Techniques Magazine Techniques April 2011 : Page 8

C LASSROOM C ONNEC t ION Common Core State Standards: Making The CTE Connection that he or she is meeting a core academic standard. From the opposite perspective, the core academic teacher is also unaware of how the CTE curriculum applies to lessons. With most states adopting the CCSS as their state standards and career readiness as an integral part of the CCSS, the question for CTE professionals is, “Where does CTE fit?” And make no mistake, CTE not only fits, it’s a central component of the standards! CCSS integration At the heart of the CCSS is career readiness. Career educators need to help define and illustrate what career readiness in the CCSS looks like . Recently, the high school CCSS for modeling were being discussed among a group of math teachers. The discussion leader gave a career education example of calculating the proportions of sand, cement and water needed to mix concrete. Masonry students are required to make calculations like this regularly as a part of their learning; it is built into the curriculum. The SkillsUSA Technical Skill Assessment blueprint states, “Figure proportions to mix masonry materials according to specifications.” The math teachers were unaware that this type of problem solving indicated in the high school math modeling cycle is used every day in CTE classrooms, and that it is even outlined in industry standards. Math teachers stated, “I don’t know those examples.” CTE teachers often have the examples, but don’t know where these fit into the academic curriculum to make the connections explicit. Teachers directly responsible for teaching the CCSS PHOTO By ISTOCk.COM By Michelle Conrad and Larae Watkins COMMON CORE StAtE StAN-DARDS (CCSS) were created “to help ensure that all students are college and career ready.” The standards, an initia-tive coordinated by the National Gover-nors Association Center for Best Practices and the Council of Chief State School Of-ficers, were developed “in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare students for col-lege and the workforce.” The standards outline the capacities of a literate and mathematically competent individual, but do not dictate curriculum or teaching methods. Many of these capacities are being developed each day in the career and technical education (CTE) classroom. Oftentimes this development takes place without the CTE instructor knowing 8 Techniques April 2011

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