


Division of National Programs (DNP)Program Title: Demonstration Projects for the Integration of Vocational Academic Learning Program

Project Title:The Pueblo Integrated Continuum ProjectContact Person: David Trujilk)Ilniversity of Southern Colorado

District 60 Alliancec/o District 60 Central Administration

315 W 1 1th StreetPueblo, CO 81003

(719)549-2969 FAX: (719)549-7114

Program Narrative:The objectives of "The Pueblo Integrated Con-

tinuum Project" are to address the integration ofacademic and vocational learning in grades 8 16 andto increase system-wide expertise by: establishing amulti-institutional professional development program:inducing systemic change in the university teachereducation program; using creative/innovative methodsof integrating academic and vocational learning byincorporating elements from successful models; devel-oping 8 16 curriculum and instruction strategies: andproviding high quality educational services to at-risk.vocational students and adult learners.

Procedures to impletnent "The Pueblo IntegratedContinuum Project" include:1. developing curriculum aimed at the systemic

integration of academic and vocational learningcontent. methods and strategies;

2. building level and department level practitionersteamed with private sector professionals to alter:teacher preparation curriculum: secondary school/community college curricula; pre-service and in-service professional development programs deliveredby 11S('''s Center for Teaching and Learning aimed atdeveloping local trainers needed lbr replication;

3. designing an alternative education "kboratory"setting driven by individualized and computerassisted instruction, tech-prep instruction andprivate sector internship experiences;

4. piloting/relining a proficiency-based assessmentsystem based upon a Certificate of Initial Mastery:

S. developing internal and external evaluations thatwill drive the replication process.

The goals of this project are to produce professionaldevelopment curricula, teacher preparation curricula,training manuals and videotapes, a process manual,journal articles, technical assistance and replicationworkshops.

Fiscal Notes:The Pueblo Integrated Continuum Project is 86%

federally funded and was awarded $368,140 for thefiscal year 1994. Non-federal funds for the same yearare $58,009. The total project allowance for fiscal year1994 was $426,149. The time period for this project isMarch I. 1994 - February 28, 1998.

53 55


Program Title: Demonstrition Projects for the Integration of Vocational and Academic Learning ProgramProject Title: Developing Integrated Vocational and Academic Learning Programs at the Secondary and

Postsecondary LevelsContact Person: Lloyd W. Tindall1 niversity of Wisconsin-Madison964 Educational Sciences Building

1025 West Johnson StreetMadison, WI 5 3706

(608 )26 3- 341 5 FAX: (608 )262-91 97

Program Narrative:The objectives of "Developing Integrated Vocational

and Academic Learning Programs at the Secondary andPostsecondary Levels" are to proAde leadership tosecondar !. and post-secondary schools in the develop-ment of vocational and academic learning programsthat serve students who are at risk, teen parents, oflimited English proficienc y. minorities, and studentswith disabilities, to disseminate the learning programson a state and national basis and to increase studentrates of graduation, employment and enrollment inhigh:n. education.

The project will work with two secondary and twopost-secondary nine member vocational academiclearning teams ( VALI) Teams) per year that are mem-bers of Wisconsin's Tech-prep Leadership Consortia todevelop integrated learning programs. A four-weeksummer training workshop and technical assistance

54

throughout the year will be provided to assist VALPteams in the development or integrated curricula toassist students in transitioning to work orpost-secondary education and to assist post-secondarystudents in attaining an associate degree or certificatein specific occupational areas and subsequent employ-ment in the areas of training or enrollment in highereducation.

The goals of this project are to develop sixteenintegrated programs over a four year period along witha manual describing the proass and techniqueseffective in the development of these programs; toimplement and evaluate the integrated programs: toproduce sixteen video tapes-one for each developmentprocess; to host an annual distance learning conferenceand four national dissemination conferences: and togenerate brochures and other materials describing theproject's outcomes.

Fiscal Notes:"Developing Integrated Vocational and Academic

I,earning Programs at the Secondary andPostsecondary Levels" is 1 00% federally funded and wasawarded $ 387.14 1 for t he fiscal year 1994. The periodof the project is January 3 1. 1994 - January 30, 1998.

56



Project Title: Integrated Vocational and Academic Learning Through Tech-PrepContact Person: Joan TillerValencia Community College

PO. Box 3028Orlando, FL 32802

(407)299-5000. ext. 3327 FAX: (407)872-0689

Program Narrative:The objectives of the "Integrated Vocational and

Academic Learning Through Tech-prep" project are to:increase cross-departmental and inter-institutionalfaculty cooperation by utilizing vocational and aca-demic faculty and administrators in the design. modifi-cation and implementation of post-secondary levelacademic courses in the areas of science, mathematics.and communication: increase secondary andpost-secondary student job placement opportunities byestablishing a post-secondary level internship/workexperience component in the Tech-Prep program; andto increase local, regional, and national knowledge ofsuccessful integrated curriculum and job developmentstrategies through dissemination.

Procedures to implement "Integrated Vocational anAcademic Lear2ling Through Tech-Prep" include:

. offering professional development opportunitieswhich facilitate the design of science. mathematics,and communications courses that integrateacademic and vocational competencies:

2. securing private sector partners to sponsor interns infields which do not traditionally involve apprentice-ships:

3. developing new identification, promotion, andrecruitment strategies targeting special needsgroups:

4. disseminating information about the project;S. developing media kits that would provide educators

with instructions regarding how to operate acomprehensive tech-prep program:

6. completing a research study which documents theproject's success.The goals of the project are to increase tech-prep

student performance. completion, and placement rates:to develop new and revised curricula; to increase specialneeds student participation in tech-prep programs: todevelop training workshops; to establish new intern-ship/work experience programs; to develop conferencepresentations and a consortium-sponsored nationalconference; to develop and distribute media kits whichinstruct educators on the "how to's" of operating asuccessful tech-prep program; and to complete aresearch study on the project's success.

Fiscal Notes:"Integrated Vocational and Academic Learning

Through Tech-prep" is 74% federally funded and wasawarded $498.7 3 1 Jim- fiscal year 1994. Non-federalfunds for the same year were $173.017. The totalproject allowance for fiscal year 1994 was $671.748.The time period for the project is January 1. 1994December 31. 1997.

EFVECTIVE MODELS OF INTEGRATION:

Academy ModelSchools-within-a-School:Academies typically operate as a school-within-a-school.(;enenilly. an academy has a mimber of teachers assignedto the faculty from a variety of content areas (e.g.;nath.science. english. (lectronics). Teachers collaborate to forma curriculum armani a vot.at lo1 ia! subject or thenw.Bet.ause teachers work with each other and stiulentswithin the Academy for a number of years. this structurefacilitates the integrathm of academic and vocationalethwation. In this model. the Acadenw develops a closepartnership.with firms and labor organizations that workin the career area emphasized by tile Academy. thusproviding a realistic context for instruction.

Apprenticeships: Apprenticeships emphasize nonionicmid vocational training as well as on-the-job experiemesunder the direction of a inaster craftsperson in theparticular career area. Businesses and/or labor organiza-

*,NOUS join in partnership with high schools to provide amajor block of career training in a real-world setting.Students are prepared .fiir entry level employment as tvellas made aware of the career paths in a particular field.

56

Career Cluster, Career Paths, and CareerMajors: Mese models have moved in a number ofdifferent directimis. Sim, high stlunds have replacedoniventional atmlemic and voaltional departments withdepartments or-gain:x(1 around career (lusters (agrici il-ture. business, public service, health. iiishion). I Vith thisapproach. feathers are assigned to the career departowntor cluster A second approach focuses on career paths .fromwhich the student may chm:se. After carefUl guidance,students select a career path (e.g. agriculture and naturalresources: business and marketing: art and communica-tion: education; health, home, and recreation: industrialtechnologies an(1 engineering; Stiehl!, human and govern-

mental services) tvhich meets their interests. As a resz ilt.they pursue tlwir academic and vocational edueatitm withthe career path «s a backdrop.lbr instruti ion. The careerclusters or career paths enwmpass entry. middle level andprofessional level careers.

Combining the planning by academic andvocational teachers to enhance academiccontent in vocational programs:This approach might typically involve broadeningvomtional courses to iiiclude more matlwmatics arlessons in communications and teamwork or includinglabor ntarket and job-search iii/Ormation in an introduc-tory technology course.

58

EFFECTIVE MODELS OF INTEGRATION:

Curriculum alignment: modilY both the academicand vocational courses horizontally and vertically.

Horizontal AlignmentCoordinating Courses:Academic and vocational teaclwrs -parallel teach-courses in tvhich the themes an, linked or support-ive. For example. an automotive class 'nay bestudying the aspects of the internal combustimengine tvhile a soda1 studies chiss studies theimpact.of the automobile on the changing lifestylesin the 20th century.

Vertical Alignment:Crcating Sequences ofCourses: Courses related to the health careindustry may be linked over series of years so thatstudents are exposed to aspects of scion,. social'mho, conummications, interperonal ad'ation-ships and career paths in the field. At the senioryear students may spend time in a field experieiweapplying the skills and knowWdge which have beenlearned in a life-like sit uathm.

Incorporating more academic competencies(including basic skills) into vocational courses:Vocational teachers might encourage the sante writingtechniques and standards as used by the English depart-nwnt. "l'he reitOrcement of the basic math concepts limybe emphasized by all of the vocational courses.

Magnet Schools: This model centers its curriculumaround a broad career cluster (aviation, business, health.performing arts). The school's curriculum is dominatedby the :focus of the career area. Many magnet schoolshave a career focus. Students who coin(' io the school haveknowingly selected to study in the broad career areaemphasized by the school.

M9king academic courses more applied orvocationally relevant: This approach might involvetaking biology and emphasizing the impact that the bio-agriculture business has On the loail economy or on thedevelopment of certain strains Of plants tvhich resistpeStS.

Tech-Prep: Tech-prep courses are based on a nninnoncore of applied acadeniic cmirses in math. science andcommunications. They provide technkal preparatimileading to employment. Pch-prep provides school-to-tvorkopportunities as part of the overall clirriculum. Thecourses are sequential and, at tlw high school level, aredesigned to intedace with courses of advanced preparationat the community college level. This progression providesfor stronger programs with no overlap. Tech-prep educationlinks "ocational education programs with appropriate highschool academic programs to better prepare graduates forhigher education and employment in the technical fields.

ACADEMY: a school ora school-wit hin -a-sdmolwhich is dedicated to aparticular theme orcourse of study andwhich is directly linkedto the related business/labor organizat;onswit hin I he community.Students may take partof their course of studyat the school site wherelearning is developedaround the careertheme. 01 her parts oftheir education may takeplace in the communityand on-the-job.

ACtION-BASEDPROJECTS: artintegrated curriculumactivity which requiresstudents to have aproject which fulfills areal need. For example. alocal agency may need tohave a survey donewhich the st udents nutydo as their action-basedproject.

APPLIEDACADEMICS: t li

application of a singlecourse or content area tothe world of work.

Integrating Academic and Vocational Learning:The Essential Policy-Making Role of School Boards


GLOSSARY OF TERMS

APPLIED LEARNING:the process of learningor applying the skills.competencies orknowledge learned in asetting which resemblesreal world situations.

APPRENTICESIIIPS: atraining program inwhich the studentreceives school-basedand work-basedinstruction. On-the-jobtraining is provided andoften leads toemployment.

ARTICULATION:- theprocess or cosurilig thatthe curriculum and theinstructionalmethodology isconsistent andconnected through allthe grades in a schooldist rid. The curriculumfor each grade as well asthe activities in whichthe students are engagedshould develop skills.ktiowledge or behaviorswhich will lead studentssuccesshdly to the nextgrade level.

ARTICULATIONAGREEMENT: anagreement bet wed) hvoor more educational

58

systems or programs toh(lp students make asmooth transition fromone educational level toanot her wit houtexperiencing delays orduplication of learning.The agreement savesstudents time andmoney and allows formore advance skills to betaught.

ASSESSMENT: anysystematic basis formaking inferences abouta student's learningprogress. The purpose ()I'assessment is to providet imely and meaningfulfeedback on theperformance or astudent or group ()I'students to give decisionmakers informationabout t he progress ofstudents with regard 10the instructionalprogram.

BIAWK SCIIEDULING:scheduling I he middleand/or high school intoblocks of tinle instead ofii 4 () i+ seven periodday. The forinntresembles a college day.(Men this is done tofacilitate I he delivery oran integrated lesson.

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CAREER ACADEMY:see academy.

CAREERASSESSMENT:evaluat ing t he st udentsaptitudes and attitudesrelated to a variety ofcareers for the purposesof providing some careerguidance or direction.

CAREER AWARENESS:ex periettces aimed atraising the awarenesslevel in all students ofthe multitude andvariety of carversavailable.

CAREEREXPLORATION: avariety of experiencesand educationalopportunities that allowstudents to explore theirinterests and developtheir attitudes andaptitudes related to avariety of careers.

CAREER GUIDANCE:all or the various typesof assistance andsupport servicesprovided to helpindividuals ill theircareer development. Itincludes careerawareness. careerplanning. careerdecision-tmiking.placement skills andknowledge and

understanding ofOccupations,educational, and labormarket needs. trends.and opportunities.

CAREER MAJORS/CLUSTERS: thereplacement ofconventional academicand vocationaldepartments withdepartments organizedaround broad careercategories such asagriculture, business, orhealth.

CAREER PATHS: aseries of relatedoccupations within thesame career field. butrequiring different levelsof training. A careerpath implies the conceptof lifelong learning andencourages upwardmobility throughadditional training andcoursework.

CARL D. PERKINSFUNDS: federal fundingwhich has supportedvocational education.

CERTIFICATE OFINITIAL MASTERY: acertificate thatrepresents t he standardkw general education

GLOSSARY OF TERMSContinued

that every student wouldbe expected to meetregardless of futurecareer and educationplans.

CERTIFICATE OFADVANCED MASTERY:a certificate thatrepresents the standardfor education that wouldbe expected of studentswho were pursuing acareer pat h. Thecertificate of initialmastery represents thefoundation of generaleducation for allstudents. The studentwould then work on hisor her certificate ofadvanced mastery whichwould acknowledge thestudent's morespecialized or advancedtraining in a particularcareer path.

COMMON CORECURRICULUM: I heessential skills.competencies andknowledge expected to bepossessed by all studentsat the concluskin of anin-dividual grade. acluster of grades or upongrad(latir

COMPETENCY-BASEDLEARNING: aneducation effort thatemphasizes the

specification, learningand demonstration ofthose competencies(knowledge, skills andbehavior) that are ofcentral importance to agiven task. activity, orcareer. Competency-based education isdesigned to prepareyouth to successfullytransition to post-secondary education andemployment.

COOPERATIVEEDUCATIOI (co-op):placement of students atworksit es related to theirarea of training togather work experienceand to enhancevocational and technicaltraining at the school.

COURSE SEQUENCES:a series of courses whichare linked in a commontheme or outcome andwhich becomeprogressively morerigorous and broad asthe student movesthrough the sequence.

CURRICULUM: what isintentionally taught tostudents in t he distr ict.school or classrlirtm: theguides. books andmaterials that teachers

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use in teaching students.The elements ofcurriculum are sequence(the ordering of thelearning experiences),continuity ( the length ofsuch experiences). scope(the range of learningexperiences to beoffered). balance (thedegree and amount oftopics. subjects andlearning experiences)and the assessments (themeasurement ofachievement whichresults from t he learningexperience).

CURRICULUMALIGNMENT: thesequence of learningfrom grade to grade orthroughout the grades:the matching of all ofthe elements of theinstructional programwith the goals of thecurriculum (e.g.outcomes, materials.resources, professionaldevelopment,assessments).

EMPLOYABILITYSKILLS: skills thatenhance a person's jobmarketability suchas completing forms,developing a resume,preparing for a jobinterview and analyzinga job market: this canalso be expanded toinclude the types of jobpreparation necessary tocompete successfully forjobs in a particular tradeor industry.

FLEXIBLESCHEDULING:scheduling primarily formiddle schools and highschools which allows forteachers to provideintegrated instruction asneeded. 'l'his type ofscheduling is lessstructured than blockscheduling.

HIGH SCHOOLS THATWORK: a multi-statenetwork of high schoolssponsored by SouthernRegional EducationBoard. The network'sgoal is to raise the


academic skills andstandards of all students.This goal is largelyachieved through thepromotion of anintegrated instruction.

HORIZONTALCOORDINATION: t he

coordination whichoccurs between courseswhen academic andvocational teacherscollaborate or engage in"parallel teaching."

INTEGRATION: a

coordinated system ofenhanced tr:ademic andtechnical education. Thissystem promotes anunderstanding andapplication of knowledgeand skills that preparesall students for lifelonglearning and success intheir lifc's work.

JOBS FOR AMERICA'SGRADUATES: a

tuitional non-profitorganization that strivesto assist high schoolstudents with theirschool-to-careertransition. The emphasisis on at-risk students.

JOB SHADOWING: anexperience involving thespeeding of severalhot irs observing one ormore people while theywork at their jobs. This

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activity providesstudents and teacherswith an opportunity tosee first hand the kindsof jobs and the skills andknowledge required in acertain career field.

JOINT PLANNINGPERIODS: commonplanning periods forgroups of teacherswho are working onintegrating the academicand vocationalcurriculum. Whenteachers have thecapacity to workcollaboratively onplanning. curriculumdevelopment, delivery ofinstruction, support forstudents and assessmentof student performance.there is opportunity for agreater degree of successin student learning.

JUNIORACHIEVEMENT: a non-profit organizationformed to inspire andeducate young people tovalue free enterprise.understand business andeconomics and beworkforce ready Thisorganization has K 1 2

curriculum activitieswhich integrateacademic skills wit hbusiness skills.

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K- I 2 FOCUS: refers toinvolving or impactingall grades and studentsfrom Kindergarten to the12th grade.

LIFETIME LEARNING:t he concept thatlearning does not endwhen one completes aformal program orobtains a diploma.certificate or degree. 'l'headult of today can expectto learn and relearnthrough one's lifetime.

LEVERAGE POINTS:those actions attributedto boards of educationbecause of their legal orpositional status in aschool district. Includedare: setting the missionand vision for thedistrict: establishing thefratnework fbr actionthrough the employmentof the superintendent.policies, allocatingresources, adoptingcollective bargainingagreements: creating aclimate for excellence:ensuring accountability:advocacy for children,public education. specificeducational issues and

initiatives and legislativeefforts.

MAGNET SCHOOLS: aschool which centers itscurriculum around abroad career cluster likeaviation, business, or theperforming arts. ft canexist as an elementary,middle or high school.

MENTORSHIP: aformal relationship, asOpposed to visits.between a studentand a worksite rolemodel who providessupport andencouragement to thestudent. A mentor canhelp students becomeaccustomed to the rules.norms and expectationsof the workplace. andcan provide careerinsight and guidancebased on personal careerexperience.

MISSION: A statementof the business of theschool district. Astatement of the majorpurposes of the district.

NATIONAL ALLIANCEOF BUSINESS: aresource for businessleaders to findonstructive ways to


provide input into themajor issues ofeducation reform and foreducators to involvebusiness leaders.

NATIONAL ALLIANCEFORRESTRUCTURINGEDUCATION: created in1 990 by the NationalCenter on Educationaland the Economy, it is apartnership of states,school districts,corporations.foundations, and not-forprofit companescommitted to creatingeducational systems f.hatexpect high academicstandards from allstudents, whileproviding them with theopportunities. resources,and thinking skillsneeded to meet thosestandards.

NEW STANDARDSPROJECT: a grassrootspartnerships of statesand urban schooldistricts that is adoptinga set of very highnational educationstandards and a newkind of assessmentsystem. This project isrun by the NationalCenter on Mucat ion andthe Economy and theliniversity of Pittsburgh.Tlw goal is to improve

the periormances of allstudents.

PARTNERSHIPACADEMY: seeacademy.

PERFORMANCEASSESSMENT: anassessment that engagesstudents inproducingknowledge orcompleting a task whichcloset represents whatthey are likely to face aseveryday workers and/orcitizens. The assessmentmust closely connect insome way to realsituations and problems.It may take the form of aperformance test, a set ofobservations, a series ofopen-ended questions,an exhibition, aninterview or a portfolioof work.

PORTFOLIO: a recordor student learning.containing severalsamples of student workassembled in apurposeful manner:often includes thestudent's personalreflection on that work.

PROJECT VANGUARD:a national integrationdemonstration project by

61 6 3

Sonoma State l'niversitythat trains teachers.administrators, andcounselors On how todevelop an integratedcurriculum.

REGIONALOCCUPATIONALCENTERS ANDPROGRAMS (ROC/P):an educational center orprogram which providesvocational and careerpreparation training tohigh school students andadults. Courses offeredby ROCIPs cover a widerange of job-relatedtraining. Paid and non-paid internships areintegral to thecurriculum. Programsare conducted infacilities on high schoolsites, the center, orbusiness sites.

SCHOOL-BASEDENTERPRISES: see"school-based learning.-

SCHOOL-BASEDLEARNING: businessventure created andoperated by studentswithin their school.Schools provideentrepreneurial.professional, andtechnical and academicinstruction. Schoolenterprises strengthenthe connection betweenclassroom learning andthe !earning whichoccurs throughparticipation in thebusiness venture.

SCHOOL-WITHIN-A-SCHOOL: typically.these are smaller,specialized units ofteachers and studentswithin a larger.comprehensive highschool. Thachers aregrouped together andmay come from a varietyof content areas (e.g.English. math, socialstudies. science and


vocational specialties).The group of teachersstay with a group ofstudents for a series ofcourses and over a seriesof years. Generally. t heschool-within-a-school isbased upon a careertheme (e.g. health.business. technology.etc.) and the curriculumaligns courses with eachother and to a careerfocus.

SENIOR PROJECT: analternative orsupplement to a formalrestructuring of coursesof programs to integrateacademic and vocationaleducation. Thecurriculum is structuredaround the seniorproject rather thanaround courses andcourse sequences. Thegoal of the senior projectis to develop skills inindependent work.problem solving andpresenting the resultsand findings to others.The project integrateskimwledge and skillslearned in bothacademic and vocationalcourses.

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STUDENTS INCOMMON: organizingthe school day so thatteachers have the samestudents. This organi-zational structure assistsin providing anintegrated instruction.

TEAM TEACHING: ateam of teachers whowork collectively toidentify points ofintegration and devisestrategies to implementintegrated approaches tolearning.

TECH-PREP: courses atthe high school levelwhich are designed to besequential with those atthe community collegelevel. Students begin anintegrated academic andvocational program ofstudy as early as ninthgrade. Courses takenduring the eleventh andtwelfth grade areprerequisites for anestablished program att he community college

6 4

TECHNOLOGY-BASEDEDUCATION: anintegrated curriculumeffort which focusesupon the use oftechnology in thecurriculum.

VISION: an idealdescription of a schooldistrict developed bv theboard to serve as a "roadmap" for thedevelopment of thedistrict's objectives.activities and theallocation of resources.

VERTICALCOORDINATION: thesequencing of coursesover a number ofgrade spans and contentareas to achieve anintegrated program ofstudy.

WORK-BASEDLEARNING: acompetency-basededucational experiencet hal coordinates andintegrates classroominstruction withstructured work-siteemployment in whichthe student receivesoccupational trainingthat advances studentknowledge and skills inessential academicrequimnents.

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