English-Vocational+connection

Where can we support you and to what degree?

Where are the gaps and to what degree can we help you fill them?


 * Vocabulary:**
 * Each CTE program has a very specialized vocabulary; students need to develop and use trade-related vocabulary.
 * Develop a system for using Noteshare to allow each student to develop a personalized vocabulary list of technical language--specialized vocabulary related to career paths. This branches into general English, regardless of what trade a student is in.
 * It would be good for English to get lists of words related to particular trades.
 * This connects to the Tier Three vocabulary words in the MLRs.

How can ELA support students in being better readers of non-fiction texts? What are students in CTE programs reading? What Lexile levels are texts in CTE?
 * Reading:**

S**kills CTE Students Lack. CTE teachers find themselves addressing:** These might be addressed via sharing writing rubrics between ELA and CTE.
 * run-on sentences
 * reading with engagement
 * self-editing
 * spelling
 * diction
 * overly ornamental writing/artificiality in "voice"
 * colloquialisms in writing

Critical thinking and problem solving are the most important skills for employability.

Communicating with the public is necessary in all careers. Students need to work on this. Can we make connections between CTE and ELA via common rubrics?
 * Oral Communication Skills:**

Career Program includes this at freshman level with intent to have completed plan in junior year. This might be an area of collaboration.
 * Writing Skills Needed in CTE:**
 * resumes
 * cover letters
 * applications
 * thank you notes


 * Short-Term Goals**:
 * Vocabulary Noteshare w/ assessment via triple entry journals and embedding words in writing and speaking
 * Public speaking connections in classes
 * Share rubrics/standards/expectations
 * Increase amount of non-fiction at various reading levels in ELA classes
 * Collaboration on research papers based on topics that are connected to what they are learning in CTE; ELA would teach and assess writing process while CTE would grade for content

Fall 2009: Each CTE instructor provides ELA w/ 100 trade related vocabulary words and their textbook definitions. Fall 2009: Begin collaboration on writing and speaking rubrics. January 2010: CTE gives ELA a second list of 100 words and definitions. Spring 2010: Pilot rubrics on which CTE and ELA collaborated. Fall 2010: Implement a technical writing class for CTE students, connected to dual enrollment credits. CTE instructors will help provide reading content via trade articles. Also covered would be writing resumes, cover letters, letters of intent, thank you letters, follow up letters, etc. Fall 2011: Complete transition to standards based/competency based grading.
 * Time Line** **(tentative)**

Implement a technical reading/writing ELA class. Set up a writing lab so that ELA teachers can assist CTE students with writing.
 * Long-Term Goals:**

To what degree to CTE students need research skills?

What don't we offer that you need? Technical Writing

June 19, 2009 1. Describe your Initiative (unit, course, pathway, education practice) and your plan to move forward. Share as much information as you have to date (template).
 * Modified Tuning**

➢ Rationale – how it will address students’ needs


 * Make English content more relevant to CTE students' immediate interests/career aspirations.
 * Give students opportunities for individualized improvement of ELA skills related to their career goals.
 * Provide students a smoother transition from secondary to post-secondary education.
 * Enhance students' confidence in ELA and technical training.

➢ Career connections

Students will work in ELA on content in which they are interested; the goal is that with higher achievement in ELA, CTE students will have to devote less time improving communication skills during CTE class time.

➢ Connections between tech and academic programs
 * Foster closer academic/CTE affiliations by sharing rubrics.
 * Create the first step toward standards-based grading in ELA.
 * Improve appreciation/understanding between the two schools, thus merging academic/CTE teaching philosophies.

➢ 21st Century skills
 * creativity/innovation
 * critical thinking/problem solving
 * communication/collaboration
 * information literacy
 * media literacy
 * ICT literacy
 * flexibility/adaptability
 * initiative/self-direction
 * social/cross-cultural skills
 * productivity/accountability
 * responsibility

➢ short – long term action steps

> Implement a technical reading/writing ELA class. > Set up a writing lab so that ELA teachers can assist CTE students with writing. > > **Time Line** **(tentative)** > Fall 2009: Each CTE instructor provides ELA w/ 100 trade related vocabulary words and their textbook definitions. > Fall 2009: Begin collaboration on writing and speaking rubrics. > January 2010: CTE gives ELA a second list of 100 words and definitions. > Fall 2010: CTE gives ELA a third list of 100 words and definitions. > Spring 2010: Pilot rubrics on which CTE and ELA collaborated. > Spring 2010: CTE gives ELA a fourth list of 100 words and definitions (if available). > Fall 2010: Implement a technical writing class for CTE students, connected to dual enrollment credits. CTE instructors will help provide reading content via trade articles. Also covered would be writing resumes, cover letters, letters of intent, thank you letters, follow up letters, etc. > Fall 2011: Complete transition to standards based/competency based grading. > > Collaboration on research papers based on topics that are connected to what they are learning in CTE; ELA would teach and assess writing process while CTE would grade for content
 * Short-Term Goals**:
 * Vocabulary Noteshare w/ assessment via triple entry journals and embedding words in writing and speaking
 * Public speaking connections in classes
 * Share rubrics/standards/expectations
 * Increase amount of non-fiction at various reading levels in ELA classes
 * **Long-Term Goals:**

➢ major challenges in advancing and implementing your Initiative
 * securing 100% buy-in from teaching staff
 * overcoming block scheduling "syndrome"
 * fostering parent and student understanding of and acceptance of standards-based grading
 * getting school board approval
 * spreading acceptance of this approach to the four other high schools involved in the CTE programs
 * tying the approach to dual enrollment credit at colleges

2. Present focusing question(s) for feedback

How do we meet the major challenges listed above?

2. Clarifying Questions from the Feedback Group

3. Feedback Group Discussion ➢ Participants talk to each other about the presenter’s Initiative and plan to move forward (as if the presenter is not in the room), including the merits of the plan, possible problems, and the presenter’s focusing question(s).

4. Presenters respond to feedback

Reverse order – Feedback group presents.