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Veach, June P.; Crowe, Michael R.Primer of Exemplary Strategies. BASICS: BridgingVocational and Academic Skins.Ohio State Univ., Columbus. National Center forResearch in Vocational Education.Office of Vocational and Adult Education (ED),Washington, DC.87G00862003091p.; For related documents, see ED 252 701-702, ED252 737-739, ED 257 995, ED 266 264, ED 276 873, andCE 047 969-978.National Center Publications, Box SP, National Centerfor Research in Vocational Education, 1960 KennyRoad, Columbus, OH 43210-1090 (Order No.SP300AB--$11.95; complete BASICS set,SP300--$198.00).Guides Non-Classroom Use (055)

MF01 Plus Postage. PC Not Available from EDRS.Academic Education; *Basic Skills; ClassroomTechniques; *Communication Skills; *IntegratedActivities; Integrated Curriculum; *MathematicsSkills; Problem Solving; Sciences; SecondaryEducation; *Teaching Methods; *VocationalEducation

IDENTIFIERS *Science Skills

ABSTRACTThis basic skills resource tool for the teacher

illustrates, through models and practices that are proven successfulat state and local levels, how to implement The processes andtechniques presented in BASICS. BASICS is a package of integratedmaterials developed to assist teachers, administrators, andcounselors in bridging vocational and academic skills. Theseexernlary practices are divided into two topics: Basic SkillsTechniques and Joint Effort Practices. The first section contains 47techniques, practices and programs used by secondary vocationalteachers to teach basic skills in their classrooms. The other gives24 examples of teaching basic skills through joint efforts betweenacademic and vocational teachers. The practices are further grouped'y the basic skill emphasized ;mathematics, communication,problem-solving, science). Each technique provides the followinginformation: technique/practice, vocational area(s), specialpopulations served, target audience, brief description of thepractice by the teacher, and contact for additional information. Theprimer concludes with an index of the basic skill techniques andjoint effort initiatives. Strategies are indexed by the basic skillemphasized, by vocational service area, and by special population.(YLB)

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= >4r;,,U S. DEPARTMENT OF EDUCATION N

Primer ofofExemplary Strategies

THE NATIONAL CENTER

FOR RESEARCH IN VOCATIONAL EDUCATIONTHE OHIO STATE UNIVERSI7Y

2

Otricatit Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

document his been reproduced asreceived from the person or organizationOriginctieg itMinor changes have Plan 'de to improvereproduction quality

Poritsotvieworopinionsstatedinthisdocument do not necessarily epresent OficialOE RI position )r poo:y

"PERMISSION TO REPRODUCE THISMATERIAL IN MICROCICHF ONLYriAS BEEN GHANTEO dY

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 nationai 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 Vocational Education, The Ohio State

University. All rights reserved.

PRIMER OF EXEMPLARY STRATEGIES

June P. VeachMichael R. Crowe

The National Center for Research in Vocational EducationThe Ohio State University

1960 Kenny RoadColumbus, OH 43210-1090

1987

4

FUNDING INFORMATION

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

Grant Number: G008620030

Project Number: 051 BH60001 A

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, Ohio 43210 ,090

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 EducationGrantees 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 theProhibited: United States shall, on the grounds of race, color, or national origin,

he 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 for Research in Vocational Education Project, likeevery program or activity receiving financial assistance from theU.S. Department of Education, must be operated in compliance withthese laws.

ii

CONTENTS

FOREWORD v

EXECUTIVE SUMMAR \ ix

INTRODUCTION

BASIC SKILLS TECHNIQUES 3

Math Skills 5

12

15

Skills 25

29

32

41

42

JOINT EFFORT PRACTICES 53

Math Skills 55

Math/Communications 57

Math/Communications and Problem-Solving Skills 66

Math and Science Skills 71

Other 76

INDEX 81

Math and Problem-Solving Skills

Communication Skills

Communication and Problem-Solving

Math/Communication Skills

Math/Communication and Problem-Solving Skills

Science Skills

Other

hi

FOREWORD

Converging factors point to a need to look for new pathways to vocational education excellencethe public's increased expectations regarding academic outcomes of education, heightened by anumber of national reports, increased graduation requirements and declining vocational enrollmentsin many states; the emphasis in the Perkins Act on the need for strengthening academic foundations,and business and industry requests that entry-level employees have a more thorough knowledge ofthe basic academics they will need to apply in their vocational fields. Those concerned agree thatstudents need to have stronger basic academic skills as they leave secondary education 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 practiceThe 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 jointeffort.

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 for flexible use. An accompanying videotape provide:, .n orienta-tion to the topic and to the package.

The Bridger's Guide orients administrators, counselors, teachers, anJ employers to the purposeand application of BASICS: individual roles are explained, resources identified, and implementationguidelines and strategies outlined in worksl- -p 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.

Roadsigns from Research (posters and brochures) highlights key research findings of interest tothose involved in strengthening basic skills.

v

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

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

Technique for Remediation. 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 schcol 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 informationon the development or selection of appropriate applied basic skills Instructional materials Individualcomponents 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 Southern Association rf 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 Jay Smink, Senior Research Specialist, contributed to developmentof this publication through an Internal review of the manuscript.

Appreciation is extended to state directors and others who submitted names of individuals andinstitutions with exemplary programs. Appreciation is also extended to the following individualswho sent information about their teaching strategies and programs for this document

VI

Gary Barger Brenda McCleai yJerry C Bencivenga Pat McGeeDr. Herbert S Bolger Clifford MigalRonald E Brann Dennis MillerEileen Brenner Roger 0 MyersLois Chipperfield Anne NelsonRichard Condit Dorothy O'DonnellD. Darro Cottle Dr. Gerald L PaistBill Cunningham Margaret ParnellLynda Darling Jackie PermentarAlton R Davis Don PlottsBrenda Enderle Jeanette PowellDr Ada Fancher Theodosia A. RagiasDiane Felz Vera M. RamstetterClare M. Fleser Nancy RobbinsCaryn Forrest Vila M. RosenfeldFrank Gavin Elisabeth SchlaefleKaren Goff Marie SchmittDenis D. Graham Jack SingletaryMarilyn D. Halprin Ronald L. StammelThomas A. Hancock, Jr. Marilyn SteichenThomas G. Hatakeyama Beth A. StickleyNile Heermans James M. SumnerSidney J. Hemmenn Dr. Barbara Tape 7.ottErnest C. Husson David J. TobinDonald lrzyk Debra TuftsRichard E. Johnson Dr Lynda L. WestKathy Kilpatrick Sam W WheatleyRonald Klepper Nancy WilliamsJanice Klemm Haywood E. WillisWill Kocsousky Kathy WitherupA. Kubiak Connie WolfeElwood R. Littlefield Ed L. WordPatricia Lytton Ed ZasadzinskiDr. Donald Maley Gale A. ZellRebecca G. Manley Linda Qualls ZellichClyde Matthews

Special recognition is due the following National Center stati 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 leaoership and direction ofthe project; Sandra G Pritz, Senior Program Associate, Judith A. Secnler, 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 thedocuments.

Chester K. HansenActing Executive DirectorThe National Center for Research

in Vocational Education

vii

EXECUTIVE SUMMARY

The Primer of Exemplary Strategies responds to the need for integration of basic skills intovocational education by providing summaries of techniques, models and practices that haveproven successful at local and state levels. It shows the diverse efforts being made by vocationaleducators .) promote basic skills learning.

The types of strategies range from techniques used by classroom teachers to joint effortsmade by academic and vocational teachers to develop strategies and rr aterials which reinforce,remedi3te and enhance basic skills learning. The primer is divided into two topics: Basic SkillsTechniques and Joint Effort Practices.

The Basic Skills Techniques section contains 47 summaries of techniques, practices, andprograms. They are grouped by the type of basic skill or combinations of skills. All of the skillsrelated to language artsreading, writing, listening, and speakingare listed under he headingCommunications. The groups and the number of strategies included under each are math skills(7), math and problem-solving skills (3), communications skills (10), communications andproblem-solving skills (3), math/communications (5), math/communications and problem-solvingskills (9), science skills (1), and other combinatio is of basic skills (11).

The Joint Effort Practices number 24. They are grouped as follows: Math skills (2),math/communication skills (8), math/communication and problem-solving skills (5), math andscience skills (4), and other combinations of skills (5).

ix 10

INTRODUCTION

The Primer of Exemplary Strategies is a basic skills resource tool for the teacher. It illustrates,through models and practices that are proven successful at state and local levels, how to imple-ment the processes and techniques presented in BASICS. The Primer, like the other packageproducts, is aimed at strengthening students' academic skills by connecting these skills to voca-tional service areas and by enabling academic subject matter teachers and vocational educationteachers to work together.

While most of the techniques have been submitted by vocational teachers, all secondaryteachers will find many useful items in this primer. Some are innovative techniques or practices orprograms Others are examples of what many teachers may be doing around the country. Butwhether they are innovative or "nitty-gritty", all the activities can be used by teachers and schools4.o promote basic skill learning in vocational education The Primer will also be useful to super-visors and principals who want to emphasize' improving basic skills instruction.

To obtain these exemplary practices, National Center staff asked state directors of vocationaleducation for recommendations of such practices in the.r st:des. Teachers, supervisors, and direc-tors using these practices were asked to submit information about them.

The practices were divided into two major groups. One contains techniques used by second-ary vocational teachers to teach basic skills in their classrooms. The other gives examples of teach-ing basic skills through joint efforts between academic and vocational teachers.

The practices were further grouped by the basic skill emphasized. Vocational area(s) andspecial populations served are also noted These are indicated in the left column on each page.The target audience is noted and the practice is described briefly by the teacher.

A contact is listed for each practice so teachers and administrators can write for additionalinformation Names have been omitted in order to relieve individual teachers of a potentialburden of responoirg to requests when they may not have time or facilities to do so. We havethanked these persons in the foreword for their contributions.

The Primer concludes with an index of the basic skill techniques and joint effort initiatives.Strategies are indexed by the basic skill emphasized, by vocational service area and by specialpopulation, as reported by individuals submitting the strategies The numbers listed in the indexare strategy numbers at the top of each page rather than page numbers.

This primer is designed to complement other sources in tht. BASICS package In particular, itrelates to Supplemental Instructional Resources, a listing of sources of basic skills instructionalmaterials available for use with vocational students From the Primes and the other two sources,teachers can supplement their repertoire 3f techniques for strengthening basic skills in vocationaleducation.

1

11

C

Basic Skills Techniques

3

12

Basic Skills Technique -1

TECHNIQUE/PRACTICE: basic Math

Team teaching and individualized instruction to strengthen math skills

BASIC SKILLS EMPHASIZED

_L....( MathematicsCommunicationScience_ Problem SolvingOther:

VOCATIONAL SERVICE AREA

AgricultureJ( Business & Office

Health Occupations___ Home Economics

Marketing/Distributive Educ._ Technical Education_ Trade & Industrial_ Other:

r ?EMI_ POPULATIONS

_____ Speech Impaired_ Deaf/Healing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally Retarded_ Emotionally Disturbed_ Potential DropoutsOther

TARGET AUDIENCE: All students in secretarial/wordprocessing, grade 12

DESCRIPTION: This strategy is desired to teach andreinforce basic math skills in the total school program.About 30 hours a year are spent in team instruction. Oneperiod a week the vocational and academic mathteachers team teach a class. The next day the vocationalteacher follows up with review and a quick test. Studentswho have not shown a grasp of the material must getindividualized instruction from the math teacher. Stu-dents receive instruction on a one-on-one basis or 1..groups of five or ten.

For special needs students, special instruction andhelp are given by the math teacher.

CONTACT: Chairperson, Business DepartmentVern Rifle Joint Vocational School

1 23365 State Route 124, P.O. Box 577

L Piketon, OH 45661

5

Bzeic Skids Technique - 2

TECHHIOUE/PFACTICE: Computer-Assisted Math Instruction

A program for reinforcing math skills through computer-assistedinstruction


X MathematicsCommunicationScienceProblem So IviigOther:


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther.

SPECIAL POPULAT:ONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther.

TARGET AUDIENCE: Vocational students in sheet metaland cosmetology, grades 11 and 12

DESCRIPTION: This program reinforces basic mathskills through group and individualized instruction. Thecomnuter-assisted instruction uses a math softwareprogram that includes a pretest, instruction at severalievels of Difficulty, and posttest. The individualized andgroup instruction allows teachers and students to adaptto different learning and teaching styles.

Students own real growth in basic mathskills. The L of computer-assisted instruction allowsinstruction at the student's level

CONTACT: Supervisor, Trade & Industrial EducationAkron Public Schools70 N. BroadwayAkron, OH 44308

6

14

8ssic Skills Technique - 3

TECHNIQUE /PRACTICE: Math for Electronics

A course in applied math taught by a math-certified electronicsteacher

BASIC SKILLS APHASIZED

Mathematics_ CommunicationScienceProblem SolvingOther


_ AgricultureBusiness & Office

_ Health OccupationsHome EconomicsMarketing/Distributive Educ.Technical Education

__X_ Trade & IndustrialOther:

SPECIAL POPULATIONS

Speech Impaired_ Deaf/Hearing ImpairedVisually Impaired_ Orthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropcuts_ Other.

TARGET AUDIENCE: Cooperative vocational students,grades 11 and 12

DESCRIPTION: In the electronics areas, an electronicsteacher, also certified as a math teacher, has responsibil-ity for all math instruction. All math used in electronics ispulled out and taught by that teacher as applied math.Students take the class according to need, not ability,and may earn Carnegie units for graduation. After pass-ing the course, juniors have the option of taking algebraI and II; seniors are required to take them. These mathcourses are required because the school teachers andadministrators believe two years of electronics are notenough preparation and most electronics students takeadditional training in college where further math isrequired. The math course also helps meet new statecurriculum requirements.

CONTACT: SupervisorMontgomery County Joint Vocational School6800 Hoke RoadClayton, OH 45315

7

15

Basic Skills Technique - 4

TECHNIQUE /PRACTICE: Math League

A competitive program to enhance math skills learning in vocationaleducation


_.X_ Mathematics_ Communication_ ScienceProblem SolvingOther'


_.X_ Agriculture_.X_ Business & Office_.X_ Health Occupations_.X_ Home Economics

Marketing/Distributive Educ._ Technical Education_.X_ Trade & Industrial_ Other.

SPECIAL POPULATIONS

_ Speech ImpairedDeaf/Hearing Impaired

..._____ Visually Impaired_ Orthopedically Impaired_____ Learning Disabled___ Mentally Retarded_____ Emotionally Disturbed_ Potential Dropouts_____ Other'

TARGET AUDIENCE: Vocational students in grades11-12

DFSCRIPTION: The math league is a competitive pro-gram that motivates students to learn. Students learninath as they practice for team competition. The schoolmath specialist gives a basic math skills test at thebeginning of the year to juniors and to seniors in 1-yearprograms. The test includes 28 skills, from wholenumbers to percentages. The math teacher divides stu-dents into two categories per level, so that there are twojunior and two senior divisions. During the year there isa 22-week competition with 2 rounds of 11 games each.

The math specialist chooses a subject, such as frac-tions, and may work on, for example, addition of frac-tions for one week. She prepares worksheets for voca-tional teachers and students. The vocational teachersreview the subject with students in class for a week.Then students complete a math game sheet with 4 prob-lems that cover the subject. The math specialist gradesthe sheets and ranks the team scores. A listing of 1st,2nd and 3rd places by teams is published at the end ofthe week.

At the end of competition in March, teams areselected for playoffs by number of first-place wins andhighest score. Juniors and seniors each have 4-6 teamsin the playoff. The playoff test has 25 problems. Themath specialist grades all tests and announces the win-ning team in each league. Winners receive a pizza party.Plaques are also given to cumulative winners for thewhole year. During the competition, traveling trophiesare awarded weekly to first place teams.

The math specialist has three sets of scores for eachstudent entering the competition as a junior. the juniorpre- and posttest scores and senior posttest score.

The first year, student participation in the mathleague was voluntary. Participants' marked improvementin math skill performance prompted the administrationand faculty to decide that all students should participatein the math league.

CONTACT: SupervisorEastland Career Center4465 S. Hamilton RoadGroveport, OH 43125

8 16


TECHNIQUE/PRACTICE: Pre-Tech Math

A program to help high school senior vocational students increasetheir skills in math


___X_ MathematicsCommunicationScience

_ Problem SolvingOther:


Agriculture_ P iness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.

___X_ Technical EducationTrade & Industrial

_____ Other

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Vocational-technical students inwho want to and can excel in math, grade 12

DESCRIPTION: This statewide program offers technicalcollege level pre-tech math to high school vocational-technical students in grade 12. It is a collaborative pro-gram between the state vocational schools and the statetechnical colleges that gives students the opportunity toincrease their math skills. It is open to students whohave demonstrated ability and desire to excel in math.The purpose is to help students develop the mathemat-ics competence needed in a highly technologicalsociety. It can enhance the potential for success of stu-dents who want to continue their education in the tech-nical field

Vocational-technical teachers deliver the program,with support from the tech-college instructors who visitclasses and the vocational-technical schools and collegeconsultants who coordinate the program.

CONTACT: Pre-Tech MathVocational-Technical School System275 Windsor Street, Room 420Hartford, CT 06120

9


TECHNIQUE /PRACTICE: Reinforcing Math Skills

A classroom teaching strategy for reinforcing math skills


MathematicsCommunicationScienceProblem SolvingOther:


Agriculture__L_ Business & Office

Health OccupationsHome EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther'

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther'

TARGET AUDIENCE: Cooperative vocational students inData Processing, grade 11

DESCRIPTION: This teaching strategy reinforces andapplies math skills, such as percentages, decimals, frac-tions and whole numbers. The teacher goes over theskill, most of which was learned in earlier grades andforgotten. The Leacher does examples on the board, andrefers students to the section in the text/workbook formore help. Practice problem: are assigned. The teacherchecks the work, gives and goes over a practice test, andgives the "real" test. Sometimes the teacher givesanother test and takes the better of two scores. Notevery one is required to take the retake test. Studentslike the practice test because it gives them confidence todo the real test

The teacher uses a text thst has two tests for eachsection, making it easy to use for practice and tests. Theteacher uses an earlier edition of the text for studentswho need extra work Students are permitted to usecalculators

CONTACT: Data Processing TeacherFort Hayes Career Center546 Jack Gibbs BoulevardColumbus, OH 43229

to

18


TECHNIQUE/PRACTICE: Vocational Applied Mathematics (VAM)

A project that uses applied math workbooks to reinforce basic skills inmath while enhancing the vocational curriculum

Bt.SIC SKILLS EMPHASIZED

Mathematics_ Communication_ Science_ Problem Solving_ Other.


4griculture_i_ Business & Office___X__ Health OccupationsX. Home Economics

Marketing/Distributive Educ.Technical EducationTrade & Industrial_ Other:

SPECIAL POPULATIONS

_ Speech Impaired_ Deaf/Hearing Impaired_ Visually Impaired_ Orthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts_ Other

TARGET AUDIENCE: Vocational students, grades 9-12

DESCRIPTION: A state model, this project uses teacher-developed vocational applied math workbooks in 20areas to supplement regular vocational lab instruction.This strengthens the application of math as it relatesdirectly to the vocational course taught. An outgrowth ofa state standardized math curriculum, K-12, the work-books contain vocationally appropriate math activitiesthat include theory as well as practical application. Theyemphasize skills needed to pass the state basic skillstest. Pre- and posttest results show significant improve-ment in basic math skills. Construction students werereported to perform 50 percent more effectively in theuse of rules and measurements since using theworkbooks.

Workbooks were developed for these courses: agmechanics, crop production, forestry, horticulture, live-stock production, business education, cosmetology,drafting, graphic arts, child development and clothing,nutrition/home/family, industrial arts, construction,transportation/ auto mechanics, health occupations,metals, electronics, elcctro-mechanics, food service, andhealth occupations

CONTACT: Director of Vocational InstructionGeorgia Department of Education1752 Twin Towers (East)Atlanta, GA 30334

11

Project Director, STAMM/VAMOconee County SchoolsProject STAMM/VAMP.O. Box 146Watkinsville, GA 30677

19


TECHNIQUE /PRACTICE: Applied Technical Mathematics

A joint effort to teach math and problem -solvevocational areas

ng through application in


MathematicsCommunicationScienceProblem SolvingOther


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts

X Other: Disadvantaged

TARGET AUDIENCE: Disadvantagdents in grades 10-12

ed vocational stu-

DESCRIPTION: This program is designed to help stu-dents understand the relationship between mat skillsand vocational skills. The class is taught in the voca-tional classroom by the math teacher. The vocationalteacher shares curriculum and lessor plans with themath teacher, who then devotes limited time to remedia-tion/review of the specific skill to be taught. If necessary,additional remediation/!'eview is scheduled individually.The lesson then moves to application in shop (gear cal-culations, framing square, etc.). Students work on a pro-ject that makes use of the specific skill (cutting gear,,determining rafter and brace length, etc.).

Having the class in the vocational classrostudents and teachers access to tools, machinequipment for hands-on application and practi

om givesery and

e.

CONTACT: Mercer County Vc.cational-Technical Center105 Old Bluefield RoadPrinceton, WV 24740

12 20


TECHNIQUE /PRACTICE: Basic Skills Math

Improving math skins in occupational programs


___X_ MathematicsCommunication_ Science

___X_ Problem SolvingOther.


Agriculture._X_ Business & Office._X_ Health Occupations___X_ Home Economics_ Marketing/Distributive Educ.._X_ Technical Education._X_ Trade & Industrial_ Other.

SPECIAL POPULATIONS

_ Speech ImpairedDeaf/Hearing ImpairedVisually Impaired

._X_ Orthopedically Impaired___X_ Learning Disabled___X_ Mentally Retarded___X_ Emotionally Disturbed___X_ Potential Dropouts

Other.

TARGET AUDIENCE: Students in occupational pro-grams, grades 11 and 12

DESCRIPTION: This course is designed to improve mathskills in a variety of occupational areas All students aretested. Low-scoring students are tutored twice a weekfor one quarter with a small group of students from thatoccupational area. Each student has a list of skills to bemastered and can proceed at own pace

Computers are used for remediation in computa-tional skill. All problems are related to the student'soccupational field. Students who successfully master theskills on their lists are excused from further classes.

Cooperation of vocational instructors, who provideuseful material for remediation, is essential to the suc-cess of the program

CONTACT: Math TeacherBOCES 2 Islip Occupational Center375 Locust AvenueOakdale, NY 11769

13

21


TECHNIQUE /PRACTICE: Reinforcing Math Basic Skills

A technique for drilling low-level students in computational and basicskills math, with immediate results and feedback


..../L MathematicsCommunication_ Science

_X__ Problem Solving_ Other:


AgricultureBusiness & OfficeHealth OccupationsHome Economics_ Marketing/Distributive Educ._ Technical Education

_X._ Trade & Industrial_ Other.

SPECIAL POPULATIONS

Speech Impaired_ Deaf/Hearing ImpairedVisually !mpairedOrthopedically Impaired_ Learning Disabled_ Mentally RetardedEmotionally Disturbed

_ Potential DropoutsX Other. Failures and pro'ected

failures of the statebasic skills math test

TARGET AUDIENCE: Vocational students in grades 9-12who have failed or are likely to fail the state basic skillsmath test

DESCRIPTION: This project is aimed at directing stu-dents toward successful results on the state basic skillsmath test by providing work on the specific areascovered on the test. The teacher presents the lesson.students are given in-class worksheets on the materiel,and worksheets are corrected and discussed. Studentsare then given homework assignments on the' samematerial. Lessons are set up in one-week blocks with areview day on Thursday and a test on the week'smaterial on Friday. Materials used are teacher generated.

CONTACT: Math TeacherPathfinder Regional Vocational-Technical High SchoolRoute 181Palmer, MA 01069

14

22


TECHNIQUE/PRACTICE: Basic Skills Courses

Communication courses to improve basic skills needed for effectivecommunication


Mathematics_X_ Communication

ScienceProblem SolvingOther.


AgricultureBusiness & Office

_,)_C_ Health Occupations_X_ Home Economics._X_ Marketing/Distributive Educ

Technical EducationTrade & industrialOther'

SPECIAL POPULATIONS

_X_ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically Impaired

_X_ Learning Disabled___ Mentally Retarded

Emotionally Disturbed_IL Potential Dropouts

Other

TARGET AUDIENCE: Vocational students who need helpwith basic skills, grades 9-12

DESCRIPTION: Communication Skill (Basic) courses I,II, Ill and IV are designed for students who have failed abasic writing test as freshmen and who need particularemphasis on the basic skills required for effective com-munication in everyday life. The communicationscourses include fundamental concepts of sentence,paragraph, and composition development, with speciaiattention to spelling, word choice, usage, punctuation,and capitalization. Frequent short writing assignmentsare required. They are corrected and accumulated tohelp the teacher identify and correct problem areas.

Competency-based materials are developed locallyafter students are tested with ETS writing samples andholistic scoring. Administrators, counselors, employersand families must understand the policy, participate insetting standards, and correct writing samples.

Up to 70 percent of students in grade 9 have not metminimum standards when tested. However, by grade 12,about 97 percent have met these standards.

CONTACT: Superintendent-DirectorAssabet Valley Regional Vocational School DistrictFitchburg StreetMarlboro, MA 01752

1523

TECHNIQUE/PRACTICE:


Building Communication Skills

Teaching strategies to develop reading and English skills to enablesuccess in a regular class





_X_ Agriculture_X_ Business & Office_X_ Health Occupations_X_ Home Economics_X_ Marketing/Distributive Educ._X_ Technical Education_X_ Trade & Industrial

Other.

SPECIAL POPULATIONS

Speech Impaired_X_ Deaf/Hearing Impaired_X_ Visually Impaired

Orthopedically ImpairedLearning DisabledMentally Retarded

_X_ Emotionally DisturbedPotential DropoutsOther.

TARGET AUDIENCE: Special needs vocational studentsin Resource Course (RC) Reading and English classes,grades 9-11

DESCRIPTION: These strategies help build reading andEnglish skills that enable the special needs student to besuccessful in a regular basic classa less restrictiveenvironment. Interacting in class is considered the bestconfidence builder for the special needs student.

English is taught two periods a day. One period isdevoted to writing skills. English grammar and literatureare taught through the writing course. To develop writ-ing abilities, the student lists ideas and facts on the sub-ject, then categorizes the topics, writes paragraphs, andrewrites, going over the errors with the instructor. Theteacher does a group composition for each assignmentfirst as an example. The student's final copy is graded.

Students learn to organize their thoughts and followa specific theme They communicate information in writ-ing more clearly.

Because of the success of the program, the statebestowed the Lucretia Crocker Award on the teacherwho developed the program. The teacher is currentlytraveling the state on sabbatical to teach the program toother schools.

CONTACT: Director of GuidancePathfinder Regional Vocational-Technical High SchoolRoute 181Palmer. MA 01069

16

24


TECHNIQUE/PRACTICE: Drama-Tech

Related instruction between basic skills and vocational study using theworld of drama


MathematicsCommunicationScienceProblem SolvingOther



_ Health OccupationsHome EconomicsMarketing/Distributive Educ.

_X Technical Education_X Trade & Industrial

Other

SPECIAL POPULATIONS

_ Speech Impaired_ Deaf/Hearing Impaired

Visually ImpairedOrthopedically ImpairedLearning Disab!edMentally Retarded_ Emotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Vocational-technical students ingrades 10-12

DESCRIPTION: Drama-Tech is a state-wide program invocational-technical schools that involves trade instruc-tors and language art teachers. It consists of a basiccore offering of in-school demonstrations (the physicalskills of the actor, arts and crafts of the theater and theworld of the play), teacher workshops, field trips to localtheaters and professional studios, and follow-up activi-ties in the schools in support of teachers and students inthe classroom.

Drama-Tech provides related instruction betweenthe student's academic program and vocational courseof study. The basic skills, listening, speaking, reading,writing, and viewing, are stressed in both the classroomand shop areas. A Drama-Tech manual has beendeveloped.

A contract is written each year between the schoolsand the Center for Theatre Techniques, which providescontracted services for program operation in theschools.

CONTACT! Drama-TechState Department of Education ConsultantVocational-Technical School System275 Windsor StreetHartford, CT 06120

17

25


TECHNIQUE/PRACTICE: Individualized Language Arts

A project that uses applied math workbooks to reinforce basic skills inwriting while enhancing the vocational curriculum



Science_ Problem Solving

Other:


_X_ Agriculture_X_ Business & Office_X_ Health Occupations_X_ Home Economics

Marketing/Distributive Educ.Technical Education

_X_ Trade & IndustrialOther:

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing Impaired_ Visually Impaired_ Orthopedically Impaired

_X_ Learning Disabled_X_ Mentally Retarded____ Emotionally Disturbed_X_ Potential Dropouts_ Other:


DESCRIPTION: A state model, this program uses ateacher-developed writing techniques manual in trans-portation/auto mechanics to supplement regular voca-tional instruction. The manual lets students learn andpractice basic language arts skills and, at the same time,enhances the vocational curriculum. An example of thespecialized writing techniques for auto mechanics wouldbe learning to write a letter to a company after receivinga shipment of damaged parts. The manual outlines direc-tions for a three-paragraph letter to a company.

The state is developing manuals for health occupa-tions, metals, and construction and plans to produce aseries of writing manuals for all vocational subject areas.

CONTACT: Director of Vocational InstructionGeorgia Department of Education1752 Twin Towers (East)Atlanta, GA 30334

18

26


TECHNIQUE /PRACTICE: Proofreading Practice

An activity that gives students experience in editing written material


MathematicsCommunicationScienceProblem SolvingOther.



SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing !repairedVisually ImpairedOrthoper_ically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther:

TARGFT AUDIENCE: Vocational students in word proc-essing class, grade 11

DESCRIP-rION: This acivity helps students becomeaware of inconsistencies in written material. The compu-ter lab specialist in the word processing class composestwo paragraphs of unedited material for students toproofread. The students must recognize errors and useproper proofreader's marks when', dicating errors.

CONTACT: Computer Lab SpecialistVern Riffe Joint Vocational School23365 State Route 124Pik' in, OH 45661

19 27


TECHNIQUE/PRACTICE: Reading Power Project

An inserw:e workshop for vocational-technical schools and industrialarts iiisrructors


MathematicsCommunicationSciencr_ Problem Solvingr"her:



_ Health Occupations_ Home Economics_ Marketing/Distributive Educ.

"technical Education_L.. Trade & Industrial

Other*

SPECIAL POPULATIONS

_ Speech ImpairedDeaf/Hearing ImpairedVisually Impaired_ Orthopedically Impaired

_X_ Learning DisabledMentally Retarded_ Emotionally DisturbedPotential Dropouts

X Other: Can be offered to allstudents from gi idto disablec..

TARGET AUDIENCE: Trade and industrial arts instruc-tors of vocational-technical programs, grades 9-12

DESCRIPTION: The vocational reading power projectprovides inservice training to trade and industrial artsteachers in study skills, vocabulary, word attack, com-prehension, and computer-assisted instruction A projectdirector teaches the workshop. During a two-week train-ing session, teachers develop and share lesson plansand instructional materials that incorporate project read-ing components. Teachers develop technical vocabularyglossaries relevant to their specific trade/career areas.

Students are pre- and posttested to show growthand mastery in basic skill areas. Evaluation of studentsand teachers is ongoing by the project director and aState Department of Education consultant. Materialsinclude a project manual, teacher-prepared materials,and other prepared materials. Funding is provided ;or anartist-in-residence, computer instructor, and typist forthe inservice workshop.

CONTACT: Reading Power ProjectState Department of Education ConsultantVocational-Technical School System275 Winosor StreetHartford, CT 06120

20

28


TECHNIQUE/PRACTICE: Reinforcing Basic Skills

A teaching strategy that helps special needs vocational studentsincrease vocabulary development and literal and interpretivecomprehension


Mathematics.__X_ Communication



.__X_ AgricultureBusiness & Office

.__X_ Health OccupationsHome Economics

____ Marketing/Distributive Educ.Technical EducationTrade & IndustrialOther'

SPECIAL POPULATIONS

____ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning Disabled

___ Mentally RetardedErre)tionally DisturbedPotential Dropouts

X ()the- Other health-impaired

TARGET AUDIENCE: Special neer;a vocational studentsin language arts and basic skills reading classes, grades9-12

DESCRIPTION: This strategy provides vocabularydevelopment by emphasizing structural analysis andcontextual clues and increases literal and interpretivecomprehension by emphasizing recalling facts, under-standing main ideas, and making inferences. Proceduresare:

Structural analysis: A daily word attack reinforces indi-vidual prefixes, roots and suffixes

Vocabulary in context: Types of context clues are identi-fied, using skill book exercises and in context of stories.

Comprehension skills: Comprehension is developed bydrill-work in exercises and within context of storiesch:)sen for the comprehension they best illustrate; stu-dents' achievement is assessed by comprehension work-sheets following each story and by criterion referencetests isolating specific skills.

Lessons are presented in a variety of modalitiesoral and written instruction and responses and repetitionof material. Writing skills, per se, are not emphasized,but rather comprehension of reading material is encour-aged. Students work with computer software. Studentsin grades 9 and 10 are tested at the end of each schoolyear. Students presently scheduled in remediationcourses are tested with the Massachusetts Reading Testof Basic Skills. Failures continue with remediation forthe following school year.

CONTACT: Pathfinder Regional Vocational-Technical High SchoolRoute 181Palmer, MA 01069

21

29


Tr NIIOUE/PRACTICE: Study Quest: Basic Skills - Reading

A strategy that help students develop questioning techniques toimprove study skills


MathematicsCommunication_ Science_ Problem Solving_ Other:

VOCATIONAL SERV:CE AREA


_.2S_ Health OccupationsJ. Home Economics

Marketing/Distributive Educ.Technical EducationTrade & Industrial_ Other

SPECIAL POPULATIONS

_ Speech ImpairedDeaf/Hearing Impaired_ Visually ImpairedOrthopedically Impaired

__Z Learning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts_ Other

TARGET AUDIENCE: Students in cooperative vocationaleducation, grades 10-12

DESCRIPTION: Use of this technique has markedlyimproved students' comprehension of target materials,as shown by their completion of other students' studyguides and teacher quizzes. To develop questioningtechniques for improvement of study skills, students usea teacher-designed worksheet with question models asexamples. Students then create their own questions fromnotes and texts. Question types include true/false state-ments, multiple choice and essay questions, lists, anddiagrams. Students share questions with other studentsto gain feedback and develop usable study guides fortests. The technique uses a small group setting toenhance peer learning and teaching and individualizedinstruction.

The development of different types of questionsallows students to develop questions that are most suit-able to their learning style. It also gives them an oppor-tunity to develop skill with questions they find hard toformulate and answer because the questions are not inkeeping with their learning styles

CONTACT: Reading SpecialistBrookhaven Occupational Center350 Martha AvenueBellport, NY 11713

22

30


TECHNIQUE/PRACTICE: Sustained Silent Reading

An activity that motivates students to enjoy reading




Agricu-ureBusiness & OfficeHealth Occupations

_X_ Home EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther

SPEC!AL POPULATIONS

Speech ImpairedDeaf /Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther.

TARGET AUDIENCE: Vocational students, grades 11and 12

DESCRIPTION: To encourage students to enjoy reading,the school requires all students, faculty and administra-tors to stop work and read silently the first related periodof the first day of the month. The reading material neednot be related to class work, but may be a textbook,novel, magazine, or other material such as would befound in the school library.

The program has been in existence for about fiveyears in the school.

CONTACT: SupervisorMontgomery County Joint Vocational School6800 Hoke RoadClayton, OH 45315

23

31


TECHNIQUE/PRACTICE: Vocational Village Reading Program

An individualized. skill/competency-based reading program forstudents reading below grade level



ScienceProblem Solving_ Other:


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.

.....X_ Technical Education__X_ Trade & Industrial

Other

SPECIAL POPULATIONS

Speech Impaired_ Deaf/Hearing ImpairedVisually Impaired_ Orthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotental Dropouts

X Other Any student readingbelow grade level

TARGET AUDIENCE: Special needs students and otherstudents reading below grade level, grades 9-12

DESCRIPTION: Developed for an alternative highschool, the aim of the program is to take students wherethey are and help them increase skills as much as pos-sible while they are in the reading program. Studentsspend an average of 9.4 weeks in the class and make anaverage gain of 1.35 grade levels.

The program centers on 12 diagnostic levels testsand skill sheets, on which the reading teachers havecross-referenced all reading materials by grade level andskill. Each student is tested and given an individualizedprogram to follow. Students receive credit based on theimprovement shown on their reading tests. Much posi-tive reinforcement is given. The teachers have developedtheir own level tests and skill sheets. They also use manydifferent published materials.

The reading teachers worked with the vocationalinstructors to help them rewrite their curricula at a lowerlevel. For example, the safety unit in auto shop was at an11th grade reading level. The teacher rewrote it on a 4thgrade level so lower level reading students could com-plete it successfully.

CONTACT: Reading TeacherVocational Village High School5040 S.E. Milwaukie AvenuePortland, OR 97202

24

.32


TECHNIOUE/PRACTICE: Following Written and Oral Instructions

An activity that gives students experience in following instructions andtaking notes


Mathematics__X_ Communication

Science___X_ Problem Solving

Other.


____ Agriculture..._,L Business & Office_ Health Occupations_ Home Economics

Marketing/Distributive Educ._ Technical Education_____ Trade & Industrial_ Other.

SPECIAL POPULATIONS

_ Speech Impaired_____ Deaf/Hearing Impaired

Visually ImpairedOrthopedically Impaired

_____ Learning DisabledMentally Retarded_ Emotionally Disturbed

_____ Potential Dropouts.....)L Other.

TARGET AUDIENCE: Vocational students in businessand office courses, grades 11 and 12

DESCRIPTION: This activity helps students learn towrite down instructions, read instructions, listen toteacher instructions, and interpret correctly their mean-ing. The teacher explains the weekly assignment anddiscusses manuscripts, tables, letters, and special pro-jects. Students may ask questions at that time. Studentstype for the teacher the instructions they received, mak-ing a carbon copy for themselves.

This procedure is used for the first semester only.

Students have learned to refer to their notes anddiscuss assignments with the teacher when they did notobtain enough information. Eventually, students askfewer and fewer questions.

CONTACT: Business and Office DepartmentEl let High School309 Wolfe AvenueAkron, '.:1F1 44312

25

33


TECHNIQUE/PRACTICE: Individualized Instruction

A remediation program in which students learn basic skills in their ownlearning style. working for mastery


MathematicsCommunicationScienceProblem SolvingOther'


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ."- rechnical EducationTrade & IndustrialOther'

SPECIAL POPULATIONS


X Other' Disadvanta4ed voca-Other tional student

TARGET AUDIENCE: Potential dropouts and disadvan-taged vocational students, in a model office/secretarialskills training course,, grades 10-12

DESCRIPTION: This program pruvides remediation andreinforcement of basic skills for students performingbelow grade level on standardized pretests. One compo-nent of the program is that second semester seniors maywork toward passing a Civil Service or State Employ-ment Test. Techniques used for these students includeidentification, diagnosis, prescription, specialized mate-rials, team teaching, computer-assisted instruction, drilland practice, and posttesting. Lesson plans are variedwith many modes and frequent checks for understand-ing in an effort to reach all styles of learning.

Activities used to reinforce skills are videotapes,outside speakers, computer programs and test-takingexperiences. Certification and employment are two stu-dent rewards Federal examiners come to the school toadminister the Civil Service examination to graduatingseniors.

Evidence of effectiveness is the large numbers ofgraduates who find and keep jobs. Students knowemployee-employer relations, good work habits, andbasic skills as well as office-related skills.

The program for students in all grades focuses onindividualized units of instruction that enhance the useof basic skills in English.

Students are taught to meet school standards forgraduation credit, but are allowed to learn and practicebasic skills in their own learning style. Topics includegrammar, writing,, spelling, proofreading, use of refer-ence materials, report writing, and practical applications,especially those found in the business world. At thesame time, filing, office procedures, keyboarding andword processing skills are taught.

263 4

continued next page

Basic Ski Ps Technique - 22

TECHNIQUE/PRACTICE: Individualized InstructionContinued

Students compete only against themselves and areencouraged to work as hard and as fast as they can toachieve at the highest level possible. Students attendclass in a 2-hour block and receive 1 hour of Englishcredit. Most students can also be found in class beforeand after school hours. Most (75%) are employed by the9nd of the year. Overall, more than 80% of the studentshave achieved success in the program by advancing tohigher levels of training or finding employment.

Students are allowed to experience all areas of the sub-ject matter, recognize specific areas that need theirimmediate attention, and work to develop new compe-tencies. They use equipment to produce work. Assess-ment is frequent to reduce stress. Students are condi-tioned in test-taking skills. All feedback is positive.

Support has been outstanding. An advisory commit-tee directs the curriculum.

COW:ACT: Business InstructorHogan Senior High School850 Rosewood AvenueVallejo, CA 94591

27

3 5


TECHNIQUE/PRACTICE: Vocational-Technical School Reading Centers

A program of reading instruction for vocational students, usingreading computer laboratories


_ MathematicsCommunication

_ Science_.X_ Problem Solving_ Other


AgricultureBusiness & OfficeHealth Occupations

_ Home EconomicsMarketing/Distributive Educ.

__X_ Technical Education__X_ Trade & Industrial

Other.

SPECIAL POPULATIONS

Speech Impaired_ Deaf/Hearing Impaired_ Visually Impaired_ Orthopedically Impaired__X_ Learning Disabled_ Mentally Retarded__X_ Emotionally Disturbed

Potential DropoutsX Other. Any student ( ifted

to remedial) whoneeds reading.

TARGET AUDIENCE: Students in technical educationaild trade and industry, grades 9-12, who need help withreading

DESCRIPTION: Students get reading instruction in areading classroom/laboratpry fully equipped with thehardware and software needed to operate a full devel-opmental reading program The basic core programconsists of a minimum of four periods of reading a weekduring a student's related cycle. During shop cycle, thestudent returns to the center for two periods of reading a

week to support shop theory and the content area skills.The student's reading teacher provides consultativeskills to related and trade teachers in a team-teachingapproach. Teachers get inservice regularly.

The Reading Center Instruction gives students thebasic skill support needed to master trade theory andrelated instruction.

CONTACT: Reading CentersState Dept. of Education ConsultantVocational-Technical School SystemHartford Graduate Center275 Windsor StreetHartford, CT C6120

28

3 6


TECHNIQUE/PRACTICE: Assessment and Remediation for Mainstreaming

A support system to provide remedial services in basic skills and otherareas to handicapped vocational students


_X_ MathematicsCommunicationScienceProblem SolvingOther


AgricultureBusiness & OfficeHealth Occupations_ Home EconomicsMark Ong/Distributive Educ.

_X_ Technical Education_X_ Trade & Industrial

Other

SPECIAL POPULATIONS

___ Speech ImpairedDeaf /Hearing Impaired

_ Visually Impaired____ Orthopedically Impaired_X_ Learning Disabled

Mentally RetardedEmotionally DisturbedPotential DropoutsOther*

TARGET AUDIENCE: Mainstreamed vocational students,grades 10-12

DESCRIPTION: Assessment and Remediation for Main-streaming (A.R.M.) is a support system similar to aspecial education resource room that provides remedialservices to meet the individual needs of handicappedvocational students. It reassesses vocational interestsand aptitudes and teaches specific vocational readinessskills when needed.

A.R.M. teachers work with students on ralatei math,vocabulary, safety, and specific manual skills at the direc-tion of the mainstream teacher. This is done either in theA.R.M. resource room or mainstream shop

Students are assessed by standardized tests,computer-generated tests, teacher tests, andcompetency-based checklists. Tests and techniques areadapted to accommodate individual learning styles.

All materials are adapted from those used by main-stream shop teachers. Equipment similar to that used inthe mainstream shop is used in the A.R.M. resourceroom and is arranged in mini-shop areas.

As a result of the program, more 10th grade handi-capped students are staying in vocational programsinstead of returning to special education programs.Many failing or near-failing students have raised theirgrades enough to pass

CONTACT: Head of Pupil ServicesAltoona Area Vocational-Technical School1500 Fourth AvenueAltoona, PA 16602-3695

29

37


TECHNIQUE/PRACTICE: Computer-Assisted Instruction for Special Populations

A remedial instruction laboratory for special needs vocational students


__X_ MathematicsCommunicationScienceProblem So Ivin.,1Other.


__X_ Agriculture__X_ Business & Officc__X_ Health Occupations__X_ Home Economics


__X_ Trade & IndustrialOther.

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning Disabled

__X_ Mentally Retarded__X_ Emotionally Disturbed_X_ Potential Dropouts

X Other. Academicallydisadvantaged

TARGET AUDIENCE: Special population students main-streamed in vocational programs, grades 10-12

DESCRIPTION: This program of instruction uses aremedial instruction lab to help students in special popu-lations learn reading and math skills as they relate tovocational training. The lab primarily uses computers forinstruction to special populations, including disadvan-taged and handicapped students.

Some students who are having problems with mathand/or language arts attend the lab on a regular basistwice a week. Others use the lab as problems occur forwhich they need help.

The lab instructor is generally an academic teacheror a degreed vocational teacher. The program is in itsthird year in four schools in the state.

CONTACT: ConsultantOffice of Vocational Education1429 Senate StreetColumbia, SC 29201

30

38

Basic Skirls Technique - 26

TECHNIQUE /PRACTICE: Math Competency and Reading Skills

A remediation program in which specialists reinforce basic skillslearning


Mathematics.._X_. Communication

ScienceProblem SolvingOther:



SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally Retarded

_____ Emotionally DisturbedPotential DropoutsOther.


DESCRIPTION: This technique reinforces basic skillslearning using additional teachers and materials. First,the teacher identifies students with math or readingproblems. Then students have special sessions with ateacher, using the materials, which are primarily compu-ter software. A pretest and posttest are used to measuregrowth. Math competency has increased since the tech-nique has been used.:

CONTACT:

Trade and Industrial SupervisorsLake County Joint Vocational School8140 Auburn RoadPainesville, OH 44077

31

Middletown City Schools4420 Manchester RoadMiddletown, OH 45044

39


TECHNIQUE/PRACTICE: Classroom Newscast

A strategy for enhancing basic skills and other skills throughproduction of a TV newscast


MathematicsCommunicationScience

___X_ Problem SolvingOther:


____ AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.Technical Education_ Trade & Industrial

X Other Vocational guidanceclass

SPECIAL POPULATIONS

Speech ImpairedDeaf /Hearing ImpairedVisually ImpairedOrthopedically Impaired

ic,.... Learning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Special needs students in highschool vocational-technical programs (ungraded)

DESCRIPTION: This technique allows students toexpress their ideas in writing and verbalize them withclarity. The students write and produce their own TVnewscast about world, local, and/or school-related top-ics. The teacher outlines the procedures and roles to beincluded and assigns various activities, keeping in mindstudents' individual strengths and weaknesses. Afterreceiving a checklist of their own specific activities, stu-dents research and write their newscast parts Theteacher and an aide review the writing assignment andhelp make corrections and make a large print final copyfor rehearsal. Practice and rehearsal of parts follow,, theshow is organized, and finally a videotape of the news-cast is made. In addition to the basic skills practice men-tioned, the project gives students a simulated work expe-rience focusing on such skills as peer cooperation,completing tasks within a given time frame, followingwritten and verbal direction (one and multi-step tasks),personal appearance and appropriate dress, and devel-oping new skills.

Support by parents includes monitoring studentswhen they practice at home. A letter explaining theprocedure is sent home

CONTACT: Director of GuidancePathfinder Regional Vocational-Technical High SchoolRoute 181Palmer, MA 01069

32

14

40


TECHNIQUE/PRACTICE: Incorporating Basic Skills in Home Economics

A program integrating basic skills practice in home economics in theform of ;ommunination, math and problem-solving activities


X Mathematics_..2L Communication



AgricultureBusiness & OfficeHealth Occupation

_.2L Home EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther:

SPECIAL POPULATIONS

Speech ImpairedDeaf! - fearing ImpairedVisually impairedOrthopedically ImpairedLearning DisabledMentally Retardedemotionally DisturbedPotential DropoutsOther:

TARGET AUDIENCE: Vocational students in home eco-nomics, grades 10-12

DESCRIPTION: Several activities help reinforce basicskills in child development, family living, food serviceand home furnishings classes. Students work withvocabulary words and definitions to help with reading.They write research papers and article summaries peri-odically. The; work with math in measuring, budgeting,calculating cost per serving,, and doing percents. Stu-dents are involved in reading and writing, hands-on proj-ects, and solving problems throughout the courses.

The ^iassroom has a computer and calculators foruse. Parents, administrators, and counselors need to beaware that home economics includes basic skills thatcar De learned for ei-Jryday life. When basic skills areincorporated into topics students need to learn for every-day life, they can see a purpose for learning the skills.

CONTACT: Home Economics Department HeadLaramie Senior High School1275 North 11mLaramie, WY 82070

33

41


TECHNIQUE/PRACTICE: Lab for Special Needs Students

Assessment and remediation of basic skills by a vocational teacher'saide using computer-assisted instruction


__X_ Mathematics__X_ Communication



._X_ AgricultureBusiness & Office

__X_ Health OccupationsHome EconomicsMarketing/Distributive Educ.

__X_ Technical Education__X_ Trade & Industrial

Other.

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing Impaired

__X_ Visually Impaired__X_ Orthopedically Impaired.__X_ Learning Disabled

Mentally RetardedEmotionally D;sturbedPotential Dropouts

_X_ Other. Other health impaired

TARGET AUDIENCE: Special needs students in voca-tional programs, grades 9-12

DESCRIPTION: This technique is used in about 35courses taught in all vocational program areas. In s spe-cial lab, a vocational teacher's aide provides vocationalassessment of students and follows up with support serv-ice in remediation. The lab primarily uses audio-visualtechniques and computer-assisted instruction. Materialsdeveloped include a talent assessment program, interestinventory, and software.

Support is provided by administrators, counselors,and teachers, who must help direct students into the laband then give encouragement and support. Administra-tors report that teachers and student. like the techniqueand that teachers joyfully release students from class forthe lab because they see something good happening.

CONTACT: Bladen County Board of EducationP.O. Box 37Elizabeth, NC 28337

34

42


TECHNIQUE /PRACTICE: Letter and Memo Writing

An activity that give students experience in composing written mate-rial for communicakig


_X_ Mathematics_X_ Communication

Science_X_ Problem Solving

Other


Agriculture_X_ Business & Office_ Health Occupations_ Home Economics

Marketing/Distributive Educ.Technical EducationTrade & Industrial-- Other.

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically Impaired_ Learning DisabledMentally Retarded_ Emotionally DisturbedPotential DropoutsOther.

TARGET AUDIENCE: Vocational students in cooperativeoffice education, grades 10-12

DESCRIPTION: This activity allows students to learn tocompose sentences that are short and concise. Theylearn to organize facts before writing, make outlines,choose words that are effective and positive, composeparagraphs, spell, proofread, edit, and evaluate theirwork.

The teacher gives the students tips for writing, sen-tence and paragraph formation, editing procedure, etc.Students review and compose a variety of letters andmemos.

Students interview secretaries or general officeworkers and request sample letters and memos forreview.

This activity includes group discussion, lecture,group projects, homework, and individualized work.

CONTACT: Cooperative Office Education TeacherWhitehall-Yearling High School675 S. Yearling RoadWhitehall, OH 43212

35

43

Basic Sias Technique - 31

TECHNIQUE/PRACTICE: Monthly Budget

An activity in which students enhance basic skills experience bypreparing a monthly budget


_X_. Mathematics__X_ Communication

Science_X_. Problem Solving

Other:



____ Health OccupationsHome Economics

____ Marketing/Distributive Educ..___ Technical Education

Trade & IndustrialOther

SPECIAL POPULATION'

Speech ImpairedDeaf/Hearing Impair..Visually Impaired

___. Orthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Vocational students in SeniorIntensive Office Education, grade 12

DESCRIPTION: Students in this class prepare a monthlybudget to determine how much money they need tomake in their entry-level positions. This helps them learnthe true cost of living on their own, learn the va'ue of abudget, learn t" reevaluate the type of "dream tar" theywant, consider uri.pected expenses, a^d appreciatemore what their parents or guardians give them. Stu-dents are highly motivated to find the cost of items andadd them to see what it will cost to live each monthEven if they dislike nicth, they see the need for usingediticn, subtraction, multiplication and division.

L.ailies support the project by hllping studentsdetermine cost for utilities, insurance Gosts, and othermonthly living expenses -orne faculty members helpwitn gettirip used car prict.,.

CONTACT: Business Education TeacherBenjamin Logan High SchoolBox 98Zanesfield, OH 43360

36

44


TECHNIQUE/PRACTICE: On Your Own

An individualized program to enhance the basic skills and confidenceof unsuccessful students


___Z.... Mathematics_.....K... Communication_ Science

Problem SolvingOther


Agriculture_ ..._ Business & Office

Health Occupations_Z__. Home Economics

Marketing/Distributive Educ.Technical EducationTrade & IndustrialOther

SPECIAL POPULATIONS

Speech Impaired_ Deaf/Hearing Impaired_ Visually ImpairedOrthopedically ImpairedLearning Disabled_ Mentally RetardedEmotionally Disturbed

_Z__. Potential Dropouts_Z__. Other. Students not success-

ful in regular highschool

TARGET AUDIENCE: Students in grades 9-12 who arenot successful in regular high school ciasses

DESCRIPTION: This individualized learning programallows students to learn at their own rate and feel goodabout themselves. In a positive atmosphere, the studentmay select from over 20 self-contained units. Eachpacket contains a variety of learning approaches, suchas filmstrips, manipulations, reading, and writing. Theteacher provides study sheets to help the student pro-cess and apply information. The individualized units areteacher-made. Other resources are films, filmstrips, andcomputers. An aide is available to help students.

CONTACT: Home Economics Department ChairOlympic High School2730 Salvio StreetConcord, CA 94599

374 5

...MENNEN.

1

TECHNIQUE/PRACTICE:


Special Vocational Program Career Exploration

A program tc enhance tne employability skills and basic skills ofspecial needs students


___L Mathematics.__X_ Communication

ScienceProblem SolvingOther


_ Agriculture_ Business & Office

Health OccupationsHome Economics

_ Marketing/Distributive Educ._ Technical Education

Trade & IndustrialX Other Developmental Occu-

pational ProgramsI & II

SPECIAL POPULATIONS

.__X._ Speech Impaired

.___K_ Deaf/Hearing Impaired_ Visually Impaired

Orthopedically ImpairedLearning Disabled

.__X._ Mentally Retarded_ Emotionally DisturbedPotential Dropouts_ Other.

TARGET AUDIENCE: Special needs students ingrades 9-12

DESCRIPTION: The purpose of the program is to pre-pare students to get and keep a job through a pre-employment skills curriculum, with emphasis on improv-ing basic skills as well. For example, to teach students towrite a letter of application, the teacher would introducethe concept of applying for a job Students would dis-cuss it in class and take notes. They would read relatedtextbook articles and conduct library research. Eachstudent would give a 3-minute oral presentation of find-ings. Other activities might be a guest speaker or fieldtrip. A test completes the sequence.

The teaching style is multiple and variable It createsinterest. Students must maintain enthusiasm and do nothave time to lose interest. Support comes from the librar-ian, who helps with research, the counselor, and com-munity business people, who act as guest speakers andcareer consultants.

CONTAC i. Special Vocational CoordinatorBardstown City Schools400 N. 5th StreetBardstown, KY 40004

38

46


TECHNIQUE/PRACTICE: Student Initiative Buslders

Techniques to build seasoning abilities and develop confidence


_X_ MathematicsCommunication_ Science

_X_ Problem Solving_ Other


AgricultureBusiness & Office_ Health OccupationsHome Economics_ Marketing/Distributive Educ.Technical Education_ Trade & IndustrialOther

SPECIAL POPULATIONS

_ Speech Impaired_ Deaf/Hearing ImpairedVisually ImpairedOrthopedically Impaired_ Learning DisabledMentally RetardedEmotionally Disturbed_ Potential Dropouts_ Other

TARGET I tUDIENCE: Students in grade 11 cooperativevocational program

DESCRIPTION: Several techniques are used in a courseon financial institutions that helps students develop con-fidence, try to find their own answers, try to help oneanother, enjoy more difficult subjects, and score betteron tests.

To r, ieet the above objectives, the teacher asks ques-tions about assigned reading, asks application questionsto make students think and apply knc wledge, and walksstudents through a reasoning process to help themanswer their own questions. Student vocational organi-zation officer campaign speeches and research paperson related content areas are required. The teacherdemonstrates a logical approach to math problems.

CONTACT: State Supervisor for Business EducationUpper Valley Joint Vocational School8811 Career DrivePiqua, OH 45356

39 47


TECHNIQUE/PRACTICE: Vocational Tutoring

A program to tutor vocatir nal students in all areas who need additionalhelp


....X.. Mathematics._,X... Communication

ScienceProblem Solving

_ Other.


._X... Agriculture

.__X... Business & OfficeHealth Occupations

__X_ Home Economics.__X... Marketing/Distributive Educ._ Technical Education_.A.... Trade & Industrial

Other

SPECIAL POPULATIONS


Visually Impaired_ Orthopedically Impaired__X.... Learning Disabled_ Mentally Retarded_...._ Emotionally Disturbed__X__ Potential Dropouts_ Other.

TARGET AUDIENCE: Vocational students, grades 11and 12

DESCF IPTION: Tutoring is provided in all vocationalcourses to students who need assistance. Students areassest,ed and assignc'd a tutor. The tutor is provided withlesso 1 plans and curriculum materials. Tutoring tech-niquos are varied, based on student needs. Evaluationsare ,;onducted semi-annually and annually. Materialsusei include texts, workbooks and custom-designedtubrials. Computers and software are used for tutoring.Support from principal, directors, supervisors, guidancep9rsonnel, and teachers is beneficial.

CONTACT: Assistant PrincipalGlen Oak High School2300 Schneider N.E.N. Canton, OH 44721

TECHNIQUE/PRACTICE:


Science Credit for Vocational Agriculture

A program that offers science credit or waiver for selected courses invocational agriculture


Mathematics_ Communication_X_ Science

Problem SolvingOth er


AgricultureBusiness & Office_ Health Occupations_ Home Economics

_ Marketing/Distributive Educ.Technical Education_ Trade & Industrial_ Other.

SPECIAL POPULATIONS

_ Speech Impaired_ Deaffrlearing ImpairedVisually ImpairedOrthopedically Impaired_ Learning DisabledMentally RetardedEmotionally Disturbed_ Potential DropoutsOther:

TARGET AUDIENCE: Vocational agriculture students,grades 9 and 10

DESCRIPTION: This technique allows students toreceive science credit for selected vocational agricultureclasses. Most commonly, an analysis is completed of therelationship between the content of the science coursesand the competencies in vocational agriculture courses.Ordinarily, students receive elective credit for the firstyear of vocational agriculture and science credit on thesuccessful completion of the second year. The classesusually approved for credit are Agriculture Science 1and 2, the core curriculum. The school accrediting asso-ciation recognizes that vocational agriculture teachershave backgrounds in science in their content areas andare qualified to teach it.

..:ONTACT: State Supervisor of AgricultureDepartment of Education1535 W. JeffersonPhoenix, AZ 85007

41

4 ril

II


TECHNIQUE/PRACTICE: Comprehensive Competencies Program (CCP)

A self-paced, open-entry, open-exit, individualized lab trainingprogram emphasizing basic skills


___X_ Mathematics_..L.. Communication_L Science

Problem SolvingX Other: Life skills

Social studies


Agriculture...i_ Business & Office_ Health Occupations...X._ Home Economics...A_ Marketing/Distributive Educ.

Technical Education...A_ Trade & Industrial

Other*

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally Disturbed

...A_ Potential DropoutsX Other "In school" dropouts

TARGET AUDIENCE: Vocational students who arepotential dropouts, grades 9-12

DESCRIPTION: CCP is a lab where academic and func-tional skills are taught by the use of computers, usingvocational methods. Three secondary schools in thecountry have these labs. The program is designed tostart students at their level and advance them at theirown pace. It is open-entry, open-exit, individualizedlearning. Designed with basic skills in mind, the programat one school covers three areas: basic skills, occupa-tional knowledge and office occupational training (com-puter). At another school, several areas are included. Allstudents are pre- and posttested, with mastery set at75%. At one school, students in the program showexceptional growth on nationally normed pre- and post-tests. At another school, CCP has raised academic skillsas much as four grade levels in 3 months. In addition toprinted material, the teachers use audiovisual andcompWer-assisted ;nstruction.

CONTACT:Director/InstructorComprehensive Competencies ProgramCentennial Scnool District R-1Box 347San Luis, CO 81152

42

Vocational DirectorSouth Penobscot Vocational Sci'ool200 Hogan RoadBangor, ME 04401

50


TECHi4IQUE /PRACTICE: Computer-Assisted Instruction

A dropout prevention plan emphasizing pre-employment skills training


_X__ Mathematics_X__ Communication

Science_ Problem Solving_X._ Other. Computer literacy


___ Agriculture_ Business & Office_ Health Occupations_ Home Economics_ Marketing/Distributive Educ_X_ Technical Education

Trade & Industrial_ Other.

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedicc:!, !--pairedLearning Disabled

_ Mentally Retarded____ Emotionally Disturbed

Potential Dropouts_X_ Other: Academically and

financially dis-advantaged

TARGET AUDIENCE: Low-achieving students identifiedas potential dropouts, grade 9

DESCRIPTION: This model combines remedial instruc-tion in reading, writing and math, and introductory pre-employment skills training in computer education. Stu-dents are scheduled for one period of remedial reauingand math daily. Computer training is an important com-ponent of the program. Students get pre-employmentskills in basic uses of the computer whiie using compu-ter software programs to learn and reinforce their read-ing and math skills.

Students get vocational guidance individually and insmall support groups

Classes are limited to 10 students, each of whomhas access to a computer. A certified teacher teachesfive classes of computer science/remedial academicsdaily. The program is highly individualized. Attention isgiven basic reading and math skills that test data showstudents have not mastered.

The first year, students gained 8 months in readingand 1.9 years in math in a 5-month period. During thesecond year, students gained 1.9 years in reading and2.1 years in math. All students showed 50% improvementin computer literacy and were punctual for class 90% ofthe time. Attendance was increased by 84% of thestudents.

CONTACT: Assistant Superintendent for InstructionBurlington City Schools1712 Vaughn RoadBurlington, NC 27215

43 51


TECHNIQUE /PRACTICE: Curriculum Infusion

A district program integrating basic skills into vocational educationspecialty areas


_X_ Mathematics_X_ Communication_X_ Science

Problem SolvingOther


___ AgricultureBusiness & Office

_X_ 1-1(.1alth Occupations___ Home Economics_ Marketing/Distributive Educ._X_ Technical Education_X_ Trade & Industrial

Other:

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically Impaired

___ Learning Disabled___ Mentally Retarded

Emotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: All vocational students. grades11 and 12

DESCRIPTION: This strategy began with readingcourses or inservice training for all vocational teachersA supervisor of basic studies was hired to observe eachclass about 45 minutes a week. The supervisor has beenable to spot student problems and suggest remedialteaching strategies. Students learn notetaking, outliningand study skills from the vocational teacher or supervi-sor as part of the regular classroom activities. All stu-dents keep notebooks, which become shop manuals andare often used by graduates on the job. Teaching basicskills has enhanced the delivery of vocational knowl-edge. Also,, results of standardized tests show studentsare acquiring reading and comprehension skills. Theprogram has been broadened to include functional math-ematics, test-taking, and computer literacy skills, whichare taught during the 45-minute period Math processesare related directly to the performance aspects of thetrade area. Computers are used as oackup remediationtools.

Applied science education has been a direct off-shoot of the program. The processes that make thingshappen are taught in lecture and reinforced in shopexperiments and projects

Teachers are more aware of student problems andrefer students to the basic studies supervisor for testingor diagnosis. Students may be instructed in remedialtechniques and given additional materials, or teachersmay be given a suggestion on how to help a student witha problem. Vocationally oriented matenais help teachnecessary skills and are shared with other teachers inthe district.

CONTACT: Supervisor of Basic StudiesOcean County Vocational-Technical SchoolsOld Freehold Road and Bey LeaToms River, NJ 08753

44

52


TECHNIQUE/PRACTICE: Entry-Level Skills Criteria

A program to assess and remediate the entry-level skills ofhandicapped students before entry to a vocational program


_ Mathematics_ Communication_ Science_ Problem SolvingX_ Other: Vocational


.....X_ AgricultureX_ Business & OfficeX_ Health Occupations_X_ Home Economics_X_ Marketing/Distributive Educ._..X_ Technical EducationX_ Trade & Industrial_ Other:

SPECIAL POPULATIONS

X_ Speech ImpairedX_ Deaf/Hearing ImpairedX_ Visually Impaired....X... Orthopedically ImpairedX_ Learning DisabledX_ Mentally Retarded

Emotionally DisturbedX_ Potential Dropouts_ Other:

TARGET AUDIENCE: Handicapped students, grades 9and 10 (could be used with junior high students as well)

DESCRIPT% 'IN: A state model, this program gives handi-capped students the entry level skills needed to be suc-cessful in a mainstreamed vocational education pro-gram. The procedure involves identifying the entry levelskills a student currently possesses and teaching theentry level skills the student does not possess. The pro-cess is conducted by vocational instructors and specialeducation teachers. Students are vocationally evaluated,both formally and informally. Upon completion of thevocational evaluation, students complete the appropriateentry-level skills activities. The actual instruction is theresponsibility of the special education teacher before thestudent's entrance to a vocational program.

The curriculum and skills list have been field-tested.If a formal evaluation is conducted, special equipmentmay be required.

Support is needed from both special education andvocational education personnel. Parental support isbeneficial.

CONTACT: DirectorCollege of Education - Missouri LILAC609 MarylandUniversity of MissouriColumbia, MO 65211

45

53


TECHNIQUE/PRACTICE: Individualized Manpower Training System (IMTS)

a systematic support system for meeting the needs of thedisadvantaged vocational student by reinforcing basic skills throughassessment and individualized instruction


__X_ Mathematics__X_ Communication

Science_X_ Problem Solving__X_ Other: Computer skills


__X_ Agriculture__X_ Business & Office__X_ Health Occupations_X_ Home Economics


_L. Trade & IndustrialOther:

SPECIAL POPULATIONS

_X_ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically Impaired

__X_ Learning DisabledMentally Retarded

__X_ Emotionally Disturbed__X_ Potential Dropouts

X Other. Academically disad-vantaged; Non-Englishspeaking

TARGET AUDIENCE: Disadvantaged vocational stu-dents, grades 10-12

DESCRIPTION: IMTS is a systematic support systemdesigned to reinforce the basic skills of the disadv, ,-taged vocational student. It is an individualized programthat takes place in a well-equipped learning lab. The sys-tem includes four component programs: academic skills,complementary skills, employability behavior, and occu-pational exploration. The student can experience suc-cess and gain confidence while working toward aselected vocational goal. IMTS provides remediation inacademics that are prerequisite to vocational training. Itsaves student time by remediating only the learningdeficiencies identified by diagnostic measures. Studentsthus accomplish the shortest term.

After an initial interview, diagnosis and prescriptionare made for each student in each subject needingremediation, using standardized tests. The prescribedlearning modules treat small increments of learning in a

carefully prepared hierarchy of skills. Progress checks ormodule tests are a part of each learning module.Computer-assisted instruction is often used as studentswork with the self-instructional materials. The teacherprovides a positive learning environment with immediateand frequent feedback. This allows the teacher to reviseand refine the student's prescription, and encouragesmotivation and success. After successful remediation,the studc.,,it exits IMTS.

CONTACT: IMTS Counselor/CoordinatorLeto Comprehensive High School4409 West Sligh AvenueTampa, FL 33614

46

54

Basic Skills Technique - 42 IITECHNIQUE/PRACTICE: Occupationally Related Math and Reading (Basic Skills)

A program to improve math and 1,ading in -;ooperative vocationalprograms through diagw.:stic prescriptive teaching and individualizedinstruction


_X MathematicsCommunication_ Science_ Problem Solving

___X_ Other: Employability skills,behavior modification(positive reinforce-ment), written driver'sexam



_K_ Health Occupations_L Home Economics

Marketing/Distributive Educ._ Technical EducationTrade & IndustrialOther:

SPECI '.. POPULATIONS


___X_ Visually Impaired_.X_ Orthopedically 'mow' (:1

Learning DisabledMentally Retarded

___X._ Emotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Students in a cooperative voca-tional education program, grades 10-12

DESCRIPTION: This technique uses individualizAinstruction to improve those occupationally related mathand reading skills students need to succeed in theirtrade areas. Students' skills are assessed prior to learn-ing activities. Students are then taught the necessaryskills they do not possess. The model of diagnosticprescriptive teaching uses informal assessment instru-ments. Individualized instruction is available by bothacademic level and trade area.

Specialized materials computer programs, vocabu-lary lists, trade academic teacher activity sheets, visualaids, equipment, and technical manualsare used toteach the trade-related skills. Positive reinforcement isemphasized. All modalities are utilized as necessary(visual, tactile, etc.), in order for students to grasp thesubject matter or skill. Shop instructors provide thebasic skills teachers with related academic information.

The program effects an increase in students' passingRCT math, reading, and writing exams, and the writtendriver's exam. There is trade testing and application,motivation and learning due to the relationship betweenacquiring the skill ano success in a trade and to theemphasis on only the specific skills needed in a particu-lar trade area.

CONTACT: Basic Skills Reading SpecialistBOCES 2 Islip Career Center379 Locust :AvenueOakdale, NY 11769

47

55


TECHNIQUE/PRACTICE: Reinforcing Basic Skills

A program that uses applied teaching and an elective period forreinforcement and remediation

BASIC SKILLS $1MPHASIZED

__X_ Mathematics__X_ Communication__X_ Science__X_ Problem Solving

Other.


Agriculture_ Business & Office_ Health Occupations

Home EconomicsMarketing/Distribt...ive Educ.Technical Education

_X_ Trade & IndustrialOther.

SPECIAL POPULAnONS


____ Visually Impaired_ Orthopedically Impaired-- Learning Disabled

Mentally RetardedEmotionally DisturbedPotential DropoutsOther.

TARGET AUDIENCE: Students in all trade and industrialcourses, crades 11 and 12

DESCRIPTION: This technique involves teach,ng ap-plied math, science and communicationsthe "coreacademics"--in all trade & industry courses to reinforcebasic skills. In addition, teachers offer an elective periodso students can make up deficiency academic credit,promote advanced academics, and explore an interest ora tested deficiency. All courses meet or exceed elemen-tary and secondary guidelines.

Total staff effort has been involved. kiditionalequipment used includes science lab equipment($20,000), math equipment ($7,000), and textbook., -.ndother supplies ($2,000).

Using this technique has resulted in improved mathscores and employer interview comments

CONTACT: Vocational SupervisorPioneer Joint Vocational SchoolBox 309, Ryan RoadShelby, OH 44875

48

56


TECHNIQUE/PRACTICE: Reinforcing Basic Skills in Home Economics

Inservice training that gives teachers strategies to reinforce basic skillsin Consumer Home Economics.


MathematicsCommunicationScienceProblem Solving

X Other: Critical thinking


Agriculture_____ Business & Office

Health OccupationsHome EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther

SPECIAL POPULATIONS

____ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally Retarded

_____ Emotionally Disturbed_____ Potential Dropouts

Other

TARGET AUDIENCE: Students in vocational ConsumerHome Economics, grades 9-12

DESCRIPTION: This program helps teachers of Consu-mer Home Economics (CHE) prepare students better toachieve academically in both CHE courses and otherrequired courses. In addition, the program helps stu-dents increase test-taking skills.

Three district inservices a year prepare teachers inbasic test-taking techniques and strategies for teachingrzading, writing, inath, and critical thinking skills for thecontent area of CHE. Teachers are given student-readymaterials and practice strategies to use in the classroom.

While the program is for all CHE areas, the tech-niques are emphasized in Sociology for Living, the fam-ily living course in which the district administers theCalifornia Assessment Program Test. Scores haveimproved dramatically in the two years the program hasbeen used

Most materials used are curriculum materials fromthe course that emphasize the teaching of basic skills.Support for the program must come from administrators,who need to encourage teachers to reinforce basic skillsand provide inservice training.

CONTACT: Coordinator of Consumer Home EconomicsFresno Unified School DistrictTulare and M StreetsFresno, CA 93721

49

57


TECHNIQUE /PRACTICE: Reinforcing Basic Skills in Vocational Education ProgramsA Comparative Model

Team building and support as a way of improving teaching practicesand student performance in basic skills



ScienceProblem Solving

X Other: Improving selt-concept, Studyskills/work habits


_X_ AgricultureBusiness & Office

_.45 Health OccupationsIL. Home Economics_X_ Marketing /Distributive Educ.

Technical Education__X_ Trade & Industrial

Other

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally Disturbed

_X_ Potential DropoutsX Other High risk students as

identified by teacherteams

TARGET AUDIENCE: Moderate to high risk cooperativevocational students, grades 9-12

DESCRIPTION: Teams of two academic. and two orthree vocational teachers are involved in week-longseminars, participating in experiential activities such assimulations, role playiag, games, and small group activi-ties. These are designed to improve self-esteem andfacilitate commitment to the team. Problem solving isexplained as a life skill and a process appropriate tomost disciplines. Ways to incorporate problem solvingactivities into classes are demonstrated. The teacherslearn ways to improve student writing processes andwork habits.

After the seminar, each team targets a group ofmoderate- to high-risk students to support during theyear. Teams develop objectives, a plan for meeting them,and a timeline for working with the students. Teamsmeet at least 1 hour a week for planning Materials usedare teacher-generated.

CONTACT: Basic Skill Project CoordinatorState Division of Vocational Education650 W. StateBoise, ID 83720

50

5 8


TECHNIQUE/PRACTICE: Story Problem Solving

An activity that uses imagination and creativity to reinforce basic skills


_X_ Mathematics_X_ Communication_ Science_X_ Problem Solving_X_ Other: Reasoning


Agriculture_ Business & Office

Health Occupations_ Home EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther

SPECIAL POPULATIONS

___ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts

X Ott Jr Behaviorally impaired


DESCRIPTION: To use this technique, the teacher setsup an imagined project, such as a weekend camping tripfor 20 people. Students determine the quantity ofsupplies, logistics, activities, clothing required, etc. Fromtheir planning and perceptions of the camping trip,students provide de-Wed written information aboutweight of supplies and clothing to be carried, timeallotted to activities, quantity of clothing and suppliesneeded.

Discussion with students makes the problemsrealistic. Materials used are writing materials and thestudent's imagination.

CONTACT: State Supervisor SW Region IVState Department of Education65 S. Front StreetColumbus, OH 43226

51

59


TECHNIQUE/PRACTICE: Support Services for Special Needs Students

A program that uses aides and itinerant resource persons to providesupport services to enhance the basic skills of special needs vocationalstudents.


MathematicsCommunicationScienceProblem SalvingOther: .A111)asic skills that

.s.upport vocationalskills


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther:

SPECIAL POPULATIONS

_X_ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPote, tial DropoutsOther

TARGET AUDIENCE: Special needs students in coopera-tive vocational education, grades 10-12

DESCRIPTION: Three hundred special education stu-dent!' enrolled in a vocational program are eligible forsup, lrt services. Most of these students enter the pro-gram without the skills to function productively in train-ing and/or employment settings. Aides assist with suchtasks as reading material, notetaking, review, organiza-tion of assignments, adapting learning materials, andreviewing for tests. Aides also provide physical accessand mobility, safety, and support. The itinerate coun-selor/evaluates, consults, and provides special and tran-sitional services daily.

The goals of the support services are to improvedevelopment of employability skills, provide up-to-dateinstructional equipment, develop a sense of worth, andprovide competency-based and computer-basedinstruction.

The program has a placement rate of 80% in gainfulemployment. All students are eligible for the co-op pro-gram and are referred to the Office of Vocational Reha-bilitation before they leave school.

CONTACT: Special Needs CounselorLehigh County Vocational-Technical School2300 Main StreetSchnecksville, PA 18078

52

60

Joint Effort Practices

C3

61

Joint Effort - 48

TECHNIQUE/PRACTICE: Model for Integrating Vocational Education and Math Skills

A process model to integrate math skills into vocational coursesthrough joint effort


MathematicsCommunicationScienceProblem SolvingOther.


_X_ AgricultureBusiness & OfficeHealth Occupations

_X,_ Home EconomicsMarketing/Distributive Educ.Technical EducationTrade & Industrial_ Other:

SPECIAL POPULATIONS

Speech ImpairedDeaf /Hearing ImpairedVisually ImpairedOrthopedically Impaired_ Learning Disabled_ Mentally Retarded

___ Emotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Vocational cooperative students,grades 9-12

DESCRIPTION: The purpose of this project was todevelop a process model to be used statewide for inte-grating vocational education and math skills. A mathskills checklist was used by project staff to identify mathskills that were integrated into vocational courses andthose that could be integrated. Each vocational teacherwas paired with a math teacher in the same building. Apeer-inservice model was developed to help math andvocational teachers identify teaching and learning stylesand share methods of teaching specific applied mathproblems. Two guides were developedan implementa-tion guide and an inservice guide. Computer-AssistedVideo Instruction Math Modules were developed to givestudents individualized help in learning basic mathconcepts.

Upon successful completion of a 2-year sequence ofapproved vocational classes, a student is awarded 1/2math credit and 1 1/2 elective credits. The goal is toincrease math ability of the lower 20% of students. Oneoutcome of the program has been to enhance mathinstruction in the vocational classes and increase ap-plied math instruction in the math classes.

Administrators must support the concept of mathequivalency credit. Counselors have been involved indetermining the process for student registration andapproving the procedure for identifying math conceptsintegrated into vocational classes. Technical advisorycommittees have reviewed the technical math to beintegrated.

CONTACT: Curriculum CoordinatorCareer and Vocational EducationCorvallis School District 509J1555 S.W. 35thCorvallis, OR 97333

55

62

Joint Effort - 49

TECHNIQUE/PRACTICE: Technical Math

A program that uses team teaching of math in vocational classroomsfor math credit


__X_ MathematicsCommunicationScience

_ Problem SolvingOther:


_X_ Agriculture_X_ Business & Office__X_ Health Occupations__X_ Home Economics__X_ Marketing/Distributive Educ.

Technical Education__X_ Trade & Industrial

Other

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Vocational students, grade 11

DESCRWTION: The joint vocational school teachesmath in related periods. The regular math teacher andvocational teacher are both in the classroom at one time.The school uses this practice because of extra mathcredits required by the feeder schools. This programgives students who are deficient in math credits achance to make up credit. In addition to giving studentsthe opportunity to earn math credit, the program hasresulted in a big improvement in students' math skills, asshown by test scores.

CONTACT: Trade and Industry SupervisorOhio Hi-Point Joint Vocational School2280 State Route 540Bellefontaine, OH 43311

56

63

Joint Effort - 50

TECHNIQUE/PRACTICE: Applied Academics (Program Options)

A program coordinating language arts and math with vocationalcontent



ScienceProblem Solving_ Other:


AgricultureBusiness & OfficeHealth OcrvationsHome F.;onomicsMarketing /Distributive Educ.Technical EducationTrade & Industrial_ Other'

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther:

TARGET AUDIENCE: Vocational students, grades11 and 12

DESCRIPTION: This program coordinates language artsand math programs with vocational content. It is used inelectronics, electricity, auto mechanics, and carpentry.Academic and vocational teachers meet daily to discussdirection and student progress. By discussing students'progress in both academic and vocational courses, theteachers can ensure that students who may be havingproblems won't be overlooked.

The curriculum is coordinated so that the Englishand math teachers focus learning activities on what stu-dents are doing in vocational courses. For example, stu-dents in English class may write a letter to a relative des-cribing what they are doing in carpentry class andinclude the sequence of steps required to complete thework. In math the activities would also be related tocarpentry.

The results of the program are improved studentgrades during the last two years. Attendance and be-havior are also improved.

Another successful outcome of the program is theteamwork among the vocational, English and mathteachers. The English and math teachers are teachingthe approved curriculum while reinforcing vocationalcontent same at the same time

Support comes from the administration and fromcounselors, who talk with students about the need forthe program.

CONTACT: SupervisorCincinnati Public Schools230 E. 9th StreetCincinnati, OH 45241

5764

Joint Effort - 51

TECHNIQUE /PRACTICE: Articulatea Reading and Math Skills (ARMS)

A joint effort between occupations; education courses and academicclasses designed to improve the reading and math skills of dwadvan-taged in-school youth




AgricultureBusiness & OfficeHealth OccupationsHome Economics

_X_ Marketing/Distributive Educ.Technical EducationTrade & IndustrialOther:

SPECIAL POPULATIONS


X Other: Students referred byvocational instructor

TARGET AUDIENCE: Disadvantaged occupatiomlleducation students, grades i 1 and 12

DESCRIPTION: A successful program, ARMS hasresulted in students reaching growth in reading andmath that has averaged 50% above grade level. Thearticulation between English and math classes andoccupational courses is designed to improve the readingand math skills oi disadvantaged students.

This improvement in reading ability, particularly as itrelates to hands-on training in a trade, will help studentssecure and advance in training-related employmentmore easily.

Students are pretested by the schools, using astandardized math and reading test. The ARMS teachercoordinates reading with the academic and occupationaleducation instruction by working with the academic andoccupational education teachers. Individual learningprograms in reading and math for each student are devel-oped by the teachers, based on each student's occupa-tional education program Academic teachers use voca-tional textbooks in their work with the students. The testis given again at the end of the school year to determinegrowth. The goal is to improve reading and math skillsby at least two grade levels. This program is unique inthat it has marshalled the resources of separate agenciesto work together on individualized training plans for..TPA- eligible participants, something not previouslydone in English and math instruction for the trade.

CONTACT: DirectorSteuben- Allegany BOCESRD 1Bath, NY 14810

58

65

Joint Effort - 52

TECHNIQUE/PRACTICE: Basic Skills Instruction in Vocational Education

Teacher inservice training programs in reinforcing basic skills

e.ASIC SKILLS EMPHASIZED




_X_ Agriculture_X_ Business & Office_X_ Health 0 cupations_X_ Home Economics

Marketing/Distributive Educ._X_ Technical Education

Trade & IndustrialOther:

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpiredLearning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: All secondary vocational students,grades 9-12

DESCRIPTION: For teachers, the goal of this new pro-gram is to be skilled in incorporating and reinforcingbasic skills in their vocational program lesson plans. Forstudents, the goal is to learn how to apply basic skills tosurvive (i.e., in job performance and home manage-ment). The ultimate goal is to improve student perfor-mance on the state proficiency test and thus increasethe number of high school graduates.

Each vocational teacher in the state will have theopportunity to be trained by state vocational staff intechniques for incorporating and reinforcing basic skillsin the classroom. Teachers will learn how to modifyexisting lesson plans to emphasize basic skills.

CONTACT: Special Projects ConsultantState Department of Education214A Cordell Hull BuildingDivision of Voc-Tech EducationNashville, TN 37219

59 66

Joint Effort - 53

TECHNIQUE/PRACTICE: Basic Skills Remediation

A program in which a basic skills instructor teaches remedial readingand math in the vocational classroom


_A_ Mathematics_X_ Communication



Agriculture.L. Business & Office_X_ Health Occupations_ Home Economics_ Marketing/Distributive Educ.

Technical EducationTrade & IndustrialOther:

SPECIAL POPULATIONS

_X_ Speech Impaired_ Deaf/Hearing Impaired_ Visually Impaired_ Orthopedically Impaired

Learning r, cabledMentally RetardedEmotionally DisturbedPotential Dropouts

_ Other:

TARGET AUDIENCE: Vocational students who aredeficient in reading and math, grades 10-12

DESCRIPTION: This program gives additional help tostudents who have difficulty mastering vocational skillsbecause of a deficiency in reading, math, or communica-tion skills. Reading end math are emphasized, butEnglish is not, tiecaue most vocational students areenrolled in regular English classes at their home school;few are enrolled in reading or math classes.

A basic skills instructor serves as a tutor/teacherwho works with individuals or small groups of studentsand acts as a resource person for the faculty. She is acertified instructor with extensive experience in the areaof teaching reading.

As much as possible, students are taught basic skillsin their regular vocational classroom environment. Theyreceive instruction for about 30 minutes a day, 3 days aweek.

Students are selected for the program by theirscores on several tests and the recommendations ofvocational instructors. An open channel of communica-tion is recommended between administrators and coun-selors of feeder schools and administrators, counselorsand the basic skills teacher of the area vocational-technical high school.

As a result of the program, 70% of the studentsimproved in reading; 83% improved in math.

CONTACT: Basic Skills TeacherArea Vo-Tech High School1727 South Main StreetJonesboro, AR 72401

60

67

J

7Joint Effort - 54

TECHNIQUE/PRACTICE: Basic Skills Remediation for Handicapped and Disadvantaged Students

A program that provides weekly sessions in math, reading andlanguage arts for handicapped and disadvantaged vocational students


A._ MathematicsA._ Communication

Science_ Problem SolvingOther:

VOCATIONAL SERIIKE AREA

A._ Agriculture.../S._ Business & Office...A._ Health Occupations

Home Economics_ Marketing/Distributive Educ....I._ Technical Education

Trade & IndustrialOther

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually Impaired_ Orthopedically Impaired

..1._ Learning Disabled_X_ Mentally Retarded

Emotionally Disturbed_ Potential Dropouts. X Other: Disadvantaged

TARGET AUDIENCE: Disadvantaged and handicappedvocational students, grades 10-12

DESCRIPTION: All incoming vocational students aregiven the Adult Basic Education test. Students who qual-ify are givan a half-day session each week in remediationin math, reading, and language ar..,. To qualify for theremediation program, a student must be two or moreyears below grade level in one or more vocational areas.A prescription is developed to strengthen basic skillweaknesses identified from the test. Students take aposttest at the end of remediation.

The acquisition of fundamental academic skills pro-vides the student with the means to acquire basic voca-tiolial skills. Students test out of the academic programwith 1 to 4 years' improvement between pre- and post-testing. Only about 5-10 of 125 students in the programhave not shown improvement.

Administrators, counselors, employers and familiesneed to support the joint effort by providing an environ-ment conducive to learning.

CONTACT: Vocational DirectorCullman Area Vocational CenterRt. 15, Box 1790Cullman, AL 35055

61 68

Joint Effort - 55

TECHNIQUE /PRACTICE: joint Academic Vocational Approach to Education ,)/-1./A)

A joint effort to prepare students in both academic and vocational skills


Mathematics. Communication

Science____ Problem Solving

Other


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketiog/Distribut:,e Educ.Technical EducationTrade & IndustrialOther

SPECIAL P('PULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally Disturbes.iPotential Dropouts

X Other. Students under;idedabout occupation orpost-high schoolchoice.

TARGET AUDIENCE: Potential dropout students ingrades 9 and 10

DESCRIPTION: Eighth grade students are selectedthrough application, principal/teacher recommendation,test scores, age, and grades to participate in the pro-gram during four years of high school. The goal of JAVAis to give students a better background to make a morerealistic career decision. A team teaching approach isused. Students move ugh an individualized compe-tency-based academic curriculum of English, math,science, and citizenship, taught at the students' highschools four hours a day. Students have vocationalexploration 2 hours a day. They rotate through 12 occu-pational areas every 13 days. In the areas students com-plete tasks typical for each occupation.

In Phase II, students narrow the occupational areasto four ci:oices. They spend nine weeks hi each chosenoccupational area and also take English, math acience,and physical t.ducation. In Phases III and IV studentscomplete the remaining academic graduation require-ments. They narrow their occupational choices to oneai and l.n.zome half-day students at one of the statevocational scnools or specialize in an occupational voca-tional area at their high school. If the students success-fully complete the JAVA program and graduate fromhigh school, they should be prepared for the world ofwork with a high school diploma and a vocational skill.

An exemplary curriculum was developed by thestate, which received the American Vocational Associa-tion Award in 1982 as the most innovative curriculum.

62 69

Guntinued

TECHNIQUE/PRACTICE: Joint Academic Vocational Approachto Education JAVA)Continued

As a result of JAVA, students' interest in school andattendance improve. Grade point average increases, butstandardized math, reading and language arts haveshown no significant increase during the first two phasesof the project in one school reporting. In the other, stu-dents consistently score higher on basic skill assess-ment than their counterparts in the regular schoolprogram.

CONTACT: Director of Special ProgramsHopkins County SchoolsP.O. 'lox 509Madisonville, KY 42431

63

Academic/ Vocational Project CoordinatorShawnee High School4028 West Market StreetLouisville, KY 40212

70

Joint Effort - 56

TECHNIQUE /PRACTICE: Remediation in Basic Skills

A joint effort to increase the reading and math skills of students whotest low


__X,.._ Mathematics

Cou,munication_ Science_ Problem Solving

Other:


_ Agriculture____. Business & Office

Health Occupations_ Home Economics_ Marketing/Distributive Educ._ Technical Education_2L. Trade & Industrial_ Other:

SPECIAL POPUL "4TIONS

_ Speech Impai-edDeaf/Hearing Impaired

_ Visually Impaired_ Orthopedically Impaired__,X.._ Learning Disabled

Mentally RetardedEmotionally Disturbed

__X.._ Potential DropoutsOther*

TARGET AUDIENCE: Students in grades 11 and 12 intrade and industry; suggested for all vocational areas

DESCRIPTION: This effort b'gins with testing of allclasses by math and readint. eachers, who then workwith vocational instructors to raise the reading and mathskills of the lower students to acceptable levels.

The math and reading instructors both have aide: *0work with students and meet periodically with the admin-istration to discuss progress and problems. No addi-tional equipment is required.

Posttest scores show that some students increasebasic skills scores slightly while others raise themconsiderably.

CONTACT: Supervisor, James A. Rhodes Career Center1901 Selma RoadSpringfield, OH 45505

64

71

Joint Effort - 57

TECHNIQUE/PRACTICE: Science Credit for Home Economics Course

A program that gives students the option of receiving science credit fora Autrition science course


2L MathematicsCommunicationScience

___ Problem SolvingOther:


AgricultureBusiness & OfficeHealth Occupations

_X_ Home EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther:

SPECIAL POPULATIONS


___ Visually ImpairedOrthopedically ImpairedI earning DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther:

CONTACT: Home Economics TeacherMonte Vista High School3131 Stone Valley RoadDanville, CA 94526

TARGET AUDIENCE: Vocational home economicsstudents taking nutrition science, grades 9-12

DESCRIPTION: Students taking nutrition science mayreceive science credit to help fulfill graduation require-ments. The home economics teacher has a backgroundin home economics, nutrition, and science.

A wide variety of materials and teaching techniquesis used. Reading, writing, and some math are integratedinto the program. Most students successfully completethe course.

6572

Joint Effort - 58

TECHNIQUE /PRACTICE: Applied Academics Math and English

A joint effort to reinforce communications and math skills in vocationalclasses


_X_ Mathematics...L. Communication

Science_X__. Problem Solving_ Other:


Agriculture_...._ Business & Office

Health Occupations_ Home Economics_ Marketing/Distributive Educ._ Technical Education_,IL. Trade & Industrial_ Other:

SPECIAL POPULATIONS_ Speech Impaired_ Deaf/Heating Impaired_ Visually ImpairedOrthopedically UnpairedLearning Disabled_ Mentally Retarded

_ Emotionally DisturbedPotential Dropouts

X Other. All special popula-tions are main-streamed into theclasses

TARGET AUDIENCE: Students in auto mechanics,carpentry, construction electricity, and electronics,grades 11 and 12

DESCRIPTION: English, math and vocational contentare interrelated so that what students learn in one courseis reinforced in the other two. Applied Communications I& II (English 11 and 12) are specially designed to fulfillgraduation requirements and also meet the need of relevancy for vocational students. They incorporate basicEnglish courses of study adapted to specific voca-tional content Applied Mathematics I and II meet thedual needs of systerratK, instrurtion and relevant mathapplication. The content contains the core of at least oneother accepted math course plus additional math pro-cesses required by each vocational course.

Team members meet daily to discuss curriculum,strategies, and problems, and to plan units of instruc-tion. Teachers make materials/worksheets which dove-tail with the vocational curriculum and student needs.Teachers must use texts approved for each course, butare encouraged to use additional texts as resources.Microcomputers are considered necessary equipment.

First-year scores showed an average improvementof +2 years, while a cont. ..I group only showed a 1 yeargain. Absences decreased, particularly in the spring.Grade point averages in the vocational programsincreased 146%, while those of the control groupincreased 14%.

CONTACT: Vocational Education Associate DirectorClaude V. Courter Education Center230 East Ninth StrsotCincinnati, OH 45202

66

73

Joint ffort - 59

TECHNIQUE/PRACTICE: Coordinated Vocational Education and Trainir,g (CVET)

A joint effort to develop curriculum and teach basic skills andvocational subjects to academically disadvantaged and handicappedvocational students


MathematicsCommunication

___ Science_X_ Problem Solving

Other


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive EducTechnical EducationTrade & Industrial

2L Other: Coordinated vocationaleducation and training

SPECIAL POPULATIONS

Speech Impaired_X Deaf/Hearing Impaired

Visually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts

X Other. Other health impaired

TARGET AUDIENCE: Academically disadvantaged andhandicapped vocational students, grades 9 and 10

DESCRIPTION: In this program, vocational teachers andacademic teachers worked together with the help of thestate curriculum center to develop related English. math,Science, and social studies curriculum. This curriculumis related to the vocational curriculum center for homeand community servnes, construction, and mechanicalclusters.

The curriculum is developed at a low level for aca-demically disadvantaged and handicapped students.Vocational and related academic teachers coordinatetheir teaching

Several studies have shown the CVET students'grades in academic subjects have imr -oved.

CONTACT: State SupervisorState Department of Voc-Tech Education1515 West 7th StreetStillwater, OK 74074-4364

67

7 4

Joint Effort - 60

TECHNIQUE/PRACTICE: Pre-Industrial Preparation Program

A joint effort for developing basic skills by relating occupationalexperiences to the basic skills




AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive EducTechnical EducationTrade & Indust.halOther.

SPECIAL POPULATIONS

Speech Impaired____ Deaf/Hearing Impaired


_ . Learning DisabledMentally RetardedEmotionally DisturbedPotentia, Dropouts

X , Other* Academically andeconomicallydisadvantaged

TARGET AUDIENCE: Academically deprives vocationalstudents, grades 10-12

DESCRIPTION: This program is designed to help aca-demically disadvantaged students improve basic verbal,,scientific, and mathematical skills by correlating con-crete occupational experiences to these skills. Forexample, in working with sheet metal in the metals tech-nology course, students work with decimals, fractions,and concepts usea in geometry and trigonometry anduse these mathematical concepts to produce blueprintsand drawings. These plans are then converted into anactual product (e.g., an aluminum duct). In scienceclass, a study of air flow and air pressure is interwoveninto the course work. The whole project is finally writtenand reported in English class.

The occupational experiences are directed byteachers with occupational competencies, and the aca-demic skill development is done by subject matterteachers. All teachers participating in the program,together with the counselinc nd guidance personnel,comprise the closely coordinated professional team forthis program in each school. While the "hands-on" activi-ties are confined in the beginning to simulated labora-tory situations, cooperative work experience later pro-vides actual experiences in industry. Many of thematerials used in this program are made by teachersinvolved in the program.

Student progress is evaluated by pre- and posttestsin language, math, and science. Results show that stu-dents enrolled in this program have made gains in allthree areas.

CONTACT: Educational SpecialistOccupational Development and Compensatory Education Section491 Hind Inka DriveHonolulu, HI 96821

68

75

Joint Effort - 61

TECHNIOUE/PRACTIS: Principles of Technology

A course on technical principles of society that teaches math andphysics to vocational students


_X_ Mathematics_X_ Communicatiel

Science_X_ Problem Solving_ Other:



__X_ Health Occupations__X_ Home Economics_X_ Marketing/Distributive Educ.__X_ Technical Education__X_ Trade & Industrial

Other.

SPECIAL POPULATION::_ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically Impaired_ Learning DisabledMentally Retarded

____ Emotionally DisturbedPotential Dropouts

X_ Other. Students who are atleast 10th gradelevel in reading andmath

TARGET AUDIENCE: Vocational students ingrades 10-12

DESCRIPTION: The purpose of this course is to givevocational students a basic understanding of the techni-cal principles upon which our modern society is based.Principles of Technology is a two-year course developedby CORD and AIT, in cooperation with 37 states and 4provinces in Canada.

The course is team-taught by a physics teacher andelectronics instructor. Materials used are paperboundtexts produced by CORD and a set of videotapes. Labequipment is used for the course and costs approxi-mately $6,000 per lab station. Much of the equipment isstandard; some is custom-made.

Counselors seler students for the course accordingto ability and desire. Administrators make funds avail-able and select teachers lc the course.

CONTACT: Physics TeacherTampa Bay Vo-Tech High School6410 Orient RoadTampa, FL 33610

Vocational DirectorSouthern Penobscot Vocational School200 Hogan RoadBangor, ME 04401

69

76

Joint Effort - 62

TECHNIQUE/PRACTICE: Special Needs Program

A program in which a vocational resource educator works as a liaisonbetween schools, community, teachers and students where needed tofacilitate ,success in main-streaming special ner is students invocational education.


MathematicsCom municrilionScienceProblem SolvingOther:

VOCATIOkAL SERVICE AREA

___X._ AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.

A_ Technical EducationA_ Trade & Industrial

Other.

SPECIAL POPULATIONS


X Other Behaviorallydisordered

TARGET AUDIENCE: All special needs studentsmainstreamed in vocational programs, grades 9-12

DESCRIPTION: As a support person, the vocationalresource educator (VRE) compiled teaching techniquesand strategies for teachers to use with special ner dsstudents mainstreamed in vocational classes. Whereneeded, students receive additional instruction in thevocational area. This is accomplished by close coopera-tion between the VRE, the special education instructor,and the vocational instructor.

The VRE is also a liaison between the sendingschool, community, and area vocational-technicalschool, and assists in obtaining jobs special needsstudents after training.

Support services are available to special need: stu-dents from a vocational guidance couiselor and jobplacement specialist.

As a result of the vocationa special needs program,special needs students have successfully completedregular vocational programs.

CONTACT: Vocational Resource EducatorPerryville Area Vocational-Technical SchoolCollege at Edwards StreetsPerrysville, MO 6377.

70

77

Joint Effort - 63

TECHNIQUE/PRACTICE: Basic Skills Integration

A three-year state program to integrate math and science intoindustrial arts/technology education


_X_ MathematicsCommunication

_ X__ Science____ Problem Solving

Other:


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketiog/Distributive Educ.

_X_ Technical Education_X_ Trade & Industrial

Other.:

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically Impaired

___ Learning Disabled____ Mentally Retarded

Emotionally Disturbed___ Potential Dropouts

Other.

TARGET AUDIENCE: Industrial arts/technologyeducation teachers, math teachers, and science teachers

DESCRIPTION: The three phase program to integratemath and science into industrial arts/technology educa-tion began with a 2-week workshop involving 10 teamsof teachers from 10 schools in the state. Each team con-sisted of one teacher from each of the areas of industrialarts, science and math. All team m mbers from eachschool were required to attend. The objectives of theworkshop were (1) to demonsirata the potential for teach-ing math and science through industrial arts content andactivities; (2) to devllop practical instructional materia!useful to teachers in all three areas; and (3) to promoteinteraction of the teachers in planning and designinginstructional strategies in the respective schools. Theworkshop was sponsored by the Maryland Departmentof Industrial, Technological and Occupational Educationat the University of Maryland.

Fifty units of instruction illustrating integration ofmath and science into industrial arts/technology educa-tion were produced at the workshop and distributed toparticipants and supervisors. Teachers developed newinsights into the relevance of integrating math andscience and methods of doing so.

In the second year or phase of the project, someschool systems followed up with one-day workshops fc,rall industrial arts/technology education teachers. Theoriginal workshop participants played a leading role inimplementing these workshops.

71

78

Continued

TECHNIQUE/PRACTICE: Basic Skills IntegrationContinued

Some schools not involved previously sent teams tothe University of Maryland for half-day training sessions.This broadened the number of schools involved in theintegration effort. One school system developed a video-tape showinc what that system was doing toward integra-tion. The videotape was made available to other schoolsystems.

The third phase included a day-long statewide con-ference for local education agency supervisors of math,science, and industrial arts. This conference w..3 con-sidered critical to acceptance of the integration effort. Acomponent of the third year will be identification of mathand science content in industrial arts/technologyeducation.

CONTACT: ChairmanDepartment of Industrial, Technological and Occupational EducationUniversity of MarylandCollege Park, MD 20741

72

79

Joint Effort - 64

TECHNIQUE /PRACTICE: Curriculum Alignment Program

A joint effort of math, science, and vocational teachers to identify mathand science taught in the vocational programs and display theinformation in chart form



_X_ ScienceProblem SolvingOther:

VOCATIONAL. SERVICE AREA

AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.Technical Edu "ation

_X_ Trade & IndustrialX Other Industrial arts

education

SPECIAL POPULATIONS

___ Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthc 3dically ImpairedLearhing DisabledMentally RetardedEmotionally DisturbedPotential DropoutsOther

TARGET AUDIENCE: Vocational students in grades10-12

DESCRIPTION: Math, science and vocational teachersanalyzed their areas to find common ground am )g thethree. They then created curriculum alignment chartsone for each selected course in the vocational educationcurriculum. The chart shows each vocational educationcompetency, its related math and science skill concepts,and relevant vocational, math and science performanceindicators. The chart also contains suggestions forinstructing students in the skills.

This project is designed to enhance mutual under-standings, interest, and coordination of the programacross curriculum areas. The project also puts compet-encies in a form highly usable by classroom teachers.Information from the competency charts has been keyedto disk for micro-computer printouts and disEarnination.

CONTACT: Voc;it;oriai Education DirectorHaywood County Schools1615 N. Main StreetWaynesville, NC 28786

73

80

Joint Effort - 65

TECHNIQUE/PRACTICE: Developing a Common Course of Study in Vocational Education

Courses offered for both vocational and basic skill credit



_X_ Science_ Problem Solving

Other:


_ AgricultureBusiness & OfficeHealth Occupations

_X_ Home EconomicsMarketing/Distributive Educ.

_ _ Technical Education_IL Trade & Industrial

Other.

SPECIAL POPULATIONS

_ Speech Impaired____ Deaf/Hearing Impaired

Visually Impaired_ Orthopedically Impaired


_ Emotionally Disturbed_X_ Potential Dropouts

(indirectly)Other:

TARGET AUDIENCE: Vocational students in grades 9-10

DESCRIPTION: The purpose of this program is to de-velop common courses of study for selected vocationalcourses or groups of courses and have such courses vali-dated for basic skill credit. Thus, students may learn avocation and, at the same time, earn a basic skill creditrequired for graduation. The courses involved are AutoMechanics 1 and 2, Metalworking 1 and 2, Drafting 1 and2, Woodworking 1 and 2, and Nutrition and FoodScience.

Vocational teachers developed the courses of study,with emphasis on the inclusion of basic skills whenappropriate to the vocational objectives. Basic skillsteachers worked together with vocational teachers tovalidate the courses of study for basic skills credit.Nutrition and Food Science is taught in the home eco-nomics department for science credit. Scientific equip-ment and instructional materials were added.

CONTACT: Vocational Curriculum SpecialistWashoe County School DistrictIndustrial Education Building395 Booth StreetReno, NV 89509

74 81

Joint Effort - 66

TECHNIQUE /PRACTICE: Identifying Math and Science Competencies n Vocational Education

An effort in which math and science competencies were identified irrthree vocational areas and subcompetencies were developed to reflect'elated basic skills


_L. Mathematics_ Communication_L. Science_...._ Problem Solving

Other:


_ AgricultureBusiness & Off,;:eHealth Occupations

_X__. Home EconomicsMarketing/Distributive Educ.

_ Technical EducationTrade & Industrial_ Other:

SPECIAL POPULATIONS



_ Learning Disabled_ Mentally Retarded_ Emotionally Disturbed_ Potential Dropouts

Other

TARGET AUDIENCE: Secondary vocational students inhome economics, business and office, and marketingand distributive education

DESCRIPTION: Consumer and homemaking educationbusiness and office education, and marketing and dis-tributive education were identified as vocational areasusing math and science skills. Relevant competencieswere identified. Math, science, and vocational teachersdeveloped subcompetencies for each competency identi-fied as having implied math or science content. A matrixof the competencies identified was developed.

The matrix developed is designed to provide voca-tional teachers with a comprehensive list of science andmath skills and subcompetencies to use as a startingplace in planning. A manual was developed with a step-by-step guide for implementing a workshop to trainmath, science, and vocational teachers in use of thematerials. These teachers then work together to coordi-nate resources, content, and coverage of the material.

CONTACT: Chairman, Home Economics in Education and BusinessEast Carolina UniversityGreenville, NC 27834

75R2

]

TECHNIOUE/PRACTICF:

INErasiMP

Joint Effort - 67

nevainping Ram Skills

A program in which acad.mic and vocational teachers work in clustersto make learning more meaningful for vocational students


MathematicsCommunic itionScience

.....X_ Problem SolvingOther:

VOCATI:JNAL SERVICE AREA


_X_ Health 17ccupatio,L. Home Economics

_X_ Marketing/Distributive Educ.Technical Education

__X__ Trade & IndustrialOther

SPECIAL POPULATIONS

_X_ Speech Impaired_X_ Deaf/Hearing Impaired

Visually ImpairedL. Orthopedically Impaired


_X_ Emotionally DisturbedPotential DropoutsOv

TARGET AUDIENCE: All vocational students, grades10-12

DESCRIPTi The purpose of this program is to makelearning more meaningful by relating all academic pro-grams to the vocational program. The vocational pro-grams are arranged in four clusters. Acaden is teachersare attached to the clusters and provide academic workfor the students in the clusters. Academic curriculum isbeing aeveloped to reflect this arrangement. Teach'rsmeet as a cluster to discuss stv-,ent needs. Teachingtechniques and teaching style vary from cluster tocluster. Students seem responswe to this type of pro-gram. To make the program successful, everyons in theschool needs to be involved.

CONWT: Vocational Administrative P,rectorDauphin County Technical School6001 Locust LaneHarrisburg, PA 17109

76

3

Joint Effort - 68

TECHNIQUE/PRACTICE: Emphasizing Basic Skills

A workshop in which teachers learn to incorporate basic skills invocational classes and to team teach classes to emphasize basic skills


Mathematics_IC._ Communication



AgricultureBusiness & OfficeHealth OccupationsHome Econoriics

_ Marketing/Distributive Educ.Technical Education

.ii_ Trade & Industrial_ Other:

SPECIAL POI-ULATIONS_ Speech impairedDeaf/Hearing Impaired

_ Visually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts

X Other: Behaviorallydisordered


DESCRIPTION: A workshop was held for teachers inwhich county supervisors in four basic skills areasmath, English, science, and graphicspresented a vari-ety of practical, proven techniques. These techniquesare incorporated into a delivery system of basic skillsrelated to their skill area. Lesson plans reflect the incor-poration of basic skills in the form of enabling objectivesand concepts.

Vocational teachers teach the applied portion of thematerial; a math or science instructor teaches the "pure"form ,f the material related to that teacher's area. Super-visors are available to assist in the delivery system.

The program has the approval of the county centraloffice. Credit was given teachers for participation in theworkshop. Administrators and teachers expect studentswill be better prepared to learn basic skills as a result.

CONTACT: PrincipalCarver Career Center4799 Midland DriveCharleston, WV 25311

77

R4

i

Joint Effort - 69

TECHNIQUE/PRACTICE: Integrating the Academics

A comprehensive curriculum model that uses joint effort to applyacademic concepts and skills to vocational areas


MathematicsCommunicationS'ienceProblem SolvingOther: Employability skills;

Tectnical writinc



_X_ Health OccupationsHome Economics

_X_ Marketing/Distributive Educ.Technical Education

_X_ Trade & IndustrialOther:

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing ImpairedVisually ImpairedOrthoped,cally ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts

X Other. All of the above thatcan be mainstreamed


DESCRIPTION: This comprehensive model was devel-oped to strengthen the math, science, communications,and organizational skills of vocational students. Themodel uses qualified academic teachers to help studentsdevelop the detineci academic competencies that are aprimary component of the vocational instruction. Learn-ing experiences are totally integrated with the require-ments of the vocational field. Curriculum is developed bythe academic and vocational staff, meeting weekly toshare materials and plan strategies to correlate content.Team teaching, peel tutoring, computer-aided programs,and group demonstrations are all strategies being used.Learning activity packets are developed b ins'ructors topace student learning. A computer-aided program formath, scier:ce, and writing is being developed. Teachersdeveloped materials fo- a technical writing program.

Student scores in math, science and writing are onthe upswing. Students have a more positive attitudetoward basic skills because the staff has worked to showa relationship between vocational and academic content.

CONTACT: Associate SuperintendentGreat Oaks Joint Vocational School District3254 E. KemperCincinnati, OH 45241

7t,

11!MI .1111111PS.,

5

Joint Effort - 70

TECHNIQUE/PRACTICE: Missouri LINC

A estate resource to help teachers improve career and vocationalpre:grams for special needs students


MathematicsCommunicationScience

____ Problem SolvingOther Vocational

VOCATIOP',AL SERVICE AREA

AgrzultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.Technical EducationTrade & industrial

X Other Vocational and scialeducation

SPECIAL POPULATIONS

Speech impairedDeaf/Hearing ImpairedVisually ImpairedOrthopedically ImpairedLearning DisabledMentally RetardedEmotionally DisturbedPotential Dropouts

X Other Handicapped anddisadvantaged

TARGET AUDIENCE: Teachers of special needsstudents

DESCRIPTION: Missouri LINC is a state resourcefunded by the Missouri Dept. of Elementary and Second-ary Education, Divisions of Special Education and Voca-tional and Adult Education. The mission of tt,e programis to provide informaticn, technical assistance, research,and professional development activities throughout thestate related to imp-oving career and vocational pi o-gramming for special needs students. The programprovides teachers with improved instructional strategies,keeps educators better informed, increases perfor-mance, and improves services to special needs students.A newsletter is publisl:ed five times a year. Resourcemanuals, monographs and an assortment of texts, jour-nals and other professional documents are used.

CONTACT: DirectorCollege of EducationMiss( Jr LIN::609 MarylandUniversity of MissouriColumbis, MO 65211

7cs

R6

Joint Effort - 71

TECHNIOUE/PRACTICE: PRO-TECH

A program to encourage creativity and problem-solving in vocationalclasses


___ MathematicsCommunicationScience

_X_ Problem SolvingX .. Other: Creativity


AgricultureBusiness & OfficeHealth OccupationsHome EconomicsMarketing/Distributive Educ.Technical EducationTrade & IndustrialOther:

SPECIAL POPULATIONS

Speech ImpairedDeaf/Hearing Impaired_ Visually ImpairedOrthopedically ImpairedLearning Disabled

_ Mentally RetardedEmotionally DisturbedPotential Dropouts

_ Y_t_. Other: Gifted ariu talented


DESCRIPTION: The purpose of this program is to workwith academic and trade instructors to develop strate-gies for teaching creativity and problem-solving in theregular classrooms and trade shops. Instructors in thetrades and instructors who teach PRO-TECH ProgramChallenge Classes (high ability academic students)receive training in creativity and creative problem-solving from the PRO-TECH facilitator and outside con-sultants. Those instructors incorporate an teach thosetechniques within their regular curriculum.

In addition to regular and trade production, studentsare encouraged to demonstrate their skills in statewidecompetitior. such as VICA, Connecticut Invention Con-vention, Olympics of the Mind, and Future ProblemSolving.

Team teaching between vocational instructors andPRO-TECH facilitators is encouraged. Instructors areexpected to streamline the curriculum to provide time forcreative endeavors. Every student's preferred learningstyle has been assessed and recorded. Teaching stylesare adjusted to accommodate the range of learningstyles. Basic skills training is more meaningful whenincorporated in the curriculum. Research suggests thatcreativity training may enhance learning in other areas.

Instructors, departm,,,nt heads, and administratorsmust be willing to consider alternatives to the traditionalmodel of instructiu.'. Some flexibility is needed in :..,tu-dents' and teachers' schedule-,

CONTACT: Consultant-Gifted and Talented EducationVoc-Tech School SystemConnecticut Department of EducationSox 2219Hartford, CT 06145

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R7

INDEX

BASIC SKILL EMPHASIZED STRATEGIES

Mathematics 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33,34, 35, 37, 38, 39, 41, 42, 43, 44, 46, 48, 49, 50, 51, 52, 53, 54,55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69

Communication 1 1 , 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27,28, 29, 30, 31, 32, 33, 34, 35, 37, 38, 39, 41, 42, 43, 44, 45, 46,50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 67, 68, 69

Science 36, 37, 39, 43, 63, 64, 65, 66, 68

Problem Solving 8, 9, 10, 21, 22, 23, 27, 28, 29, 30, 3 1 , 32, 33, 34, 35, 41, 43, 44,45, 46, 58, 59, 60, 61, 62, 67, 68, 69, 71

Computer Literacy 38, 41

VOCATIONAL SERVICE AREA STRATEGIES

Agriculture 4, 7, 12, 14, 17, 18, 19, 20, 25, 29, 35, 36, 40, 41, 42, 45, 47, 48,49, 51, 52, 53, 54, 55, 60, 61, 62, 67, 68, 69

Business & Office 1, 4, 6, 7, 9, 12, 14, 15, 17, 18, 19, 20, 21, 22, 25, 26, 29, 30, 31,34, 35, 37, 40, 41, 42, 45, 48, 49, 51, 52, 53, 54, 55, 60, 61, 62,66, 68, 69

Health Occupations 4, 7, 8, 9, 11, 12, 14, 17, 18, 19, 20, 25, 29, 39, 40, 41, 42, 47, 49,51, 52, 53, 54, 55, 61, 62, 67, 68, 69

Home Economics 4, 7, 9, 11, 12, 14, 17, 18, 19, 20, 25, 26, 28, 29, 32, 35, 37, 40,41, 42, 44, 45 48, 49, 52, 54, 55, 57, 60, 61, 62, 65, 66, 67, 68,69

Marketing/Distributive Education 7, 9, 11, 12. 18, 19, 20, 24, 25, 29, 35, ::: , 40, 41, 42, 45, 47, A9,51, 52, 55, 60, 61, 62, 66, 67, 69

Technical Education 8, 9. 11, 12, 13, 16, 17, 18, 19, 20, 23, 24, 29, 38, 39, 40, 45, 47,48, 52, 53, 54, 55, 61, 62, b3, 64, 67, 68, 69, 71

Trade & Industrial 2, 3, 4, 5, 7, 8, 10, 1 12, 13, 14, 16, 17, 18, 19, 20, 23, 24, 25,26, 29, 35, 37, 39, 46, 41, 42, 43, 45, 46, 47, 43, 49, 50, 51, 52,55, 56, 58, 60, 61 62, 63, 64, 65, 67, 68, 69, 71

81

R8

SPECIAL POPULATIONS STRATEGIES

Speech Itchpaired 11, 27, 29, 33, 40, 41, 42, 47, 53, 62, 67

Deaf/Hearing Impaired 12, 17, 24, 27, 29, 33, 40, 42, 47, 59, 62, 67

Visually Impaired 12, :7, 27, 29, 40, 42, 47, 59, 62, 67

Orthopedically Impaired 9, 29, 40, 42, 47, 62, 67

Other Health Impaired 17 29, 59

Learning Disabled 7, 9, 11, 12, 14, i6, 17, 18, 20, 23, 24, 25, 27, 29, 32, 33, 35, 40,41, 42, 47, 53, 54, 55, 56, 59, 62, 67, 68

Mentally Retarded 7, 9, 14, 20, 24, 25, 27, 29, 33, 40, 41, 42, 47, 53, 54, 59, 62, 67

Emotionally Disturbed 9, 12, 17, 20, 23, 24, 25, 27, 29, 40, 41, 42, 47, 59, 62, 67

Potential Dropouts 7, 9, 11, 14, 16, 17, 18, 20, 22, 23, 25, 29, 32, 33, 35, 37, 38, 40,41, 42, 45, 51, 53, 55, 56, 59, 62, 65, 67, 71

Disadvantaged 8, 22, 25, 38, 41, 54, 60, 70

Behaviorally Impaired 46, 62, 68

Reading Deficiencies 20, 23

Non-English Speaking 41

82 R9

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SP3OUA The Bridger's Guide (includes) " t . .. ;:s, . : -.."( -v ,-, j_r_SP300AA Implementation Guide . . . .4' 10.95SP300AB Primer of Exemplary Strategies

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Improving the Basic Skills of Vocaticnal-Technical Students:An Administrator's Guide 12.00

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Integration of Academic and Vocational-Technical Education:An Administrator's Guide 14.00

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SP3UOAD 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

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SP300DA Instructional Materials Development 13.95

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Assist Students in Achieving Basic Reading Skills 5.00 , , ::-'.

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Assist Students in Imp oving (*heir Writing Skills 4 00 .

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

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SP300EB Technique for Management- Time for Learning 7 50

SP300EC Technique tor Pemedia;on: Peer Tutoring (with audiocassette) 13 95

SP300ED Technicwe for Computer Use: Software Evaluation 7 50

SP300EE Technique for Individualization.The Academic Development Plan 9 95

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