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Metro Technology Centers Emphasizing Academics in the Career Tech Classroom Metro Technology Centers Shared-time center Five campuses 1,231 full-time students 501 secondary 730 adults 85 faculty Second year as a TCTW site Goals for Improving Academic Performance

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metro technology centers

Metro Technology Centers

Emphasizing Academics in the Career Tech Classroom

metro technology centers2
Metro Technology Centers
  • Shared-time center
  • Five campuses
  • 1,231 full-time students
    • 501 secondary
    • 730 adults
  • 85 faculty
  • Second year as a TCTW site
goals for improving academic performance
Goals for Improving Academic Performance
  • Goal: 10 % student gain in reading, writing and science taught within context of CT course
  • Actual: 29% student gain
  • Goal: 10% increase in number of students achieving Career Readiness Certificates through Work Keys
  • Actual: 206% increase (85 CRCs earned in 2007-08; 260 CRCs earned in 2008-09)
  • Goal: Average 1 level gain in core areas of KeyTrain (reading, math and locating information)
  • Actual: 1.28 level gain (6-8hours focused work results in a one level gain)
  • Goal: 10% increase in the number of competency tests being passed
  • Actual: 14.2% increase
  • Goal: Attend all state-sponsored SREB workshops and cascade what is learned through our site development plan
  • Actual: Representation at each workshop and with presentations by 15 faculty to multiple peer groups
  • KeyTrain (web-based training system)
  • MAX reading strategies (Cornell Notes, Flip chart notes, previewing, anticipation guides)
  • Academic center teachers team teaching with CT teachers
  • Slowly changing faculty meetings to include more professional development / best practice sharing
  • Monetary incentive for both career tech and academic teachers who integrate academics
addressing challenges rigor
Addressing ChallengesRigor
  • Students set SMART goals for learning and track their progress using quality tools
    • Students maintain classroom data centers and student note books to chart and monitor progress
      • Notebooks include standardized set of tabs for Academic and CT goals, CTSO, Character First, and a Learning Journal
    • Students use a problem solving model (PDSA & fishbone) to address gaps in meeting their goals
  • Identifying academic skill standards and grade level being taught within the CT curriculum (piloting at one campus this year)
addressing challenges teacher comfort levels
Addressing ChallengesTeacher Comfort Levels
  • Consistently emphasize academics at district-wide in-service
  • Invite faculty to share best practices at in-service and at faculty meetings
  • Two faculty are certified to provide peer support in using MAX teaching strategies
  • Starting small – document academic standards for one course
  • “The Seven Elements for a Math-in-CTE lesson plan (from the SREB numeracy workshop) helps teachers feel more comfortable in presenting new concepts to students” (from math and construction trades teachers)
  • Attendance at SREB summer conference expands our thinking and our comfort levels
addressing challenges student learning styles
Addressing ChallengesStudent Learning Styles
  • Expanding blended learning
    • eLearning (80% of faculty are using eLearn to teach at least part of one course this year)
  • Using interactive white boards to teach vocabulary, math, and scientific, construction and graphing calculators – very interactive and engaging instructional tool
  • Guidance staff surveyed students to identify barriers to learning and implemented strategies to address these barriers
    • 24 of 26 high priority needs identified were addressed through individual or group interventions
    • Included very specific interventions to help students with disabilities to read more effectively
lessons learned
Lessons Learned
  • Set realistic and measurable goals
  • Recognize small successes of both students and faculty
  • “Issue a challenge and involve teachers in creating methods to achieve the challenge; then express confidence teachers can do this”
  • Be systematic but flexible – what works on one campus or in one course / cluster may not work with another
Denise Kennemer

Camilla Riley

Metro Technology Centers

1900 Springlake Drive

Oklahoma City, OK 73111