Alliance+Model

20 credits for graduation; 15.5 are mandated 3 years Math and Science 4 years English; possibly 4 of Social Studies 1 cr art 1/2 cr each health and phys ed

Technology is much more broad-based than computers I know Rick would like to look at Fine Arts. 2 students needed to show evidence of learning to get art credit. Until we have something fully in place, can we do something to start transition? Could we have some folks work with me on a matrix of sorts? Under current status how can we cross reference ourselves to blend credits.

I'm not comfortable with fine arts being awarded without meeting requirements. I'm sure you wouldn't be happy with me teaching business.

We have several sending schools that give partial credit for subjects areas from our classes.

Were they able to put something in place so that that student could pick up the rest at their school?

Done in collaboration with our staff.

As we move forward, it would be good to have requirements from each school on file to do matching.

MCI had a student in carpentry needed a 1/2 credit in phys. ed. So we wrote a description of what is being done and through collaboration of teachers, he received his credit.

In my class, I like to have Art History and Principles of Design. You have to go through take an idea and bring it through to completion. Could welding or metal fabs do that? If the custormer comes to you and gives you an idea, you create it and make it happen.

The thing about it we have to have artistic merit. Isn't that subjective? It is not subjective. Every culture is remembered by art, music, etc.

Math class polyhedrons that did not look like anyone elses. Very creative combined art and science as well as math.

There is an art to doing things and there is a science to doing things.

Humanities: see handout

Is this too broad? Maybe its good to put them together. They all relate to each other. Maybe we could cross the barriers of departments and develop courses that contain more than one credit. It might give the chance for collaboration.

The departmental model was set up long ago and it is part of the barrier.

What model can you use to bring groups to closer to business world? That's why I chose alliances.

I think of the 11 programs we have now. Health Care, Outdoor Resources, Culinary Arts--Health and Wellness.

Math and Science--electrical, carpentry, welding

Electrical could almost go under Business and Technology especially as we move toward green field. 'Could we dual associate?

When are you thinking students would pick an alliance or cluster? Alliances are the framework not the career. Clusters refer to the career pathway.

Fish hatchery in Bingham. Student from coop received a biology credit for working there.

The last part written on here was is that they can be broken down into specific learning tasks/conmpetencies, which will be spelled out in academic teachers'CTE instructors' standard-based syllabi and unit lesson plans.

Why wouldn't we use exihibition projects? They demonstrate what they know. Why can't we let students start college right at our place?

There not completing colleges now at 18. They aren't going or they're dropping out.

I see that marketing class as part of what everyone needs to know.

Maybe they could take ITV courses right in school. Job shadowing, model of coop, give them options. You need to include businesses in your model. You have to establish relationships in the community. One of Darcy's students got a job at the credit union. Darcy's niece was enrolled in Alaine's class, did a job shadow with vet? She was later offered a job.

Responsibility: We treated them like employees; they were responsible to be there, abide by rules. You can find ways to do that. We treated them like employees, but still remembered they were students. We can't do that because we are only going to have them 3 hours per day. So how are we going to make it happen? Forced trainers to think differently. Restructure how they do things.

Is it consensus of this group to condense to 4 alliances rather than 545 Humanities--DGA, Culinary Arts,

Business--IST, JMG, Coop

Math and Science-Automotives, Outdoor Resources, Woods and Metals, IA

The Alliance is one piece within the structure. Can we pilot out anything? Like Culinary Arts and Fine Arts. There needs to be some way that we look at critical outcomes and are there competencies that can be met on the CTE.

What about the kids we are servicing right now? Under what we discussed, is it possible we start looking at that? If I knew when Kevin does resumes, I could do it at the same time.

We need to document 60 hours

Campus Newspaper--Journalism Unit

Multimedia and IST

Teachers visit each other's class.

Incorporate a business English unit.

Robotics Unit with IST/Physics

September 29--Work Ready training program--use in courses--earn certificate. Issue certificates to your students. Business believes that there are not enough kids getting this type of training.

We can collaborate with them to get the 60 hours and get more students involved. It is a wide range of skills. Must get an 85 to get certificate.


 * Workshop day to provide initial training. Ties into what Rudy said about class. If we got the whole building doing it. Put as many through it as we can then go into Rudy's program

Freshman Tours in Career Tech I; piloting Career Tech II.

To support these projects take a good look a Kuder. If we are all on the same plane, it will make evaluating for embedded credits easier. We could use Moodle and Kuder to foster cross campus. Need to train staff in Kuder.

Paul is proposing that students don't have to be in the classroom to be a part of the class. In my class over the course of a year. Putting their work into Moodle and posting.

Where I differ from you is that it's got to be a real class? If you are holding it down to being a course rather than a set of standards. Independent study is similar to this.

We are not trying to take anyone's programs away. We are looking to find multiple ways to meet set standards.

I do think I would have a problem about having someone else evaluate the work. We sidestep rigor.

Iver is getting at is that the process is as key as the work. To evaluate the process you need to see what is being done.

Paul and Dave can work on Fine Arts and Culinary this summer. How do we get more teachers to attend tours? Tell them how it benefits their students or them.

We could extend our program. How can CTE service more students?

In Carrabec students that got into the welding program were higher level students. We need to address the kids in the middle.

I think that in order to have a bigger capacity, we need to take a look--Can we offer more programs and make more programs available to students? We need to take a look at how we are servicing student needs. How can we expand it--time, etc.?

I think the issue we need to look at advisor/advisee. Early on we need to make information available.

Business and Technology into CTE. Allows business to service the other 4 high schools. Can we be innovative--more so than we have been in the past?

Under consideration: Early Childcare Program, EMT, Firefighting, Preengineering with science. Align with UMO.

Expansion project under consideration would allow more programs.

Have you thought about agriculture? Usually space is a problem, because you usually need a great deal of space.

The thing we are up against at times is that we don't always fit into district plans.