Career Academic Technical Career Academic Technical InstituteInstitute(CATI)(CATI)

Division of Career-Technical Education TN Division of Career-Technical Education TN State Department of EducationState Department of Education

25th NACTEI New Orleans, 200525th NACTEI New Orleans, 2005

Phase IPhase I

17 Schools were awarded grants 17 Schools were awarded grants in the amount of $30,000in the amount of $30,000to develop Models of Academic to develop Models of Academic and Vocational Integrationand Vocational Integration

PURPOSE of the GRANTPURPOSE of the GRANT

Develop models of integration of Develop models of integration of vocational and academic skillsvocational and academic skills

Raise student achievementRaise student achievement Sustainable modelsSustainable models Replicable modelsReplicable models

Recipients Provided Six Recipients Provided Six Models as GuidesModels as Guides

Which Model Does Your Which Model Does Your Model Model?Model Model?

Discipline-Based Curriculum Discipline-Based Curriculum IntegrationIntegration

Teachers relate Cross-Curricular Teachers relate Cross-Curricular Activities while teaching their own Activities while teaching their own disciplinediscipline

Teachers teach in a traditional way, Teachers teach in a traditional way, but show awareness of practical use but show awareness of practical use of classroom knowledge.of classroom knowledge.

Parallel Curriculum Parallel Curriculum IntegrationIntegration

Teachers in their different classes Teachers in their different classes teach independently, but plan to teach independently, but plan to have lessons coincide simultaneously have lessons coincide simultaneously to cover the same themes, issues, to cover the same themes, issues, topics, or concepts.topics, or concepts.

Multidisciplinary Curriculum Multidisciplinary Curriculum IntegrationIntegration

Teachers from several subjects bring Teachers from several subjects bring together two or three disciplines to together two or three disciplines to teach common themes, issues, topics, teach common themes, issues, topics, or concepts. or concepts.

Connections are made for students Connections are made for students who may not see them on their own. who may not see them on their own.

Larger blocks of class time are utilized Larger blocks of class time are utilized such as classes following each other such as classes following each other taught as one. taught as one.

Interdisciplinary Curriculum Interdisciplinary Curriculum IntegrationIntegration

Teachers coordinate a single unit Teachers coordinate a single unit that connects all of the disciplines. that connects all of the disciplines.

A large block of time is necessary. A large block of time is necessary. Complex integration that includes all Complex integration that includes all

the students’ subjects the students’ subjects Cover one unit at a time; several Cover one unit at a time; several

units in a school year.units in a school year.

Integrated Day Curriculum Integrated Day Curriculum IntegrationIntegration

Teachers base lessons or curriculum Teachers base lessons or curriculum units on student-identified themes, units on student-identified themes, issues, topics, or concepts viewed issues, topics, or concepts viewed across the curriculum.across the curriculum.

Field Based Curriculum Field Based Curriculum IntegrationIntegration

Teachers expand the boundaries of Teachers expand the boundaries of the classroom creating opportunities the classroom creating opportunities for students to learn or practice skills for students to learn or practice skills and knowledge in the field or at a and knowledge in the field or at a worksite. worksite.

Activity combines academic and Activity combines academic and vocational knowledge from several vocational knowledge from several disciplines with hands-on skills. disciplines with hands-on skills.

EvaluationEvaluation

Teams identified populations and Teams identified populations and samples from the population to be samples from the population to be assess. assess.

Teams identified the measure used Teams identified the measure used to pre and post assess the to pre and post assess the population and sample participating population and sample participating in the model.in the model.

A survey of teachers participating, A survey of teachers participating, pre and post. pre and post.

Models ChosenModels Chosen

5 or 6 models will be chosen to field 5 or 6 models will be chosen to field test with a sister school in Phase III test with a sister school in Phase III

Unbiased committee will attend Unbiased committee will attend presentations and make presentations and make recommendations of models to field recommendations of models to field test. test.

Cycle of IntegrationCycle of Integration

Support for Staff

Support for Staff

Support for Staff

Planning

PlanningPlanning

Identify need. Something more than “nice to do”. Based in need, set goal(s)

Identify population to be involved.Reasons for integration clearly Defined and reasons clearly stated

Provide planning opportunitiesfor curriculum comparison and Sharing of information

Professional development on diverse teaching methodologies, Multiple intelligences, diverse learning styles, cooperative learning

Workshops on integrating curriculumIdentify faculty to be involved

Observation of classroom Techniques, teaching differencesCollaboration opportunities

Professional development on Evaluation, Plans for improvementMeasurements completed and studied

Study end results. ProfessionalDevelopment addressing redesignand changes in future implementation

CATI Phase IICATI Phase II Gateway Institutes with a Career and Gateway Institutes with a Career and

Technical ComponentTechnical Component 9 Gateway Institutes, one in each region9 Gateway Institutes, one in each region Teams of teachers consisting of: one Teams of teachers consisting of: one

English, one math, one science, two English, one math, one science, two vocational, one special education vocational, one special education teacher(s)teacher(s)

Teams will be Gateway Trained and Teams will be Gateway Trained and CertifiedCertified

Phase IIPhase II

Teams will develop lesson plans with Teams will develop lesson plans with Gateway, Academic and Vocational Gateway, Academic and Vocational skills embedded within the plans. skills embedded within the plans.

Our target is to produce 100 quality Our target is to produce 100 quality lesson plans. lesson plans.

The lesson plans will be posted on The lesson plans will be posted on the state website asthe state website as a resource for a resource for teachers (especially new teachers) teachers (especially new teachers) state-wide. state-wide.

CATI Phase IIICATI Phase III The 5 or 6 models chosen from Phase I will The 5 or 6 models chosen from Phase I will

field test their models with a “sister” school. field test their models with a “sister” school. After 1 year of field testing, the models will After 1 year of field testing, the models will

be showcased at the Tennessee State be showcased at the Tennessee State Vocational Conference and other Vocational Conference and other conferences. conferences.

Models will be a resource for schools similar Models will be a resource for schools similar to the grant schools. to the grant schools.

The grant schools will become a resource The grant schools will become a resource for other schools who want to implement for other schools who want to implement the model. the model.

Thank You!Thank You!