Reinventing and Strengthening
Career and Technical Education
Changes in Education
Changes in Education…
• Changes in Education
– NCLB
• Relevance & Rigor
• Accountability
• High School Reform
Reinventing High Schools
• Establish a clear system wide goal of career and college
readiness for all students; Dramatically improve how and
where academic content is taught; Create incentives for
students to pursue the core curriculum in an interestbased context; Support high quality teaching in all
content areas source: Association of Career and
Technical Education, Jan 06
• Establish clear and rigorous standards aligned with
curricula and entrance requirements to post-secondary
ed and careers; emphasize project-based learning;
connect curriculum to real-world context source: A Call to
Action, Transforming High School for All Youth, Bill &
Melinda Gates Foundation
Changes in Education…
• Changes in Education
– NCLB
• Relevance & Rigor
• Accountability
– Colorado Changes
• CSAP –Math, Science, English
• College Entrance Requirements (HEAR)
Academic Entrance Requirements
•
•
•
•
•
Phase II: (2010 Graduates)
English
4
Mathematics (Algebra I level and higher)
4
Natural/Physical Sciences (two units must be lab-based) 3
Social Sciences (at least one unit of U.S. or world history)
3
• Foreign Language (must be same language)
2
• Academic Electives (see note below) _
2
• TOTAL
18
• Note 1: An academic unit, often referred to as a Carnegie
unit, is equivalent to one full year of credit in a specific
subject.
• Note 2: Please click on our Guide to Courses for examples
of acceptable pre-collegiate courses and academic
electives.
Academic Electives: (2 units required in 2008; 2 units
academic electives and 2 units foreign language required
in 2010)
Approved career and technical education
courses with content comparable to courses
meeting Colorado’s Model Content Standards
and industry specific/CTE standards are
counted as academic electives.
Math in Career and
Technical Education
Magnitude of Treatment Effect –
Question 2
the average
percentile standing of
the average treated
(or experimental)
participant relative to
the average untreated
(or control)
participant
0
Effect Size
Cohen’s d = .80
50th
percentile
C Group
X Group
79th
percentile
50th
100th
Occupational
Standard
AGS11/12.1 - The
student will
demonstrate/communic
ate an understanding of
current issues relating
to agriscience.
AGS11/12.2 - The
student will gain
practical experience in
agriscience through
laboratory and field
work.
AGS11/12.2 - The
student will gain
practical experience in
agriscience through
laboratory and field
work.
AGS11/12.3 - The
student will
demonstrate an
understanding of
physiological processes
in agriculturally
important animals.
Competencies
AGS11/12.1.2 Write a research
paper and/or
prepare a display
on an agricultural
topic.
Academic
Standard
Workforce
Competencies
RW1.1 - use a full range of strategies to
comprehend materials such as technical
writing, newspapers, magazines, poetry,
short stories, plays, novels, essays,
speeches, autobiographies, and firstperson historical documents.
RW2.2 - convey technical information in a
written form appropriate to the audience.
COM1.5 - interpretingdelineates and
analyzes oral and
written information and
synthesizes information
into a conclusion
AGS11/12.2.10 Understand the
scientific method of
problem solving.
SCI1.0 - Students understand the
processes of scientific investigation and
design, conduct, communicate about, and
evaluate such investigations.
SCI1.4 - identifying major sources of error
or uncertainty within an investigation
AGS11/12.2.4 Conduct laboratory
experiments
utilizing plants and
animals.
SCI1.0 - Students understand the
processes of scientific investigation and
design, conduct, communicate about, and
evaluate such investigations.
SCI1.1 - asking questions and stating
hypotheses, using prior scientific
knowledge to help guide their
development
AGS11/12.3.10 Identify proper feed
preparation
techniques.
MA6.1 - use ratios, proportions, percents
in problem-solving situations
SCI3.2.3 - explaining how large
molecules are broken down into smaller
molecules, serving as an energy source
or as basic building blocks in organisms
Resources
Lesson Plan:
http://www.cccs.edu/
animal%20science%
20curriculum/Unit%2
01/Lesson%206/U1L
6.doc
TECH5.3 - applies
technology-understand
overall intent and
proper procedures for
using selected
technology and
equipment
Lesson Plan:
http://www.cccs.ed
u/animal%20scienc
e%20curriculum/U
nit%201/Lesson%2
06/U1L6.doc
Colorado Agriscience Curriculum - Life Science: Animals
Unit
Lesson
Agricultural Education Standards
State Science Standards and Competencies
Unit 6
Lesson 6 – Vaccines and
Vaccinations
AGS 11/12.2 The student will gain practical
experience in Agriscience through laboratory and field
work.
SCI 3.0 Life Science: Students know and understand
the characteristics and structure of living things, the
processes and life, and how living things interact with
each other and their environment.
Unit 1
Lesson 6 – A Look at
Livestock: Scientific
Investigation I – (1 Hour)
AGS 11/12.2.10 Understand the scientific method of
problem solving
SCI 1.4 Identifying major sources of error or
uncertainty within an investigation.
Unit 6
Lesson 4 – Internal and
External Parasites
AGS 11/12.2.18 Control parasites in livestock.
SCI 3.33: Explaining human body functions in terms
of interacting organ systems composed of specialized
structures that maintain or restore health.
Unit 6
Lesson 7 – Administering
Medications
AGS 11/12.2.19 Recognize and Control Disease in
Livestock
SCI 3.3.4: Students compare and contrast
characteristics of and treatments for various types of
medical problems.
Unit 1
Lesson 6 – A Look at
Livestock: Scientific
Investigation I – (1 Hour)
AGS 11/12.2.4 Conduct laboratory experiments
utilizing plants and animals
SCI 1.1 Asking questions and stating hypotheses,
using prior scientific knowledge to help guide their
development;
Unit 1
Lesson 6 – A Look at
Livestock: Scientific
Investigation I – (1 Hour)
AGS 11/12.2.5 Utilize proper research reporting format
SCI 1.3 Selecting and using appropriate technologies
to gather, process and analyze data and to report
information related to an investigation.
Unit 4
Lesson 3 – Male Hormones
of Reproduction
AGS 11/12.3 – The student will demonstrate an
understanding of physiological process in agriculturally
important animals.
SCI 3.3 - Students know and understand how the
body functions, factors that influence its structures
and functions, and how these structures and functions
compare with those of other organisms
Unit 3
Lesson 7 – The Circulatory
System
AGS 11/12.3 The student will demonstrate an
understanding of physiological processes in
agriculturally important animals
SCI 3.3 Students know and understand how the
human body functions, factors that influence its
structures and functions, and how these structures and
functions compare with those of other organisms
Unit 6
Lesson 4 – Internal and
External Parasites
AGS 11/12.3 The student will demonstrate an
understanding of physiological processes in
agriculturally important animals
SCI 3.35: Students use examples to explain the
relationship of structure and function in organisms.
Advanced Credit
Pathway
Successful completion of
high school CTE courses
that transfer to
Community Colleges
Career Clusters
Career Clusters
Career Clusters