DOCUMENT RESUME

ED 288 960 CE 047 974

AUTHOR Pritz, Sandra G.; Crowe, Michael R.TITLE Techniaues for Joint Effort: The Vocational-Academic

Approach. BASICS: Bridging Vocational and AcademicSkills.

INSTITUTION Ohio State Univ., Columbus. National Center forResearch in Vocational Education.

SPONS AGENCY Office of Vocational and Adult Education (ED),Washington, DC.

PUB DATE 87GRANT G008620030NOTE 44p.; For related documents, see ED 252 701-702, ED

252 737739, ED 257 995, ED 266 264, ED 276 873, andCE 047 969-978.

AVAILABLE FROM National Center Publications, Box SP, National Centerfor Research in Vocational Education, 1960 KennyRoad, Columbus, OH 43210-1090 (Order No.SP300EA--manual and audiocassette, $13.95; completeBASICS set, SP300--$198.00).

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICEDESCRIPTORS

MF01 Plus Postage. PC Not Available from EDRS.Academic Education; *Basic Skills; *CooperativePlanning; *Integrated Activities; IntegratedCurriculum; Secondary Education; Skill Development;*Teaching Methods; *Team Teaching; *VocationalEducation

ABSTRACTThis document describes teaching techniques that

vocational and academic teachers can use jointly to improve students'basic skills. It is part of BASICS, a package of integrated materialsdeveloped to assist teachers, administrators, and counselors inbridging vocational and academic skills. Section 1 focuses on theproblem of students' basic skills deficiencies and how teachers canrespond. Section 2 specifics and discusses ways that teachers canwork. The options include sharing, teaming, and staff crossover. Thefinal section consists of examples of eight programs in whichteachers have successfully used these strategies to integratevocational and academic education. They are Pathfinder RegionalVocational-Technical High School District (Palmer, Massachusetts),Joint Academic Vocational Approach (Kentucky), Dauphin County AreaVocational Technical School (Harrisburg, Pennsylvania), ProgramOptions (Ohio), Ohio Program Options: Great Oaks Joint VocationalSchool District (Cincinnati), Ohio Program Options: Mathematics atMontgomery County Joint Vocational School (Clayton), Principles ofTechnology as Applied at Detrick Vocational Center (Louisville,Kentucky), and Process Model for Integrating Science Concepts andVocational Skills, Sandy Union High School (Sandy, Oregon). Aconclusion summarizes, in the farm of a checklist, the factors thatshould be considered before making the commitment to joint efforts.(YLB)

.11rVizao,

Techniques for Joint Effort

U.S. DEPARTMENT OP EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCE3 Itiin2IRMATIONCENTER (ERIC)

This documer has been reproduced asreceived fro. he person or organizationonginating

O Minor changes have been made to Improvereproduction quality

Points of view or oponionsstated thisdocu-ment do not necessarily represent officialOERI Position or policy

The Vocational-Academic Approach"PERMISSION 10 REPRODUCE THISMA-II-RIM, IN MICROFICHE ONLYHAS BEEN GRANTED BY

THE NATIONAL CENTER

FOR RESEARCH IN VOCATIONAL EOUCATiIiiTHE OHIO STATE UNNERSITY 2

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER ERIC)."

THE NATIONAL CENTER MISSION STATEMENT

The National Center for Research in Vocational Education's mission is to increasethe ability of diverse agencies, institutions, and organizations to solve educationalproblems relating to individual career planning, preparation, and progression. TheNational Center fulfills its mission by:

Generating knowledge through research

Developing educational programs and products

Evaluating individual program needs and outcomes

Providing information for national planning and policy

Installing educational programs and products

Operating information systems and services

Conducting leadership development and training programs

For further information contact:

Program Information OfficeNational Center for Research

in Vocational EducationThe Ohio State University1960 Kenny RoadColumbus, Ohio 43210-1090

Telephone: (614) 486-3655 or (800) 848-4815Cable: CTVOCEDOSU/Columbus, OhioTelex: 8104821894

Copyright 1987, the National Center for Research in Vocation& Education, The Ohio StateUniversity Al! rights reserved.

3

Strengthen basic skills by using . . .

TECHNIQUES FOR JOINT EFFORT:

THE VOCATIONAL - ACADEMIC APPKOACH

A Targeted Teaching Technique

Adapted by

Sandra G. Pritzand

Michael R. Crowe

The National Center for Research in Vocational EducationThe Ohio State University

1960 Kenny Road

Columbus, OH 43210-1090

1987

FUNDING INFORMATIOW

Project Title: National Center for Research in Vocational Education.Applied Research and Development

Grant Number: G008620030

Project Number. 051BH60001A

Act under Which Carl D Perkins Vocational Education Act.Funds Administered: P L. 98-524. 1984

Source of Grant: Office of Vocational and Adult EducationU.S. Department of EducationWashington, D C. 20202

Grantee: The National Center for Research in Vocational EducationThe Ohio State UniversityColumbus. Onio 43210-1090

ActingExecutive Director. Chester K Hansen

Disclaimer. This publication was prepared pursuant to a grant with the Office ofVocational and Adult Education. U S Department of Education.Grantees undertaking such projects under government sponsorshipare encouraged to express freely their judgment in professional andtechnical matters. Points of view or opinions do not, therefore,necessarily represent official U.S Department of Education positionor policy

Discrimination Title VI of the Civil Rights Act of 1964 states* "No person in th:.Prohibited: United States shall, on the grounds of race. color, or national c-igin,

be excluded from participation in. be denied the benefits of. or besubjected to discrimination under any program or activity receivingfederal financial assistance." Title IX of the Education Amendmentsof 1972 states: "No person in the United States shall, on the basis ofsex. be excluded from participation in, be denied the benefits of. orbe subjected to discrimination under any education program oractivity receiving federal financial assistance." Therefore, theNational Center 'or Research in Vocational Education Project, likeevery program or activity receiving financicl assistance from theU.S. Department of Education, must be operated in compliance withthese laws.

5ii

CONTENTS

LIST OF EXHIBITS v

FOREWORD vii

EXECUTIVE SUMMARY ixADVICE FROM THE FIELD xi

INTRODUCTION1

What is the Problem?1

Can Teachers Respond')3

How Best to Respond'?6

WAYS TEACHERS CAN WORK TOGETHER 7

Sharing7

Teaming10

Staff Crossover12

JOINT EFFORT IN ACTION15

Pathfinder Regional Vocational-Technical High School District, Palmer, Massachusetts 15A Joint Academic Vocational Approach (JAVA); State of Kentucky 17Dauphin County Area Vocational Technical School, Harrisburg, Pennyslvania 18Program Options; State of Ohio 19Ohio Program Options; Great Oaks Joint Vocatiortal School District,

Cincinnati, Ohio 21Ohio Program Options; Mathematics at Montgomery County Joint Vocational School,

Clayton, Ohio 24Principles of Technology (PT), as Applied at Detrick Vocational Center,

Louisville, Kentucky 27A Process Model for Integrating Science Concepts and Vocational Skills;

Sandy Union High School, Sandy, Oregon 28

CONCLUSION31

REFERENCES33

iii

6

LIST OF EXHIBITS

Exhibit

1. "CAN DO" ARTICLE 4

2 APPLIED MATH/AUTOBODY PHILOSOPHY & GOALS 25

3. CORRELATION CHART EXCERPT. APPLIED MATH/AUTOBODY 26

4 INTEGRATED PROGRAM GRID 29

v

7

FOREWORD

Converging factors point to a need to look for new pathways to vocational education excel-lence the public's increased expectations regarding academic outcomes of education, heightenedby a number of national reports; increased graduation requirements and declining vocational enrol-lments in many states; the emphasis in the Perkins Act on the reed for strengthening academicfoundations; and business and industry requests that entry-level employees have a more thoroughknowledge of the basic academics they will need to apply in their vocational fields. Those con-cerned agree that students need to have stronger basic academic skills as they leave secondaryeducation programsstronger academic skills for graduation, for work, and for life.

The National Center has sponsored diverse efforts dealing with basic skills in vocational educa-tion, from research to development to dissemination. Much has been learned about vocational stu-dents' basic skills learning problems In order to make connections between research and practice,The National Center has, through synthesis and development, prepared an integrated package forteacher use reinforcing this information with practical applications gleaned from teachers' reper-toires across the nation The products in the package are aimed toward enabling vocational andacademic teachers to strengthen the academic component of vocational programs through jointeftort.

The BASICS package provides resources in five focus areas: research findings, teaching tech-niques. instructional materials, instructional strategies, and support roles. The resources are organ-ized in three looseleaf guidebooks fur flexible use. An accompanying videotape provides an orienta-tion to the topic and to the package.

The Bridger's Guide orients administrators, counselors, teachers, and employers to the purposeand F oplication of BASICS: individual roles are explained, resources identified, and implementationguidelines and strategies outlined in workshop format. Individual components to the guide are asfollows

Implementation Guide describes the philosophy of BASICS and provides guidelines for imple-menting the program

Support Roles for Basic Skills describes the role of administrators, counselors, employers, andfamilies in a program for improving basic skills.

Primer of Exemplary Strategies provides teachers with examples of other teachers' successfulefforts and diverse approaches.

Roaisigns from Research (posters and brochures) highlights key research findings of interestto those involved in strengthening basic skills.

Targeted Teaching Techniques provides vocational and academic teachers with assessment,planning, and management tools to improve students' basic skills. Individual components are astollows:

vii

Technique for Management. Time for Learning lays foundations for more effective basic skillsinstruction through studying the use of classroom time.

Technique for Remedialion. Peer Tutoring discusses the planning, implementation, and evalua-tion of peer tutoring programs to strengthen students' basic skills.

Technique for Computer Use. Software Evaluation describes a procedure for joint evaluation ofeducational software for basic skills instruction.

Technique for Individualization: The Academic Development Plan guides school staff through asystematic identification of individual student needs and steps to meet those needs.

Techniques for Joint Effort: The Vocational-Academic Approach describes teaching techniquesthat vocational and academic teachers can use jointly to improve students' basic skills

Developing an Instructional Program provides teachers with practical and theoretical informa-tion on the development or selection of appropriate applied basic skills instructional materials Indi-vidual components are as follows.

Instructional Materials Development discusses the prerequisites of materials development,alternative curriculum types, and guidelines for materials development and review

Supplemental Instructional Resources identifies sources of basic skills instructional materialsfor use with vocational students.

Instructional Assistance in Specific Basic Skills prepares vocational teachers to help studentsgain reading, writing, oral communications, and math skills.

The National Center wishes to acknowledge the leadership provided to this effort by Dr RobertE. Taylor. recently retired Executive Director. Appreciation is extended to the following individualswho served as a panel of experts to assist staff in planning strategy and recommending documentcontent. Eugene Bottoms, Consultant to the Southerr Association of Colleges and Schools. MicheleBrown, Vocational Supervisor, Idaho Falls School District, ID; Alton Crews, Superintendent, Gwin-nett County Public Schools, GA; Roger Faulkner, Instructor-Coordinator, Great Oaks Joint Voca-tional School District, OH, and Darrell Parks, Director, Division of Vocational and Career Education.Ohio Department of Education. Appreciation also is extended to Ron Von Stein, Pioneer Joint Voca-tional School, Shelby, OH and to Lois Harrington of the National Center for their critical review ofthe document.

Special recognition is due the following National Center staff who played major individual rolesin the development of the BASICS package Richard J. Miguel, Associate Director for AppliedResearch and Development, and Michael R. Crowe, Project Director, for leadership and direction ofthe project: Sandra G. Pritz, Senior Program Associate, Judith A. Sechler, Program Associate, andJune Veach, Graduate Research Associate, for synthesizing and developing the documents; andDeborah Black for word processing the documents. Appreciation is extended to The National Cen-ter editorial and media services personnel for editorial review, graphics, and production of tnedocuments.

Chester K. HansenActing Executive DirectorThe National Center for Research

in Vocational Education

viii

EXECUTIVE SUMMARY

Students need to have strong academic skills as they leave secondary education programsstrong academic skills for graduation, for work, and for life. Studies of education have advocated arenewed emphasis on academic excellence and on teaching basic skills, and many states haveresponded by increasing graduation requirements. Employers want to hire graduates who have astrong foundation of basic skills and who can apply those skills to solve problems in an increas-ingly technological world that demands great flexibility of workers. Finally, students need to ries-ter basic skills to successfully participate in our complex society.

Educators in many places are responding to this challenge in ways that have positive out-comes for their students and, ultimately, for themselves. Evidence of this has been gathered byThe National Center and is being published by The American Association for Vocational Instruc-tional Materials (AAV;M) in Integration of Academic and Vocational-Te'hnical Education: AnAdministrator's Guide (Harrington, in press). The evidence relates to tit, need to link academicskills instruction to applications in vocational tasks for successful student learning. The challengecan best be met by a joint effort of vocational and academic teachers to bridge the gap betweenvocational and academic programs and to make students aware of the bonding between academicskills and vocational tasks.

For this document, information of interest to teachers has been drawn from Harrington's work.Ways that teachers can work together are specified and discussed so that teachers can work outhow to proceed with joint effort in their own situation. The options include sharing, teaming, andstaff crossover. Sharing involves planning and preparing for instruction cooperatively as well assharing concerns about how to deal with change and new relationships. Teaming may involve thedevelopment of a correlated course of study and instructional materials to incorporate the voca-tional and academic content as well as teach the content. Staff crossover entails systematicexchange of selected responsibilities.

The finai section of the document consists of examples of programs in which teachers havdsuccessfully used these strategies to integrate vocational ant' academic education. Many of theteachers in these programs have instituted pioneering joint efforts from which other teachers canbenefit.

IX

10

Advice Educational reformers have long called for vocational and academic teachers tofrom the collaborate in developing a field: balanced curriculumone in which such stu-field: dies as English, science, mathematics. graphic arts, and electronics would col-

lectively enlarge understanding of the workplace and, in turn, correct some ofthe traditional perceptions and stereotypes described here. The Commissionbelieves that both general and vocational education leaders must undertake tointegrate their curricula and demonstrate the co-equal importance of academicand vocational learning. In doing this, we will be more responsive to the uniqueneeds of all students in our nation's secondary schools.

It is as unfair to limit the vocational education opportunities of academic stu-dents as it is to stigmatize those who are in the programs. We need an enrichedvocational curriculum that serves all students, regardless of their academic abil-ity or aspirations. We should give all students a balanced mix of academic andvocational experiences in their high schodl curriculum. We should provide voca-tional experiences for all learners and not stigmatize such courses as the exclu-sive preserve of special groups.

The problems and possibiliaes in vocational education mirror those in academiceducation. In both areas, learning is compartmentalized into arbitrary pocketscalled "c purses." Students are seldom asked and seldom expected to integrateskills and knowledge across these courses. Opportunities for rote learning,applicative learning, problem solving, and eieativity are inherent in academicand vocational courses alike; similarly, enriching and 'coring experiences takeplace in both realms.

What is really required today are programs and experiences that bridge the gapbetween the so-called "academic" and "vocational" courses. The theoretical andempirical bases as well as the praCtical and applicative aspects of academiccourses and vocational courses must be made explicit and meaningful. Thiscalls for a joint effort between the academic teacher and vocational teacher.

National Commission on Secondary Vocational Education.The Unfinished Agenda: The Role of Vocational Education inthe High School.

xi

1 1

Introduction

What Is the Problem?Several factors have converged to make

changes in vocational education programs anecessity:the public's increased expectationsregarding academic outcomes of educationalactivities, heightened by a number of nationalreports; increased graduation requirementsand declining vocational enrollments in manystates; the emphasis in the Perkins Act on theneed for strengthening academic ` dations;and business and industry reques at entry-level employees have a more thorough knowl-edge of the basic academics they will need toapply in their vocational fields.

None of these reasons imply failure on thepart of teachers academic or vocationalto"do their lob." Rather, these factors are part ofa collective set of circumstances that point toa need to look for new pathways to vocationaleducation excellence. Those concerned agreethat students need to have stronger academicskills as they leave secondary educationprogramsstronger academic skills for gradu-ation, for work, and for life.

Academic Skills for Graduation

The problem of students' basic skills defi-ciencies is a natioral concern for both generaland vocational educator . Since the sixties,educators have seen test scores decline,reflecting deficiencies in basic skills. This "ris-ing tide of mediocrity"to auote the K., ',nalCommissk n on Excellence in Educationfinally captured widespread national attentionin 1983 when several reform documents were

published, including A Nation at Risk. Many ofthese documents advocate a renewed empha-sis on academic excellence and c n teachingbasic skills.

These studies stressing the needs in edu-cation have led states to respond in a numberof ways, such as

increasing teacher certification standards,increasi% the number of academiccourses required for graduation,changing curriculum standards for gra-duation requirements,changing curriculum standards or text-book adoption procedures, andlengthening the school day or year.

Many of these responses involve changesin graduation requirements. The changedrequirements demand that basic academicskills be strengthened and also that schools beaccountable. giving evidence that specificskills are being taught in specific courses sothat students can qualify for graduation.

Increasing academic course work createsa problem for vocatioral students: the effort tomeet the new graduation requirements leavesthem limited time to participate in vocationai-programs. Thus, enrollments in many voca-tional programs have been decreasing.

For students who are "at risk" in terms oftheir decision to stay in school long enough tograduate, the rew academic demands are

SOURCE The material 1;1 this document has been largely exerpted and adapted for teachers from Harrington. Integral on ofAcademic and Vocational-Technical Edudation: An Administrator's Guide in press Material in the second paragraph on thispage is adapted from an unpublished Ohio Program Cations work1

12

frightening and discouraging. Since many at-risk students have tended not to do well inmore abstract academic courses but havedone better in more concrete vocationalcourses. the problem is compounded

Academic Skills for Work

Employers are among those who havebeen pointing out the deficiencies in basicskills of those they employ or would like toemploy. Clearly, employers want to hire grad-uates who have a strong foundation of basicskills. The major thrust for employers'demands comes from the changing nature ofworka phenomenon with many facets. Oneis that declining U.S productivity, coupled withincrea; ng competition abroad, points to aneed tt 'lave workers who will contribemore effectively on the job.

Second, partly because of technologicalchange, occupations requiring few or no basicskills are rapidly disappearing, while newlycreated occupations require workers to usereadina, writing,and computation at a fairlyhigh level of skill in the solving of daily prob-lems on the job. Technological Chang: alsomeans that people may be expected to changejobs relatively often. People with strong aca-demic skills and an understanding of broadprinciples are in a much better position to beflexible in transferring 'hose skills to newapplications than are people who have onlynarrow (and soon asolete) occupationalskills. Employers are stressing the need forproblem solving and decision making skillsand for the ability to apply academic conceptsto specific tasks.

In a survey conducted at Pensacola Jun-ior College, employers said they './anted grad-uates to possess direct job skills (e.g., weld-ing) because these skills equip an individual tobegin a job. They also wanted other, relatedskills (e.g., safety-mindedness, human rela-tions, communications) because these skillsequip a new worker to keep the job. (Walker,1980)

2

Academic Skills 1-ir l tie

Students' mastery of basic .;ki!!s is essen-tial to ti*.eir successful participation in oursociety These skills are riot only crucial todemonstrating employability and occupationalcompetency, acqui,,,ig further education andtraining, and attaining upward mobility, butalso necessary for functioning in a complexsociety. Students need more than job trainingto live full, satisfied, productive lives Asexpressed by the Association for Supervisionana Curriculum Development in their Resolu-tion 10 (ASCD, 1986) for a balancedcurriculum:

"A limited interpretation of the basicsrequired in education threatens a oal-anced and high quality curriculum forstudents living in our complex society.The curriculum should be broad enoughto offer suitable educational opportuni-ties for all students re!ative to their aca-demic, social, psyct-logical, and healthneeds and abilities ASCD recognizesthat further development and emphasesare needed in teaching skills of problem -solving, reasoning, conceptualization,and analysi-,, which ark, among the neg-ected basr:s needed in tomorrow'ssociety." (p. 1)

What A, e the Skills Needed?

There seem; to be general agreement thatthe following skils are necessary'

Entry-level jc.t% skillsMore than entry-level skills are not, in most cases. requiredor even desirable. There is not time toteach more than that. Employers don'twant more than that. And since skillshacome obsolete so quickly today, it iscounterproductive to teach more thanthat. Retraining, perhaps five to seventimes, will characterize careers of thefuturelifelong learning

Common-core basic skills Math,science, and communication (reading,

writing, listening, speaking) skills need tobe taught through instruction, remedia-tion, reinforcement, and application. Com-puter Ilieracy is another common-coreskill that is becoming basic.

Job -spec is basic skillsStudents train-ing for certain occupations may requireadditional academic course work. Forexample, students in electronics or healthoccupations may need to take specificscience courses.

Employability skillsThe skills needed toget a job include interviewing, conductinga job .earch, developing a resume, andcompleting a job application form.

Employment skillsThe skills needed tokeep a job and advance in the occupation(or move laterally if needed' includeinterpersonal skills, educability skills,thinking skills, problem solving, derisionmaking, the ability to cope with cnange,

risk taking, innovativeness, entrepreneur-ship, and leadership, Also included arethe many affective elements desired byemployers:punctuality, reliability, safety-mindedness, perseverance,cooperation,loyalty, enthusiasm, and confidence.

Although vocational instructors rec-ognize most of these skills as being a part oftheir present programs, the message from em-ployers and others is clear: More is needed!Present programs have not been judged to beinferiorand specific programs are acknowl-edged to be superiorbut overall, vocationaleducation has often been judged to be ho-hum, so-so, mediocre. That should be a chal-lenge. Vocational educators have alwayssought excellence; by linking more closelywith academic colleagues, by pooling respec-tive strengths, vocational educators cangreatly enhance the quality of education for allstudents.

Can Teach. Respond?Having acknowledged that the problem is

real, teachersbo'' vocational andacademicin many places across the nationhave decided and are deciding that they canrespond to the challenge in ways that havepositive outcomes for their students and, ulti-mately, for themselves.

3

The following exhibit typifies this "can do"spirit and gives a list of areas in which teacherscan make their efforts count.

14

EXHIBIT 1

"CAN DO" ARTICLE

le legislative provisions in the Perkins Act that encourage the strengthening of academic founda-tions of vocational education programs are welcomed and applauded The liberal interpretation ofthese provisionsto encourage courses and instructional strategies for teaching principles of mathand science via practical applicationprovides a necessary staple to the vocational education dietThe more broad, global interpretation of the legislative intentto consider academic and vocationalcourse work as a fused,coordinated curriculum for all studentsis tempting food for thought

The 31 words of Title II, Section 251, a(11) of the Perkins Act provide the major impetus to streng-then academic foundations of vocational education. This legislative provision indicates that statesmay use funds for

the conduct of special courses and teaching strategies designed to teach the fundamental prin-ciples of mathematics and science through practical applications which are an integral part ofthe student's occupational program

Though some may look upon the "may" component of the legislation as weak, this legislative state-ment is highly significant. Efforts to strengthen academic foundations, not highlighted in previousvocational education law, signal a recognition of the importance of underlying academic principlesapplied to vocational education. This signal has the potential of being highly influential to state legis-lators and state and local policymakers. Further, the legislative provision gives credence to the long-held belief of many educators that the mutually exclusive approach to curriculum is no longer appli-cable. Business and industry, the compass for direction in vocational education, has supported thisnotion for some time. At a local level, employers have repeatedly voiced the need for academic skillsas foundational to vocational skills. In High School and the Changing Workplace: The Employer'sView business/industry leaders recommended core competencies vital for almost every job Thecompetencies, transferable in nature and essential for adaptabi!ity, include a significant emphasis onacademics.

It must be pointed out, however, that business and industry representatives did not request more aca-demics per se, but applied academics. Such requests have frequently been misinterpreted, asexpressed by Janet Hunt, Standard Oil of California, in A Nation at Work: Education and the PrivateSector:

A good example of misreading industry feedback to educational needs is the back-to-basicsbacklash. Industry people have been strongly advocating better business-English skills trainingand ... this has beci interpreted by some legislators/educators as four years of Englishliterature

Composers of legislation should be commended for providing language that stresses application ofacademics that are an integral part of the student's vocational program. They did not request moreacademicsa quantitative crevice out of which many critical education reviewers have not yetclimbed.

4 15

EXHIBIT 1continued

Purpose, Priorities, and Potential

Application of this legislative provision has exciting potential. It provides a "WE CAN"approach not only to vocational education curricula but also to education curricula as awhole. With the general intent of the legislative provision

WE CAN assist students with 1:"elong learning skills. Clearly, academics are fundamentalto occupational programs, but they are significant factors, as well, in learning how to learn.This learning-how-to-learn is paramount to the retraining and reorienting of individualsencountering new jobs, which occurs five to seven times in the average person's work life.

WE CAN motivate students to learn both the vocational and academic skills. In The Unfin-ished Agenda, the National Commission on Secondary Vocational Education noted thatvocational education is frequently "the catalyst that reawakens" student interest in schooland "sparks a renewed interest in academics." This reawakening and sparking of interesthas been evident in vocational programs in Ohio that have stressed applied academics.

WE CAN broaden opportunities for academic students. Students in the college preparatorytrack who have the opportunity to see the theories of math, science, or communication putto practice have a scope that is widened in terms of realism. The meaning of the subjectmatter is expanded.

WE CAN broaden opportunities for vocational students. Students in vocation& programshave the opportunity to see that the oractices and activities within their respective skillareas are based on sound principles and theory that carry over to other program areas.

WE CAN alter the perception of the public toward certain disciplines. Schools in which thevocational programs encompass principles of mathematics, physics, chemistry, andadvanced communication will foster a more positive image of both vocational and aca-demic programs.

WE CAN be pace-setters in the educational arena. Critics have urged that education needsto be more applied, more concrete, more related to the real world. A basic and acceptedprinciple of teaching and learning relates relevancy and application to increased compre-hension. Despite this, many academic classes function with little or no application. Voca-tional education, on the other hand, has by its very nature a history of applied learning.The marriage of vocational and academic content can provide the vocational educationcommunity opportunities for leadership in instructional design.

WE CAN help vocational students accelerate the pace and depth of understanding of theirskill development. When students comprehend the principles upon which the applicationof knowledge is based, they will be better equipped to see application and relevancy ofnewly evolving knowledge. This will allow a greater level of efficiency and effectiveness inthe classroom and on the job.

SOURCE Darrell L Parks and Gail H Henderson. "Strengthening the Academic Foundations of Vocational Education Pro-grams A New CharterA New Look" (Columbus. OH Ohio Department of Education. Division of Vocational and CareerEducation. n d ). pp 1-4

5 16

How Best to Respond?Fortunately, there is prodigious evidence

that when basic skills are linked with and app-lied to technical skills, students are willing andable to master them. Therefore it is importantthat academic and vocational learning beviewed as complements, never substitutes, forone another. The unhealthy schism that oftenexists between academic and vocational pro-grams can be bridged for the betterment of allstudents if it is recognized that each has muchto offer the other and that the new educationalchallenges of our day can best be met throughconcerted action. The challenge is twofold:

to strengthen the academic basis of voca-tional education, andto strengthen the connection betweenconcept learning and application in aca-demic education.

The challenge can be best met by a jointeffort between vocational and academicteachers to design educational programs thatapply the academic skills in the context of anoccupational area. The thrust toward a jointvocational-academic effort has several under-lying premises:

Academic basic skills are embedded invocational tasks. Both academic andvocational teachers are needed to identifyexactly where academic concepts areused in vocational courses.

Vocational tasks provide for realistic useof academic basic skills. Often academictextbooks do not provide sufficient oppor-tunities for students to practice suchskills. Connecting academic learning withapplication strengthens students' basicskills and builds the skills they need forproblem solving and decision making.

Clearly, students should learn to applyacademic concepts in ways that have real-world consequences. It is important to capital-ize on the natural environment of the voca-tional setting where students can apply theacademic concepts.

6

Neither academic basic skills nor voca-tional skills should be taught in isolationfrom each other. All teachers need tomake students aware of the bonding be-tween academic basic skills and voca-tional tasks. This requires a fusing ofvocational and academic education AsRupert Evans says,

One of the first ways to make voca-tional and general education everydaypartners is to establish instructionalprograms which point out to studentsthat instruction in every class is rele-vant to what they are now learning, andwill be relevant in their lives ahead.Since we do not want to tell studentsan untruth, we need to make sure thatall education really is relevant. (Evans,1971, p. 58)

Differences in students' learning stylesand in teachers' teaching styles may havea significant impact on successful basicskills acquisition. If some students learnmore successfully through an academic,abstract approach and others through anapplied, concrete approach, schools hadbetter provide for both.

Many of the reforms being instituted havea structural emphasis in that they add on tothe system (for instance, lengthening theschool day). The joint vocational-academicapproach, on the other hand, is more process-oriented. It involves a cooperative effort toreexamine program/course structure, staffing,curriculum design, and teaching techniquesThis redirection of effort does not involvecostly changes and shows real promise ofstrengthening basic skills for all types ofstudents.

The exact process by which academicand vocational teachers can work effectivelytogether will vary according to the local situa-tion. However, as with all desired changes, ithelps to know some of the factors to considerand the strategies that are being used success-fully elsewhere and can be considered amongthe options. The next chapter discusses these.

'7

Ways Teachers CanWork Together

A variety of options exist for vocationaland academic teachers to cooperate in a jointeffort. The aim is an integrated and articulatedprogram in which vocational students receiveacademic and occupational instruction pres-ented as a total education package. Toachieve this, educators must stop assumingthat "what" is taught is tied to "where" it istaughtthat communication is taught in Eng-lish, math is taught in math class, physics istaught in science, and engines are taught inshop. In fact, communication competenciescan be identified in many places in the curricu-lum, and the same is true of the otherdisciplines.

If the aim is an integrated and articulatedprogram for students, these concepts deserve

some discussion. Integration is the blending ofthe "what" into the various "wheres"interrelated and parallel coverage of content inacademic, related, and lab classes. Articula-tion is the process of matching competenciesto task lists and identifying where the compet-encies are (or should be) taught. This occursboth vertically (between successive years andlevels of schooling) and horizontally (acrossthe curriculum).The result is a coordinated,efficient system of covering all the requiredcompetencies.

The first and broadest group of optionsfor cooperation can be called simply "shar-ing." Other categories of options include team-ing and staff crossover; these all have someelements in common.

SharingSharing and cooperation involve people,

and without them integration cannot effectivelyhappen. Administrators and staff must worktogether in integrating and articulating theirinstruction to create a total education package.Cooperative sharing is not sufficient for inte-gration, however. Integration must be inherentin the curriculum and the program structure aswell. Thus, a major degree of sharing must takeplace in the planning process.

Planning

The planning process must include thosewho will be involved in the programadmini-strators, teachers, guidance counselors, etc.The teacher's role in planning will be stressedhere. Planning for the joint effort involves, first,

7

an agreement on the skills that will be consi-dered "basic" in the programthat is, the typesof academic skills vocational students will needas a foundation to their mastery of occupa-tional skills and their ability to move flexibly onthe job and in life.

Second, it is helpful to assess some of thecooperative aspects of the existing program.Vocational and academic teachers can sharethe ongoing informal and/or formal effortsbeing made to strengthen academics within thevocational curriculum, and occupational applica-tions within the academic curriculum. Many ofthese efforts may already be underway withoutan explicit organizational commitment havingbeen made.

1g

Once this planning groundwork is laid,some questions about structure arise.

Who will teach the academic skills? Insome institutions and in some states, vocationaleducators are identifying the academic skillsthey already teach in their programs and aresees ingand being grantedapproval toaward academic credit toward graduation foracademic skills learned through vocationalinstruction. Proponents of this approachclaim, with some validity, that a great deal ofmath or science or English is already taught invocational classes because the academic skillsare essential to successful performance of theoccupational skills. Many an electronicsteacher provides science instruction. Many abusiness teacher provides English instruction.Many a carpentry teacher provides mathinstruction.

Other institutions and states feel that toassure high-quality academics worthy of grad-uation credits, certified academic teachersmust provide the academic instruction, corre-lated with and reinforced by the occupationalinstruction. To do otherwise. they feel, makesteacher certification standards meaningless. Infact, there is evidence that, although voca-tional teachers possess the academic skillsneeded for occupational tasks, they often donot have the expertise to explain the theoryunderlying the skill. That is one of the con-cerns of those urging educational reform.

Who will teach the vocational skills? Insome cases, one vocational teacher teachesboth shop and related instruction. In othercases, different teachers handle the twoinstructional tasks or use a team approach toteach both. Taking into consideration thepresent staffing structure and the demands ofthe proposed integration effort, those involvedin planning need to determine how responsi-bility for teaching the vocational curriculumwill be handled in the future.

What effect will the organizational struc-ture have on your ability to integrate subjects?Can the structure be modified or changed?The educational institution may house bothacademic and vocational students andteachers, all under unified leadership. Sincethe teachers are all under the same roof, get-

8

ting them together is not a physical problem,through it may require scheduling changes

The institution may house only vocationalstudents, but may have both academic andvocational teachers to provide a total programfor those students. As in the previous situa-tion, the actors involved in the change are atleast all under the same roof

Or the institution may house only occupa-tional students and teachers, with ac: jemicstudents and teachers housed at homeschools. The vocational students may com-plete their academic work prior to or concur-rent with their vocational course work. Changeto a more integrated system is no less possiblein this situation but does involve some addi-tional concerns For example, when teachersare housed in separate facilities, many differ-ent, geographically distant locations may beinvolved, depending on the number of homeschools and the size of the district. Thatmakes interaction among teachers more of achallenge. Strong cooperative relationshipsmay be impeded by the institutions' competi-tion for students in the face of decliningenrollments

Planners need to consider the structureand the level of integration sought in makingdecisions about whether the structure shouldremain the same or change to facilitate greaterintegration. There are numerous options

Team vocational and academic teachersto promote sharing.

Cluster the teachers in each vocationalprogram with a math, science, and Eng-lish teacher.

Give academic teachers a vocationalsupervisor, and vocational teachers anacademic supervisor to promote a cross-pollination of ideas and approacnes.

Form a vocational-academic team tosupervise teachers from both groups.

What curricular materials will be required,and how will they be secured or developed?Poor and even mediocre materials can be thebasis for a good deal of discontent. Manyteachers have felt the lack of resources for the

19

teaching of applied academics (textbooks,guides, software) to be a major barrier.

The lack of resources is particularly criti-cal given that, in many cases, students in aclass represent a wide range of ability levels.Thus, it is recommended that the classes beindividualized as much as possible. If the totalvocational program is competency-based andindividualized, adopting the same approachfor the academic subjects should not consti-tute a major problem. If conventional group-based instruction is the institutional norm,however, individualizationparticularly with-out adequate, appropriate curricularmaterialscan seem an awesome task.

Sonie integrated materials are alreadyavailable or in development. The Center forOccupational Research and Development(CORD) and the Agency for InstructionalTechnology (AIT) nave developed appliedscience courses for secondary and postsec-ondary vocational-technical students, entitledPrinciples of Technology and Unified Techni-cal Concepts. CORD is also developing materi-als for applied math, while AIT is developingmaterials for technical communications.

Practical Exercises in Applying Knowl-edge (PEAK) is a program of secondary schoolcurriculum materials developed by theNational Center for Bell and Howell Publica-tions Systems. PEAK places students in real-life situations by relating academic skills tothe workplace. With a teacher's guide and ser-ies of student exercises, PEAK relates coursesin math, science, and office and marketingeducation to today's careers

In some cases, state or locally developedmaterials can be located through suchsources as the National Network for Curricu-lum Coordination in Vocational and TechnicalEducation (NNCCVTE). Often, however,teachers are happier using such materials ifthey developor at least adaptthem. Thissuggests the need to plan for curriculumdevelopment, an activity that takes both timeand special skills. These issues are covered indetail in BASICS' Instructional MaterialsDevelopment and Supplementary InstructionalResources.

9

Who else needs to be involved in theeffort? The integrated educational programwill gain strength if all the significant actors inthe student's education are involved in thejoint effort. Guidance counselors can play animportant role in helping to assess students'basic skills levels. They can organize a syste-matic process for planning an individualizedacademic development plan for each student.(See BASICS' Technique for Individualiza-tion: The Academic Development Plan (ADP).Special educators need to be an integral partof the effort, as do parents and employers It isworth spending some time considering allthose who might be able to play a part in thenew program.

Once these questions are answered, logis-tical arrangements can be made to support theeffort. While vocational and academic teacherscan provide input on support concerns suchas space and time, administrators will usuallyneed to coordinate arrangements.Many sup-port issues relate to time concerns: time toplan; time to meet; time to share. This oneconcern can make or break the integrationeffort. If teachers cannot reasonably find thetime to get together, they are unlikely to do so.Without this interaction, there can be littlecooperation, correlation, or integration. Littleteam spirit will be built. If, however, at a bareminimum, teachers meet for ten minutes aday, that sharing is likely to become a habit.

One very effective way to pro%)de time isto phase in the change over an extendedperiod. This not only provides more optionsfor building in the time needed for planning,developing, and implementing the innovation,it also provides time for all the participants togo through the change process to the pointwhere the innovation is routinized, refined,and institutionalizedan integral part of thecurriculum.

Preparation

Another crucial issue is adequate training.Inservice training needs to be available soteachers can feel adequately oriented to theintegration approach to be used. They mayalso want training to perform the occupationaland task analyses reauired, to use the task

20

analyses to identify academic skill require-ments, and to develop curricular materialsTraining vocational and academic teacherstogether helps to reinforce a cooperative rela-tionship by providing an environment condu-cive to sharing.

Vocational and academic teachers mayalso need additional preparation in each oth-er's fields. Academic teachers can offer work-shops to help vocational teachers improvetheir own basic skills. Vocational teachers canoffer minicourses covering occupational skillsto help academic teachers relate their instruc-tion to occupational reality. Academicteachers can be invited to vocational teacherconferences to promote sharing of ideas andmaterials. (See also BASICS' Performance-Based Teacher Education Modules, Instruc-tional Assistance in Spa: 111c Skills.)

Additional preparation can take placethrough informal sharing. For example, voca-tional and academic teachers may seek eachother's help in private or borrow each other'stexts for study.

Sharing Concerns

It is natural for both vocational and academicteachers to have concerns about change.Some of these concerns need to be sharedwith administrators to find out some of theirthinking and to make them aware of the feel-ings. It also helps for teachers to share theirconcernsto seek answers, to seek hemp, andto develop a spirit of sharing and trus.

Some typical concerns of both academicand vocational teachers are the following

How will this change affect my jobespecially my job security?

Will I be relinquishing control over what Iteach?

How will I find time to cover the voca-tional content if more time is spent onacademics? (or) How will I find time tocover the academic content if more timeis spent on applications?

How much additional work will beinvolved in the change, and how will I findthe time and energy to do it

Vocational teachers may wonder howstrong their own academic skills need to be inorder to teach others. They may also wonderhow they can develop the needed skills.

Academic teachers may be concernedabout their ability to relate their subject matterto occupational reality Some may be con-cerned about the wisdom of doing so: theymay worry about keeping their subject matter"pure," not watered down.

The experiences of many other teachersin pioneering joint efforts have inclicat9c1 thatsuch concerns are normal but can be alle-viated and ultimately dispelled The positiveresults for both students and teachers soonbecome paramount in their thinking

TeamingThe central idea of teaming is that a voca-

tional teacher and an academic teacher per-form some of their teaching tasks togetherrather than independently. Teaming betweenvocational and academic teachers can takeplace in various ways. This rs sharing theactual teaching rather than sharing aboutteaching. Several modes of teaming will bediscussed here, but others can be devised.

10

Develop a Correlated Course of Study

Identify academic skills within vocationaltasks. Initially,vocational teachers (usuallywith some sort of external help and advice)identify or update a list of essential entry-leveltasks. Next, a vocational-academic team iden-tifies specific academic concepts in thosetasks on a task-by-task basis. The vocational

21

teacher can explain the task, 4ince the aca-demic teacher may be unfamiliar with it. endcan often point out where academic skills areembedded, although sometimes the :ocationalteacher has come to take them for granted inpractice and is less apt to recognize them Theacademic teacher helps to identify them andapplies specialized terminology, perhaps iden-tifying the name of a principle, such as Boyle'slaw

In some institutions, two types of basicacademic skills are identified. By comparingthe academic skill lists for all occupationalprograms, common-core basic skills areidentifiedskills needed in every occupationalarea. A second group of basic skills can thenbe identifiedthose that are occupation-specific. (A process for accomplishing this isdescribed in BASICS'` Instructional MaterialsDevelopment.)

Correlate the courser of study. The voca-tional instructors develop a course of studybased on the occupational skills identified.The academic instructors develop courses ofstudy based, at least in part, on the academicskills identified (other academic skills requiredfor graduation must, of course, be included).Then the team correlates the academic andvocational curricula as much as possible. Forexample, if the math teacher is teaching a par-ticular theory during the first week of October,the vocational teacher should be teaching askill that requires the application of that theoryduring the same week. Those experienced inintegrating programs caution, however, that aperfect dovetailing of content is impossible.Some skills in each area are prerequisites ofother skills; they must be taught in a particularsequence, and the academic and vocationalsequences may sometimes be at cross-purposes. In addition, schedules slide a bitbased on how long it takes students to mastereach skill.

Academic and vocational teachers worktogether to plan how individual lessons can becorrelated. Vocational teachers give academicteachers relevant examples and terminology touse in teaching a given theory or skill. Aca-demic teachers give vocational teachers sug-gestions for activities that require students toapply the theory and practice the skills.

11

Develop Instructional MaterialsIncorporating the Vocational

and Academic Content

The team can jointly review the materialsalready in use in their courses as well as otherexisting materials. Their review may includesoftware, for which a joint review procedure isexplained in BASICS' Technique for Compu-ter Use: Software Ealuatior. Then they iden-tify where changes need to be made andwhich team member is best suited to makethose adaptations (with the other's review).

If new instructional materials are to bedeveloped, the team needs to work out theguidelines for that process. BASICS' Instruc-tional Materials Development describes spe-cific procedures for accomplishing this task.

Teach the Content

Academic and vocational teachers canteam teach, regularly or periodically. This maymean that an acad,,rnic teacher works in thevocational classroom to teach or reinforce aparticular academic concept that is to be usedin a vocational task, and then the vocationalteacher takes over and teaches the applicationof the concept. (The process would work inreverse in an academic classroom).

Another way is to have both the voca-tional and academic teachers teach concur-rently (in either type of classroom) on someregular basis. In that way, the vocationalteacher can work with a large group at times,allowing the academic teacher to pruvide extrahelp to students having difficulty.

A great benefit of both of theseapproaches is that students see the teammembers in action together and workingtogether cooperatively. An automatic messageis given out to students that the vocational andacademic instruction and the material itself,are inextricably related. The idea of a totaleducation package is reinforced for students,and the academic concepts and their applica-tion are always tied together.

Other team options that might be consi-dered are team design and grading of assign-ments. The same teaming idea can be used inworking with peer tutors on materials for their

22

students. (See BASICS' Technique for Remedi-ation Peer Tutoring.)

Teaming is not necessarily limited toclassroom work. A team activity of a non-classroom nature is for a team to make indus-try visits. Vocational and academic teams canspend timea day, a weekin the real worldof work, where vocational teachers can be

technically updated and academic teacherscan be occupationally oriented. Another ideais that academic teachers can team up withvocational teachers on vocational stud,:nt organ-ization (VSO) responsib:lities. atteming activi-ties and teaching VSO skills. For instance, theEnglish teacher could teach public speakingand parliamentar, procedure

Staff CrossoverStaff crossover involves teachers

exchanging roles with each other. The firstexample (given in the last section) of a teamteaching the content is also a type of staffcrossover in that an academic teacher pres-ents material in a vocational classroom (orvice versa) on a task or concept basis. Staffcrossover might involve even more extensiveperiods of swapping classrooms. If the aca-demic and vocational teachers have bothbecome familiar with the classes and haveboth developed expertise in the integratedmaterial, they may be able to exchange class-rooms very comfortably.

There are several other ways in whichstaff crossover can take place:

Using consultants from otherdepartments

Making assignments in the other'scourse (For instance, the shop teachersuggests the topic for a student paperin the communications class.)

Setting up review of student papers inwhin each teacher performs a differentfunction (For instance, shop teacherreviews for content, communicationstea-ner for language, writing, andformat.)

Attending classes in each other'scourse, not for evaluation purposes, butto learn from each other in a type ofauditing arrangement.

Analyzing time use in each other'sclasses (See BASICS' Technique forManagement: Time for Learning.)

It should be clear that sharing, teaming,and staff crossover are not discrete categoriesThe important idea is that not every coopera-tive activity needs to constitute full integrationand that some types of cooperation may bemost suitable for launching a given joint effort

Full integration means that the total voca-tional/academic program is seamless. Voca-tional and academic teachers work as equalpartners in a cooperative effort to meet stu-dents' educational needs. Their interactionand mutual support are an integral part ofdaily instruction. In academic courses, stu-dents learn theory deriving in large part fromtne vocational curriculumfrom teachers whocan use examples drawn from the occupation.In vocational classes, students apply that the-ory and reinforce their academic skills.

If, for whatever reason. teachers cannot atthis time seek a fully integrated structure,there ale other, less radical changes that canbe implemented. At a bare minimum, thereshould be cooperation and an effort to corre-late the two curricula. The academic skillstaught should be those required for occupa-tional entry and lifelong learning. The voca-tional curriculum should include the applica-tion and reinforcement of those skills insofaras possible. In both, thinking and probiemsolving and decision making should be usedroutinely and become as natural to studentsas breathing

Examples of programs in which teachershave successfully used these strategies aregiven in the next chapter. (See also BASICS'Primer of Exemplary Strategies for more

12 23

examples of strategies for joint effort.) Manyof the teachers in these programs have insti-tuted pioneering joint efforts Their pioneeringhas involved risk and challengeprimarilyfrom the new, the different, the change fromthe status quo Likewise, their pioneering

13

efforts have brought about a unity -nd kinshipthat has often allowed outcomes that surpassexpectations. The results have proven to beworth the effort. The focus is on challer je, notburden, opportunity. not imposition.

24

Joint Effort in Action

When embarking on a relatively neweffort, teachers like to know how similarefforts are being handled by their colleagueselsewhere. The situation in each school issomewhat unique, but some elements are sim-ilar enough to strike a respondent chord andstimulate thinking. The examples and state-ments given here have been contributed fromprograms in processprograms that are in

3rious stages in the ioint effort to integratev ational and academic education and thatmay still have snags to work out. All have

something of value to offer those pursuingsuch a joint effort.

The descriptions in this section areexcerpts of special interest to teachers fromthe lengthier descriptions of program modelspresented in BASICS' Bridger's Guide (Inte-gration of Academic and Vocational-TechnicalEducation). Teachers who would like to readabout the broader program context arereferred to those.

Pathfinder Regional Vocational-Technical HighSchool District, Palmer, Massachusetts

Description

The four-year program at Pathfinder Vo-Tech High School (9-12) allows students to"explore" the various occupational programsduring the first semester of the ninth gradebefore selecting a program Students attendclasses for five and a half hours a day, on analternating schedule:one week of shop alter-nating with one week of academic and relatedinstruction classes.

Students must successfully complete fouryears each of shop, related instruction, andEnglish. The English require ..ent at the ninthand tenth grade levels includes both an Eng-lish course and a reading course Studentsmust also successfully complete two yearseach of math, science, U.S. history, and physi-cal education. Students must also pass shopeach year and earn 150 credits in order to beeligible for a diploma. Upon successful com-pletion of the program, students receive both a

15

Certificate of Vocational Proficiency and ahigh school diploma.

The basic skills improvement plan at Path-finder was developed with teacher, administra-tor, and public involvement. A school steeringcommitteeconsisting of math, reading, andEnglish teachers (two each); an academicdepartment head; and a central officeadministratorserved as a catalyst for devel-oping the total basic skills plan. As is the casein any decision-making situation at Pathfinder,the school's advisory council was substan-tively involved.

An outgrowth of the steering committee'sefforts was the initiation of a districtwide jointplanning approach. By working with staff fromthe sending schools, they established a mech-anism for maximum continuity in students'basic skills training, as well as for further col-laboration and follow-up on a districtwidebasis.

25

Students' basic skill needs are identifiedthrough testing. In the ninth grade, studentsare tested on reading, math, writing, and lis-tening. St, dents who fail to meet the specifiedstandards are given two years (grades 9 and10) of intensive instruction in basic skills.Detailed computer analyses and scoringsheets provide the remedial instructors withthe diagnostic information needed to structureeach student's program to focus on identifiedweaknesses.

Students continue to receive remediationuntil they meet the standards on the yearlyrerist. The numbers of students requiringremediation beyond the tenth grade are not sogreat as to create scheduling and staffingdifficulties.

A number of strategies are being used toincrease the integration of the academic andvocational offerings. State minigrants areavailable for school systems to gain assistancein the development of curricula. Local schoolsystems are encouraged to bring in outsideconsultants to help identify vocational andrelated academic competencies. Academicteachers can then plan instruction to coverspecific occupationally related academiccompetencies, and vocational instructors canplan Instruction to include application of thosecompetencies To promote mutual sharing.vocational teachers were asked to identifyterms and examples from their occupationalareas that the academic teachers could use intheir instruction. Academic teachers wereasked to identify opportunities for vocationalteachers to integrate basic skills in theirclasses.

Massachusetts' commitment tocompetency-based education (CBE) also haspotential for facilitating academic/vocationalintegration. As part of the CBE effort, localschools are developing learning activity pack-ages (LAPs) for both the academic and thevocational courses, field testing them, andsharing them statewide. A good deal of statesupport and riinigrants for this work are avail-able. Staff at the regional education center inLowell have developed a LAP developmentprocess and can provide personnel to helpteachers write LAPs. for which the teachersget credit as co-authors. Elective summer pro-

16

grams are also offered. In these programs.teachers identify competencies for theirinstructional areas and then develop LAPs anaother curricula. Participants are required toproduce tangible products and are paid r sti-pend for their work.

Another opportunity for formal and infor-mal conta, t between academic and vocationalteachers is provided through the state's annualoccupational professional development work-shops. which have offered sessions coveringtopics susii as the following.

Integrating economics into the voca-tional school curriculum

Making traditional social studies andEnglish subjects more tangible and"real" for vocational students

Improving listening skills

Teaching reading in the content area

Reiriorcing basic skills through homeeconomics

'ementing cross-discipline planning

renting Principles of Technology

ti ,:, found that it is crucial to'ti,,. .'roach academic /-

II ationto those who will be.. .:veryone involved, furthermore.need- .nderstand that basic skills are anintegral part of occupational preparednessThe importance of academics in the occupa-tional program at Pathfinder is reflected in theschool's promotional materials.

Staff at Pathfinder know that, traditionally.students have attended their vocationalcourses; they have cut their academic coursesThe academic teachers who are most success-ful in terms cf student learning and motivationare those who teach academic concepts invocational terms. Thus, if academics are tiedto vocational course work more closely in thefuture, this should increase attendance in aca-demic coursesand benefit students, whoneed those basic skills

For the future, vocational educators inMassachusetts are attempting to ensure that,since they are accountable for basic skills

26

development, they get full credit for the basicskills gains resulting from their courses. Theywant the state to measure s',Jclents' skill levelsboth on entering and leaving the vocationalprogram. They feel that improvement in basicskills, not comparison of the final skill levels ofstudents graduating from different tracks,should be the index of program success.

For More Information

Mike Fitzpatrick, Assistant Superintendent,Pathfinder Vo-Tech High School; Route181; Palmer, MA 01069, (413) 283-9701

A Joint Academic 'vocational Approach(JAVA): State of Kentucky

Kentucky is another state where voca-tional educators are being proactive in theirapproach to the improvement of basic skills.To counteract a high adult illiteracy rate, K NI-tucky teachers are required to teach certainessential basic skills in each gradeand ineach curriculum area at each grade level Infact, a State Board of Education Regulationrequires that 60 percent of a secondary stu-dent's time be devoted to basic skilldevelopment.

This commitment is reflected in theannual Kentucky Program of Studies. Undereach vocational area are listed the coursesoffered in that area. Those vocational coursesthat will develop competencies in basic skills,equating to the additional unit needed to fulfillthe 60 percent requirement. are marked withan asterisk.

The expansion of the introduction, prac-tice. and reinforcement of basic skills in voca-tional education is listed as a goal for planningprograms for fiscal year 1986. Under this goalare listed the following vejectives:

Identify basic skills that can be rein-forced and practiced in 30 vocationalprograms.

Develop at least two alternative imple-mentation plans for integrating basicskills in vocational programs.

Develop a plan that allows more secon-dary students to achieve vocationalobjectives while pursuing academicr' ,uirements

Implement a state school vocationalguidance assessment plan for program

17

placement and basic skillsimprovemer'.

Identify the skills to be taught by tech-nical related programs in state voca-tional technical schools, and providethe necessary instructional support.

Kentucky's commitment to competency-based education (CBE) has helped in thesebasic skills reinforcement efforts. Basic skillsare not just inserted into the uurriculum arbi-trarily. Given occupational competencies for aprogram or area, teachers (who are paid towork during the summer) identify the basicskills involved in or underlying those compet-encies. Through the competency-basedguides (for teachers or students) that are thenproduced, the basic skills can be infused intothe curriculum where appropriate.

Under JAVA, academic skills have beencross-referenced to related tasks in prevoca-tional programs. The skills for the prevoca-tional areas were selected from task analysesand competency lists according to three crite-ria. They must (1) be exploratory (apply to asmany jobs in the occupational area as possi-ble), (2) have general educational value, and(3) represent actual job tasks (not tasksinvented for the classroom). Related academicskills were identified, and task assignmentsheets v . re developed for use by teachersand students in both the academic and prevo-cational areas.

Committees of academic and vocationalteachers at each site took part in the develop-ment process. They worked approximatelythrew months in the summer, during which

27

time they participated in staff developmentactivities and completed such tasks as analy-sis of competency lists, identification of skills,and development of matrices of vocational-academic skills and curriculum materials.

Students who participate in JAVA areninth- and tenth-grade vocational students inurban and rural schools. Materials are alsoavailable for eleventh and twelfth graders Thematerials are available statewide. In ruralareas, the program has been found to be most

effectiv^ when the vocational school is closeto the home school (otherwise so much tinefor transportation is taken from the programthat it is difficult to implement the progiamfully)

For More information

Wilburn J. Pratt, State Director; Office ofVocational Education; Kentur'ky Departmentof Education; Capital Plaza Tower, Frankfort,KY 40601: (502) 564-4286

Dauphin County Area Vocational Techni-cal School, Harrisburg, Pennsylvania

Description

Dauphin County Area Vocational Techni-cal School offers academic and vocationaleducation, adult programs, and customizedjob training. Both full- and part-time programsare available. Area schools give their owndiplomas.

The school is in its fourth year (1985-86)of planning and implementing an educationalmodel built around clusters. Planners startedby grouping voc...ional courses according tothe Dictionary oi Occupational Titles (DOT)and came up with four major clusters: service,manufacturing, construction, andcommunication/transportation.

Departments were subsequently abol-ished, and clusters became the functionalorganizational tin ,. Each cluster is headed bya cluster mnager and includes an academicteam composed of teachers of English, math,social studies, acid sc'ence.

Free elections are held to choose clustermanagers. Cluster managers serve for threeyears and receive $1,200 extra per year forserving in that role. Two academic and twovocational teachers were the first to peelected, so there was a good balance.

Each cluster develops its own curriculum,both academic and vocational, and vocationaleducation dollars are used to support the

18

effort. The school feels that learning activitypackages (LAPs) work best and that they areused most when teachers develop their own.Teachers, particularly the English and socialstudies teachers, wanted to start with a cleanslate.

Some academic teachers had troubleadjusting their courses to fit the integratedcluster approach. Social studies teachers, forexample, initially had difficulty identifying howtheir content could be occupational-specificNow when they teach, they can, for example,include information about the labor movementand the industrial revolution.

Some vocational teachers also hadadjustment problems. They felt a needastrong needto have the time to teach stu-dents every occupational skill they would everneed to know. The administration, on theother hand, senses that when vocationalteachers think they are producing studentswho are prepared totally and for all time, theydo students a disservice. Such students tendto think they know it all and are not amenableto later instruction and training on the job.

In the development of clusters and curric-ulum, planners had input from business andindustry every step of the way. They tookevery new idea to the occupational advisorycommittees for approval. All curriculum,including academic curriculum, must beapproved by the advisory committees. The

28

administration feels very strongly that theadvisory committees must be consultPJ andlistened to. or they won't be around very long

New teachers are oriented to the clusterapproach through the inservice training pro-gram offered as part of their induction pro-gram. Vocational and technical teachers cometogether for meetings; according to the admin-istration, simple proximity does have benefits.It is difficult to find enough time for vocational!-academic sharing and curriculum develop-ment. The union contract allocates only 10hours of inservice time per year.

An example of how academic/vocationalinstructors in a cluster cooperate at present isas follows. When students are given a techni-cal writing assignment. both the Englishteacher and the shop teacher are involved.The English teacher helps the shop teacherselect the writing format most appropriate tothe specified occupational content, and theshop teacher pro-ides the English teacherwith a list of technical terms that would beused. Students receive the writing instructionthey need in English class and the occupa-tional knowledge they need in related instruc-tion class. The completed reports are thengraded by both teachers, the English teachergrades the writing skill, and the shop teachergrades the occupational content

Student progress through the academicprogram is measured by math and English

pre-and posttests Monitoring progress is crit-ical in Pennsylvania, which has mandated min-imum competency levels in basic skills. Thusfar, math scores are improving, but Englishscores are not. Pennsylvania plans to establishcommon-core competencies, when it does,each cluster will add area-specificcompetencies.

Pennsylvania also requires two humani-ties credits for graduation Vocational studentscan earn science credit at the tech school forsuccessfully completing the Principles ofTechnology course. A similar provision forhumanities credits is pending in thelegislature.

One clear measure of the success of theDauphin County AVTS program is the Educa-tional Quality Assessment Test, which isadministered to students in Pennsylvania threetimes during their schooling. Students fromDauphin County AVTS are now in the 99thpercentile. Furthermore, as the program pro-gresses, Dauphin is finding that the teachersare becoming more and more enthusiasticabout the clustering concept.

For More InformAtion

Ronald Stammel, Director' Dauphin CountyAVTS: 6001 Locust Lane; Harrisburg, PA17109; (717) 652-3170

Program Options; State of OhioDescription

In 1983, Ohio approved nine deliberatelyunconventional pilot projects at the local edu-cation agency level Schools approved forpilot efforts agreed that their projects would(1) be occupationally specific in instructionalcontent and design and (2) include a nonlab-oratory instructional component designed todo the following'

Reinforce basic skill competencies

Support the overall occupational andemployability needs of students in achanging work world.

Establish a foundation for training andretraining throughout a student's work-ing lifetime, particularly in the areas ofmath, science, and/or communications.

Complement recently modified statehigh school standards.

Enhance crossover opportunities forcollege-bound students

19

29

i

Be cost-effect ve

A Program Options model based on thepilot efforts was developed in 1985 for theintegration of academic and vocational educa-tion. The model was also influenced by thenew statement of goals for vocational educa-tion in Ohio, which states that by 1990 thesecondary vocational education programs inOhio will do the following:

Reach 50 percent of the high schoolpopulation in job training programs.

Prepare students to secure gainfulemployment or pursue postsecondaryeducation in the field of training at arate that will exceed the general youthemployment rate by at least 10 percent.

Prepare students in math, science, andcommunication skills appropriate forentry-level positions, and provide thefoundation for postsecondaryeducation.

Enable vocational students to demon-strate (1) occupational competencies ata level of proficiency acceptable to theemployment market; (2) the ability toadapt and advance in an ever-changingwork environment: and (3) employabil-ity skills, including positive work ethics,attitude, self-concept, and managementof work end family responsibiIities.

The model, as the name options implies,really offers a selection of models In eachmodel, a vocational teacher is responsible forteaching an uninterrupted minimum of 150minutes of vocational education instructiondaily. Some options cover vocational contentonly: other options correlate vocational educa-tion with applied academic instruction.Beyond that, there are variations.

The Program Options model includessome additional requirements for the corre-lated vocational/academic programs.

Academic instruction shall be limited toapplied math. science, and communica-tions derived from specific vocationaleducation taxonomy courses of study.

20

All vocational education and academicteachers will be properly certified intheir respective areas.

Only job training vocational educationstudents are to be enrolled in the corre-lated academic classes

Applied vocational academic classesare to be locally designed for a specifictaxonomy. Clustering of vocationaleducation programs within one or moreacademic classes is permissible whenthere is a common core of math.science, or communication concepts.Maximum class size in either case willbe 25.

All vocational education and academicteachers must attend a state-sponsoredpreservice workshop related to thecorrelation of academic and vocationaleducation instruction

A correlated academic and vocationaleducation course of study must beapproved by the Divisions of VocationalEducation and Elementary and Secon-dary Education to assure granting ofcredit.

Regularly scheduled and unobligatedcorrelation time, either daily or weekly.must be provided for vocational educa-tion teachers to plan and correlate withthe appropriate academic teacher(s)

These options do not apply to co-opprograms.

To date. reports concerning ProgramOptions are positive about both the potentialand the results of this system The documentpresenting the Program Options proposal(unpublished) says

Program Options affords students greaterflexibility in meeting academic and voca-tional requirements, as well as providesthem with the academic foundation forlifelong learning, upward employmentmobility, or occupational transitioningdue to changing career patterns or jobdislocation.

30

State staff described extremely positiveearly results from pilot efforts. At WayneCounty JVS, junior food service studentsshowed an average 93 percent improvement inmath test scores from pretest to posttest Andat Alliance City High School, an applied aca-demic teacher, comparing his vocational stu-dents with students in the academic track,marvelled at the enthusiasm of the vocationalstudents in the pilot; school staff and visitorswere equally impressed. With these kinds of

initial resultsimproved test scores andIncreased student and teacher motivation, it isno wonder that the state of Ohio has greathopes for Program Options.

For More InformationSonia M Price, Assistant Director, Coordina-tion of Program Services; Division of Voca-tional and Career Education; Ohio Departmentof Education; 65 South Front Street; Colum-bus, OH 43215; (614) 466-3430

Ohio Program Options; Great Oaks JointVocational School District,

Cincinnati, OhioDescription

Great Oaks Joint Vocational School Dis-trict includes four campuses, serving 35 affil-iate schools Secondary (11th and 12th grade),postsecondary, and adult courses are offered,with a focus on integrating applied academicsinto the vocational curriculum.

In 1979. Great Oaks funded a massiveemployer study conducted by an independentresearch firm. Employers were asked 50 ques-tions about their perceptions of vocationaleducation and its graduates. The resultsshowed that employers wanted to hire gradu-ates who were (1) more flexible, (2) more cap-able of making lateral career changes, and (3)more capable of moving up the career ladderThey also wanted entry-level employees withbetter skills in math, writing, and learning howto learn

The following year Great Oaks beganworking with local ousiness and industry toreevaluate the competer ..ies required for indi-viduals to succeed within an occupation in achanging economy. After a two-year reviewprocess, the consensus reached by businessand industry was that the skills in math, com-munications, and organization needed to bestrengthened within each occupational area topermit upward mobility in the economic struc-ture. It was also agreed that these skillsneeded to be taught by subject matter special-

21

fists and to be integrated and correlated withthe occupational field of study.

Accordingly, Great Oaks initiated alimited experimental program on one of itscampuses in 1982. With the success of thisexperimental effort, the program was imple-mented in the 1983-84 school year and hassince been accepted by the state departmentof education as a model for other Ohioschools to adopt.

The Great Oaks program uses an optionwith an applications lab, two applied academ-ics classes, an English class, and a class inemployability skills/entrepreneurship eachday. A variety of scheduling options areoffered. All applications labs are taught byvocational instructors, and all academicclasses are taught by teachers certified in theareas.

In the junior year, students take the appli-cations lab (occupational and technical data),employability skills/entrepreneurship, appliedmath, applied science (Principles of Technol-ogy or biological and chemical science), andEnglish. In the senior year, students take theapplications lab, employability skills/entre; e-neurship, applied math or science,occupational-related communication andorganizational skills, and social studies.

31

The occupational and applied academicsclasses are all named to emphasize that theyare part of a total integrated vocational pro-gram: Integrated Occupational ApplicationsLaboratory and Integrated Technical Founda-tions. Great Oaks feels that in order to have atotal integrated program, learners need toknow that they must pass all these courses toearn a vocational certificate: learners must besold on the total package

Curriculum development process. GreatOaks has identified both common core basicskills competencies across occupations andcompetencies specifically applicable to oneprogram or cluster of programs. In developingtheir Program Options model, the plannersstarted with an available occupational analysisand used an advisory committee to help mod-ify the task list for local conditions. Then aca-demic and vocational teachers workedtogether to complete a three-step process:

Task analysis

Identification of objectives

Identification of competencies neededto meet the objectives

The curriculum development process isnow tied in to the normal four-year curriculumreview cycle, which is combined with theinservice program for Program Options Thesubsequent curriculum review and reorganiza-tion effort takes five to six months. Involvinginstructors in the process accustoms them tothe idea of change, and then when the actualchange takes place, they are ready for it.

An example of how the process works isas follows. In the summer of 1983, vocationalinstructors and their supervisors met for 15days to begin the curriculum review process.After an initial orientation, they reviewed exist-ing courses of study to determine the contentto be covered in each of the two years of theprogram. Then they sequenced the content:into duty blocks and task areas, and they iden-tified overall objectives and competencies foreach block. The last task was the most challenging:identifying the math and science skillsfor each duty block. Not being fully versed inmath and science theory, the vocationalinstructors sometimes struggled with termi-nology, concepts, and structure

22

Once the vocational instructors had donetheir part, math and science specialists ana-lyzed the identified math and science skillsThey, too, formed the skills into duty blocksand task areas, with objectives and competen-cies. And then they sequenced the math/ -science duty blocks and tasks to correlate withthose in the vocational course of study Thus,the vocational cufriculum determines the spe-cific math and science concepts to be taught

Next, time was provided for the vocationaland academic instructors to work together todesign strategies and develop projects inte-grating math/science concepts into technicalapplication. Decisions were made, sometimeswith difficulty, about who would teach whatpart, what materials would be used, and whatinstructional methods would be used Duringthe pilot effort, all vocational and academicinstructors were put together in one largeplanning area, which proved to develop teamspirit. In subsequent implementation efforts.however, this has not always been possiblebecause of space limitations. Instead, instruc-tors work in small groups, using existingfacilities

This teamingfrom planning throughimplementationis believed to be essential tothe integrated effort. For one thing, it isimpossible for two or three teachers to corre-late their instruction on a continuing basis ifthey never communicate. More important,perhaps, is that students are more sold on theidea that the subjects are interrelated whenthey see their instructors working as a team. Infact, both experimental and control groupsinvolved in the pilot effort showed that if stu-dents don't see the relationship between math.science, and their vocational training, theydraw back from learning math and science.

Time for teamingfor building rapportthus does not end when the planning phase isover. During the pilot, for example, vocationaland academic teachers were required to meetfor 10 minutes a dayto touch bases, to com-pare progress, to communicate. After three tofour months, the teachers made daily contactvoluntarily, without being required to do so.Teachers also continue to work as teams oncurricular materials development.

32

MirAnother way in which teaming is encour-

aged is that vocational instructors, to keeptechnically up-to-date, are required to maketwo industry visits per quarter. Now, the voca-tional instructors are encouraged to take theapplied academic instructors with them on thevisits. This not only promotes the team spirit,but also helps eliminate one of the perceivedweaknesses in the program: that academicinstructors lack the on-the-job technical expe-rience needed to come up with occupationalapplications easily. The vocational instructorcan help the academic teacher in this regard,but more is needed. In the future, Great Oakshopes to offer an option whereby applied aca-demic teachers, like their vocational counter-parts, can enter industry every four years toparticipate in a 40-hour work week

The Great Oaks district is working, on theone hand, to ensure that students reach theirjunior year better prepared. On the otherhand, they are working to provide all students,regardless of basic skills levels, with theinstruction they need to become competent. Itis therefore crucial that the curriculum besomewhat individualized. For this reason, aca-demic and vocational teachers are given timeto work together (3-5 weeks during thesummer and/or 2 hours a day during theschool year) to develop learning activityguides (LAGs) and teacher activity guides(TAGs), job task sheets, procedure sheets,information sheets, and the like.

There is another reason for supporting thedevelopment of LAGs and TAGs. When thevocational instructors lost instructional time(e g., from 4 1/2 to 3 hours), there was a certainamount of panic Granted, they no longer hadto use their time to teach applied math andscience, but they still thought they wouldn'thave time to cover the vocational content. Oneresponse to this was to involve the advisorycommittee in reviewing the competencies tobe included in the program, thus ensuring thatthe course content was pared to the essen-tials. Another response was to use differentmaterials and strategies to deliver the contentmore efficiently.

Not only do teachers prepare new mate-rials, students are now required to do more

23

individual work outside class (e.g , readings,homework) and to prepare job plan sheets,which give directions for doing a series ofoperations or procedures involved in a com-plete job. In short, students are asked to takemore responsibility for their own learning.Though students didn't automatically enjoythis "benefit" and though teachers found thecurriculum development work strenuous, overtime both groups are becoming convincedthat the effort is worthwhile. In fact, whinasked to list the advantages of the integratedapproach, staff identified, among others, thefollowing advantages:

Student materials are better organizedand of a higher quality.

There is greater continuity in thecurriculum.

Students are able to progress at a morerapid pace.

Through use of the job plan sheets,students are better prepared in class tocomplete a job or operation.

Students have learned to apply a logi-cal, step-by-step procedure in complet-ing a task and solving a problem.

In terms of the integrated curriculum,numerous benefits were listed and verried bythe experimental data. Teachers say that work-ing together makes for a more meaningful dayand that students benefit from having accessto several experts rather than just one. Stu-dents in the experimental groups scoredhigher on achievement tests and technical per-formance tests than did Students in the controlgroup. They were also more highly motivatedand had lower rates of absenteeism.

In the words of the associate superintend-ent, Cliff Migal, "The future looks bright."Being able to provide meaningful and con-crete opportunities to relate math and scienceconcepts and principles to the operations inthe occupational field will certainly producean individual who is better prepared to enterand advance in the labor market. The model inits present design permits the vocational com-pettincies to be maintained at a high-qualityleval. while increasing the competencies inmath, science, and communication skills.

33

For More Information

Clifford A. Migal, Associate Superintendent.

Great Oaks Joint Vocational School District,3254 E. Kemper Road: Cincinnati, OH 45241:(513) 771-8840

Ohio Program Options;Mathematics at Montgomery County

Joint Vocational School,Clayton, Ohio

Description Program goals for applied math/autobody

At Montgomery County Joint VocationalSchool (JVS), a one-year applied math/auto-body course of study was developed in Juneof 1985, approved by the local board of educa-tion 3 months later, and sent for approval tothe state's Division of Elementary and Secon-dary Education. From this course of study, acurriculum guide for one month's instructionwas next prepared and sent in January 1986 tothe state for approval; JVS staff then had untilthe end of the school year to complete theentire guide.

The course of study includes thefollowing:

Statement of board approval

Introduction

District philosophy

District basic philosophical tenets

! District philosophical goals for individ-ual development

District educational process for goalachievement

Mathematics program philosophy

Program objectives for appliedmath/autobody

Scope and sequence for appliedmat h/autobody

Pupil evaluation policy

The program philosophy and goals areshown in exhibit 2. An excerpt from the ap-plied mat h/autobody correlation chart, de-veloped by the vocational and academic in-structors for the one-month curriculum guide,is shown in exhibit 3. In planning the lessonsand the method of presentation, the academic/ -vocational team then selected activities thatwere concrete in natureusing manipulative.job-oriented examples and direct applicationsto the trade. Applying the skills as soon aspossible in problem-solving situations directlyrelated to the job is highly advocated.

For More Information

Shari Wolf, Mathematics Mentor; MontgomeryCounty Joint Vocational School, Clayton,OH 45315; (513) 837-7781

24 a 4

EXHIBIT 2

APPLIED MATH/AUTOBODY PHILOSOPHY & GOALS

Philosophy

Mathematics is the universal language developed by human beings as a tool to commu-nicate quantitative and spatial ideas

Today's society requires citizens to use mathematical skills on a daily basis for personaland/or vocational purposes. While variations in student ability exist, all students can learnmathematics. The purpose of this program is to provide students with an opporttriity to gainadequate knowledge of mathematics in order to become a functioning member of a rapidlychanging society

Proficiency in fundamental arithmetical skills and understanding of mathematical con-cepts and their practical applications represent skills that students need in order to functionin our society As the needs of society change, proficiency in algebra, trigonometry, logic,and problem solving will be needed. The need to develop these competencies requires astructured prograi., that presents the skills, concepts, and applications in an appropriatescope and logical sequence.

Maintaining a sequence is essential in the development of mathematical skills. Instruc-tion should follow the sequence, ensuring proficiency at each level,, in order to assure suc-cessful learning. Conceptual development is enhanced. In applying mathematics to voca-tional situations, students will also have the opportunity to develop more advancedmathematical skills, such as algebra, trigonometry, and geometry

Goals

I The student will be able to apply the four basic operationsaddition, subtraction, multi-plication, and divisionto whole numbers, decimals, fractions, and percents.

II The student will be able to apply measuring skills to obtain the data necessary to solveproblems relevant to autobody.

III The student will be able to apply mathematical concepts and operations to solve prob-lems relevant to autobody, check the reasonableness of the solution, and interpret theresults in terms of the original solution.

IV The student will be able to read and interpret charts, graphs, tables, and handbooks.

V. The student will be able to use calculators and computers when appropriate.

SOURCE Montgomery County Joint Vocational School, Clayton. OH

25

35

EXHIBIT 3

CORRELATION CHART EXCER'T: APPLIED MATH/AUTOBODY

Academic Goat I: The student will be able to apply the four basic operationsaddition.subtraction, multiplication, and divisionto whole numbers, decimals. fractions, and percents

Academic ObjectivesWhole numbers*

Apply four basic operations

Measurement using a ruler:Apply four basic operations

Ruler fractions:

Vocational Activities

Analyze extent of damage to framesOperate damage dozier and attachmentRepair and align a fram to manufacturer's specificationsReplace the following: frame assembly, front frame section,

frame horn or rear cross-member. rocker panel, frontfender (bolted), cowel panel

Determine direction of force or impactDetermine hidden damageRough out damaged panelReplace the following: front frame section, frame horn or

rear cross-member, center pillar

Liquid measurement: Mask operationsDenominate numbers Apply striping and decalsSimplify feet/inches Prepare for polyurethane enamel finishesRename perimeter using Determine direction of force or impact

diagrams Roughed out damaged panelApply four basic Use plastic-type fillersoperations Form sheet-metal patchesConvert to simplest form Replace outer door panel

Make a fiberglass patch panel

NOTE: The academic objectives (listed in the left-hand column! are met with specific application tovocational content. The math instruction focuses on the applications of math in the world of work,and the examples given and the problems solved are dra wn from the occupation.

SOURCE Montgomery County Joint Vocational School Clayton OH

26

4,-

36

1

Principlac of Tortnningy (PT),as Applied at Detrick Vocational Center,

Louisville, KentuckyDescription

As part of the requirements for gradua-tion, students in Jefferson County Schoolsmust earn three credits in science. Previously,these scier ,e classes were offered in the highschool and mightor might notcorrelatedirectly with students' vocational studies.Presently, Detrick Vocational Center is offer-ing two of the necessary science creditsthrough a state-approved course called "Spe-cial Topics in Physical Science 2564," taughtby two veteran science teachers with voca-tional backgrounds, using the PT curriculum.

PT is a high school course in appliedscience that (1) helps prepare tomorrow'stechnicians, (2) teaches technical principlesand concepts, (3) improves science andmathematics skills, and (4)provides hands-onlaboratory experience. The PT curriculum isbeing developed by a consortium of state andprovincial vocational education agencies inassociation with the Agency for InstructionalTechnology (AIT) and the Center for Occupa-tional Research and Development (CORD).Schools in all participating states and prov-inces are part of a two-year pilot test (Sep-tember 1984 to June 1986) of the entire sys-tem of instruction.

The PT curriculum is for eleventh andtwelfth graders interested in technical careerswho have completed satisfactorily one year ofhigh school general math. The followingbroad-based physics concepts and principlesrelevant to the technological workplace arecovered in 12 full units and 2 half units: force,work, rate, resistance, energy (half unit),power, force transformers, momentum (halfunit), waves and vibrations, energy convertors,time constants, radiation, transducers, andoptical systems. PT can satisfy one or twoyears of science requirement for high schoolgraduation. In addition, students taking PTreview and strengthen those math skills

27

required for understanding and applying thetechnical concepts and principles.

PT can be taught by a vocational-technical teacher familiar with the physics andmath covered in the materials, or by a scienceteacher, or by the two working together as ateam. According to the developers, no teacherinservice activities are required to use thematerials (According to users at Detrick Voca-tional Center, PT teachers do, however, needplenty of preparation time the first year.)

In the PT curriculum, science is highlycorrelated with each student's specific voca-tional subject. Because the science teachers atDetrick have vocational backgrounds, theyhave been able to relate the science content tothe occupational content and to developextremely good working relationships with thevocational teachers. The science and voca-tional teachers share ideas and equipment anddiscuss the applied principles and competen-cies. Furthermore, the PT teachers spend oneday a week in the vocational shops with thestudents, applying the concepts learned in thePT lab. A bridge between academics andvocational education is thus created.

The PT program has other benefits for thestudents, beyond the correlation of coursecontent. They can obtain part of the requiredscience credits at the vocational center whilepursuing their vocational goals, thus allowingthem more flexibility in scheduling. Andbecause PT is taught at the vocational center,it has also attracted students who normally donot take science classes, particularly femaleand minority students. Of the 110 studentswho took PT during the first year it wasoffered, 20 were females and 40 were minoritystudents.

Academically disadvantaged students alsobenefit. Of the 110 PT students, 67 were con-sidered academically disadvantaged. Further-

37

more, approximately 30 students with readingand math deficiencies attend Detrick's learn-ing center one day per week to receive indi-vidualized instruction, and the PT teacnerswork very closely with the learning centerteacheranother bridge between specialties.

For More Information

Robert L Petry, Principal: Detrick Voca-tional Center. 1900 South Seventh Street.Louisville, KY 40208: (502) 454-8237

A Process Model for Integrating ScienceCr'ncepts and Vocational Skills; Sandy

Union High School, Sandy, OregonDescription

In ttle fall of 1984, Sandy Union HighSchool implemented an integrated science/ -vocational programthe EnvironmentalScience Programwhich proved to be highlysuccessful. At Sandy High, the program beganwith an assessment process involving anumber of activities.

Key staff (the teachers most affected)were poled, and a preliminary tally was madeof science and vocational offerings that hadconcepts and skills in common. Since SandyHigh has access to a district-owned nature site(land laboratory), the vocationa: areas mostcompatible with science were agriculture.forestry, and metalsan environmentalscience curriculum

Selected teachers from the science andvocational offerings identified were broughttogether and first led through a brainstormingsession conducted by the district superintend-ent. Focusing on the question, What is taughtin vocational education that is also taught inscience? teachers suggested topics. whichwere placed on the chalkboard and discussedAfter the topics had been identified, the super-intendent selected one topic and led the teamthrough the process cf analyzing the topic.Next, the teachers aividea iniu yfotips of threeto analyze, in writing, the iemaining topics.Finally, the completed analyseswith codedidentifier rict:nberswere compiled into acommon curriculum that took into account thedistrict's nature and priority vocational andscience areas.

28

A student questionnaire was circulatedamong the classes identified as componentsof the project to gain input about their inter-ests and needs. Based on the responses,about a dozen activities figured more promi-nently than others in the subsequent programwriting

The process continued with science andvocational teachers choosing goals and objec-tives in the selected subjects and placing themtogether with their companion student tasks

The goals and objectives were synchron-ized Then, through a process of reviewinginformation from relevant sources and usinga form such as the one shown in exhibit 4. allthe common pieces were put together into anintegrated curriculum

The grid in exhibit 4 can serve many functions.

Identification, for each student project/ -goal, of the course objectives, scienceconcepts, related job titles, and studenttasks (left-hand column)

For each element listed in the left-handcolumn, use of the matrix on the right toidentify the science and vocationalclasses that element relates to and theextent to which it relates: I = introduced.T = taught: and/or R = reinforced Thisportrays, all on one page. how elementscommon to both sets of courses can beintegrated.

In the far right column, listing of any topicanalyses developed during brainstormingthat relate to a given element

3 8

EXHIBIT 4INTEGRATED PROGRAM GRID

GOAL: (goal statement to bewritten here)

I=Introduce (i.e., to bring topic orconcept into use; to initiatediscussion)

T=Teach (i.e., to provide systematic,formal instruction/

R=Reinforce (i.e., to strengthen instruction; to make the

INTEGRATED COURSES

VOCATIONAL CLASSES SCIENCE CLASSES

21111......MNIII 1110. CI

compellin /07;

.4? i CH ..'. / 41 / 0 ta.c I

This form can serve many purposes.Either objectives, concepts, or tasksmay be listed. The appropriatemines should be marked with theibove code. A related activity de-'eloped during brainstorming can3e cross referenced here, using thedentifier number at the wottom ofthe completed Topic IntegrationAnalysis.

29

39

Once the grids were completed for eachgoal and element, program length, neededmaterials, target population, and credit weredetermined. In Sandy High's case, two units ofelective credit are awarded for successfulcompletion of Environmental Science. Theseare counted toward the 24 units required forgraduation. Most of the materials were alreadyavailable through existing programs

In A Step-by-Step Guide to IntegratingScience Concepts and Vocational Skills in theHigh School Classroom [1986], staff havesome valuable advice to offer about key "DOs"in developing an integrated program:

DO provide staff and students with anopportunity for input.

DO ensure that any survey used allowsthose responding to elaborate on theirviews.

DO ensure that the planning/developmentprocess requires science and vocationalteachers to work together as a team. Mostimportant, ensure that neither group feelstheir subject matter is being diluted

DO appoint and involve a project advisorycommittee to ensure broad-based supportfor the program. The committee shouldinclude equal representation (three to fourmembers each) from four groups: ed-ucators, students, citizens, and localemployers/employees.

DO remember that schools already haveprograms in place that, when combined,do not always emerge with different basiccontent, but perhaps wider applicability.The integration of one curricular area withanother does not necessarily imply that adistrict has to start over again in develop-ing course goals and outlines. Schoolscan restructure .ther than rewrite theircurrent curricula.

DO use materials already availablethevast curricular materials developed inresponse to state and school boardmandatesto minimize the writing

30

demands placed on the integrated pro-gram builders.

DO structure the planning and develop-ment process, with activities documentedin writing.

DO state topics initially at a relatively highlevel of generality and keep them inten-tionally ambiguous. Consider listing con-cepts, instead of processes, skills, or atti-tudes. The more wide-ranging and flexiblethe topic, the greater the chance of devel-oping an integrated instructional exercise.the more restrictive the topic, the moredifficult it is to see the commonalitiesbetween areas.

DO establish criteria for commonalitybased on factors unique to your ownsituation, including staff personalities(conflicts and compatibility), availability offacilities in a specific area, and mostimportant, career goals and job interestsof the students in the science program.

When asked about the benefits of the pro-gram, Dennis Crow, assistant principal andproject director, responded, "We have devel-oped a program that is almost a school withina school. There isn't a subject we can't teachin our Environmental Science class. It's a per-tect alternative program for an alienated stu-dent. or a student who needs to be recoveredfor the system. It's also ideal for a seriousscience student!"

For More Information

Mr Dennis W. Crow, Assistant Principal,Sandy Union High School District No 2,17100 Bluff Road; Sandy, OR 97055; (503)668-8011. Also see A Step-by-Step Guide toIntegrating Scier :ce Concepts and VocationalSkids in the High School Classroom: TheSandy Union High School Experience. Salem,OR: Oregon Departmentof Education, [1986]For copies of this document, contact Dr AlanSchultz, Specialist, Program Improvement andData; Oregon Department of Education.700 Pringle Parkway SE, Salem. OR 97310

40

Conclusion

,' number of important factors should beconsidered before making the commitment tojoint effort that is entailed in the vocational-academic approach to teaching and to learn-ing. These are summarized in the form of achecklist below.

[ ] Analyze the snuation

[ j Identify the problem

[ ] L)ecide if teachers can respc:id

[ ] Determine how best to respond

[ ] Identify ways teachers can worktogether

[ ] Consider sharing

[ ] Consider teaming

[ ] Consider staff crossover

[ ] Examine joint effort in action

31

41

REFERENCES

A Step-by-Step Guide to Integrating Science Concepts and Vocational Skills in the High SchoolClassroom: The Sandy Union High School Experience. Salem, OR: Oregon Department ofEducation, [1986]. For copies of this document, contact Dr. Alan Schultz, Specialist, ProgramImprovement and Data; Oregon Department of Education; 700 Pringle Parkway SE; Salem,OR 97310.

Association for Supervision and Curriculum Development (ASCD). "Resolutions 1986." Alexandria,VA: Association for Supervision and Curriculum Development, 1986.

Evans, Rupert N. Foundations of Vocational Education. Columbus, OH: Charles E Merrill PublishingCompany, 1971.

National Commission on Excellence in Education (David P. Gardner et al.) A Nation at Risk: TheImperative for Edu, tional Reform. An Open Letter to the American People. A Report to theNation and the Secretary of Education. Washington, DC: U.S. Government Printing Office, 1983.

National Commission on Secondary Vocational Education. The Unfinished Agenda: The Role ofVocational Education in the High School. Columbus, OH: The National Center for Research inVocational Education, The Ohio State University, 1984.

Harrington, Lois G. Integration of Academic and Vocational-Technical Education: An Administrator'sGuide. Competency-Based Vocational Education Administrator Module Series. Athens, GA:American Association fo Vocational Instructional Materials, in press.

Unpublished document presenting the Program Options proposal. Division of Vocational and CareerEducation, Ohio Department of Education, Columbus, OH.

Walker, Noojin. "Institutional Change through Defining Program Competencies." Paper presented tothe Florida Association of Community Colleges, Orlando, 1980.

33

42

BASICS ORDER FORMBILL AB LISTED BELOWO Bill MeO Bill My Agency/Organization on

Purchase Order NoO Purchaseing Order EnclosedO Confirming P.O. to Follow

CHARGE' TO MY CREDIT CARD 0 0Expiration Date

Credit Card Number mo. yr.

USName on Card (Print or Type) Amount

REMITTANCE Authorized Signature DateO S U S enclosed CK No

(payable to the National Center for Research in Telephone NumberVocational Education) ' AgrJeing to pay the sum. set forth to the bank which issued the

O Payable on receipt of invoice card in accordance with the terms of the credit card.

B ILL TO:

Agency

Name/Title

Street Address

SHIP TO:

Agency

Name/Title

Street Address

City State Zip City StateOrder OFFICEAuthorized Inf

Signature Date

Zip

USE ONLY Date

Authorization

Order No. Title UnitPrice

QuantityOrdered

ExtendedPrice

SP300A The Bridger's Guide (includes) $ 75.00

SP300AA Implementation Guide 10.95

SP300AB Primer of Exemplary Strategies 11.95

Improving the Basic Skills of Vocational-Technical Students:An Administrator's Guide 12 00

-*

"f vv,9,Vtf' ,."41:'''K'

..,s g.Integration of Academic ,nd Vocational- Technical Education.An Administrator's Guide 14.00

.1,5,,. 7-ic

ThIll:ai ja &''' A:. .....

SP300AC Provide for Basic Skills 7.95

SP300AD Roadsigns from Research (black-line masters) 14.95

SP300B Introduction to Basics (videocassetteVHS) 25.00

SP300C Roadsigns from Research (set of 4 posters) 20.00

SP300D Instructional Program Development (includes) 50.00

SP300DA Instructional Materials Development 13.95

SP300DB Supplemental Instructions! Resources 7.95

`3"..,4,-,:.*-1 "1-

Assist Students in Achieving Basic Reading Skills 5.00 P: k TZAssist Students in Developing Technical Reading Skills 7 50 ,N.:!.!42.:4. ."ir0=

..

'ti,k4-4041.4Assist Students in Improving Their Writing Skills 4.00

5.50

-i,:i-'=3, '4',"

'.41:.2..:( .--;i--------7

...7,;,

te,y,..:**';f..-,,.--#4-N-tair -.,;... -.

.,;;....-..,,=-,A.At

Assist Students in Improving Their Oral Communication Skills

Assist Students in Improving Their Math Skills 6.50

SP300E Targeted Teaching Techniques (includes) 50 00

SP300EA Techniques for Joint Effort: The Vocational-AcademicApproach (with audiocassette) 13.95

.

SP300EB Technique for Management: Time for Learning 7 50

SP300EC Technique for Remediation: Pew Tutoring (with audiocassette) 13.95

SP300ED Technique for Computer Use: Software Evaluation 7.50

SP300EE Technique for Individualization:The Academic Development Plan 9.95

SP300 BASICS: Bridging Vocational and Academic Skills (complete setat 10% discount) 198.00

'Obtain additional copies by contacting American Association for VocationalInstructional Materials (AAVIM). 120 Driftmier Engineering Center. Athens.GA 30602.

43

Sub Total(less % discount,as applicable) Minus

Total $

The Ohio r,tate University

44