Career and Technical

Education

 

 


Model Curriculum Framework

 

 

Applied Math

 

 

 Technology & Industry Pathway

 

 

 

 

This document and additional resources and planning tools are available at www.k12.wa.us/careerteched/pathways.
 
 

 

 

 


MODEL CURRICULUM FRAMEWORK

Applied Math

 

 

 

 

A RESOURCE FOR DEVELOPING

APPLIED MATH PROGRAMS

 

 

 

Dr. Terry Bergeson

Superintendent of Public Instruction

 

Mary Alice Heuschel

Deputy Superintendent

 

Mickey Venn Lahmann

Assistant Superintendent

Curriculum and Instruction

 

Rodric Duckworth

Director

Career and Technical Education

 

Moe Broom

Program Supervisor

Technology & Industry Pathway

 

 

The development of this document was supported in part by funds provided through a grant from the Carl D. Perkins Vocational Education Act, P.L. 98-524. Title III, Part B.

 

June 2005

 

 

 

 


   

Applied Math

 
 
ACKNOWLEDGEMENTS

 

 

 

 

 

 

 

 


The Center for Occupational Research and Development (CORD) curriculum units/standards and competencies were adopted as the basis for the framework for the exploratory mathematics program: Applied Math.

 

The groundwork for the Applied Math State Model Curriculum Framework had its beginnings in Summer 1988 when the CORD Applied Math curriculum was introduced in Washington State.  The vocational educators who became the teachers for the Applied Math courses used their knowledge and experience of working with SLOÕs (student learning objectives), MTAG competencies, and the essential learnings to develop an array of teaching resources for integration into the Applied Math curriculum they had adopted.  The intent was for these documents to serve as cross-referencing tools.  As an example, close to 100 Applied Math teachers from across the State crosswalked the 37 CORD units with WASL math questions.

Founded in 1996, the Washington Applied Math Council was the guiding force in providing the StateÕs Applied math teachers with resources that could support them in meeting the new challenges of education reform.  These documents were invaluable to the framework alignment process.    Those who assumed a leadership role in this effort are to be commended:

á       Tom Crook, Burlington-Edison School District

á       Ron Noble, Colville School District

á       Tim Phelan, Seattle School District

á       Jim White, Curlew Job Corps

á       Tom Turner, Quincy School District

 

In June 2004, the CORD Applied Math curriculum and the above-mentioned teacher resources were used to develop the Applied Math State Model Curriculum Framework.  Those who assumed a leadership role in the framework alignment process are to be commended:

á       Perry Hackett, Grandview School District

á       Tom Turner, Quincy School District

á       Ron Noble, Colville School District

2005 Team

á       Marvin Matheny, Olympia School District

á       John Wiseman, Deming School District

 

The Applied Math framework was presented to 80 Applied Math teachers from across the State as part of the Applied Mathematics Certification Inservice held June 27 - July 1, 2004 in Richland, Washington. 

 

The Applied Math State Model Curriculum Framework project was facilitated by Jennifer Grant.

 

jgrant Enterprises                                       

Educational Consulting & Research     

Olympia, Washington

grantongiles@comcast.net

 

 

MODEL CURRICULUM FRAMEWORKS

 

Purpose: Model curriculum frameworks are meant to guide individual school districts and skills centers as they develop locally designed courses. Core to the Applied Math model curriculum framework are the standards and competencies of the nationally developed and recognized CORD Applied Math program.

 

How to Use the Framework: Download the framework and use it as a guide to plan curriculum. The framework is in MS Word and can easily be changed for local use. Each row is centered on a standard and related competencies. Columns on the template address Washington StateÕs Education Goals and the Career and Technical Education program standards. Rows for standards and competencies can be added and deleted as necessary. If the assessment is changed for a particular standard, the essential learnings and employability skills columns will likely change, as well.  Districts may change other columns at their discretion. Whereas exploratory foundation courses may vary significantly from district to district, at the preparatory level industry standards will define curriculum that is similar across districts. The model curriculum frameworks depict various formatting styles within the template (bold, underline, etc.), but all templates are the same.

 

Resources: The following resources were used to develop the model curriculum frameworks.

 

q      Performance Tasks/Assessments: Performance Tasks/Assessments must assess all components on that row of the curriculum framework. 

 

Where appropriate and/or relative, CTSO (Career and Technical Student Organization) programs may be used as assessments in framework curriculum development because they:

 

o      are integral to Washington StateÕs career and technical programs;

o      are designed to serve as a tool for local districts to create projects that assess skills and knowledge relative to the identified industry standards, as well as all other components of the curriculum framework model;

o      are inexpensive, easy to manage and duplicate;

o      have been piloted and validated, are used in states throughout the nation, and are broad enough in design to be adapted to local needs; and

o      are easily accessed by all districts.

 

See www.skillsusa.org for information about Skills USA-VICA programs.

 

q      Standards and Competencies: Standards and competencies listed in the Applied Math framework are those identified in the CORD units of instruction.

 

q      Essential Academic Learning Requirements: Please refer to the Technical Manual, Essential Academic Learning Requirements, Office of Superintendent of Public Instruction available at www.k12.wa.us.

 

q      Thinking Skills: Local districts choose the thinking skills focused on in that district. The OSPI-CTE Thinking Skills workshop handout was used for the Applied Math model curriculum framework.

 

q      Leadership Skills and Activities: Career and Technical Student Organizations are an integral part of CTE courses/programs in Washington State.  Please refer to the OSPI-CTE Core Leadership Skills and CTSO Resource Table documents, available at www.k12.wa.us.  Local districts/skills centers can develop Applied Math leadership programs and activities equivalent to Skills USA-VICA standards, if they so choose.  Please contact the Skills USA-VICA organization at:  www.skillusa.org for further information regarding programs for leadership skills development.   

 

q      Employability Skills: School districts often develop a list of employability skills to be used at the local level. The Applied Math model curriculum framework uses the OSPI-CTE Core Employability Skills (based on SCANS) document, available at www.k12.wa.us.

 

q      Local Goals: School districts use local goals to complete this column.

 

q      Estimated Hours of Student Learning Time: Instructors who designed the Applied Math curriculum framework estimated these hours. 

 

A minimum of 540 hours of instruction shall be provided to students enrolled in programs offered at skills centers.

 

Hours of instruction in the comprehensive high school setting will vary based on the