Key for mathematics topic cross alignment

Numbers and Operations: N

Algebraic Relations: A

Geometric and Spatial Relationships: G

Measurement: M

Data and Probability: D

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  Mehlich, Sue, and Smith-Worthington, Darlene. Technical Writing for Success: A School-to-Work Approach. Cincinnati, OH: South-Western Educational Publishing, 1997.
  

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   The development of the communication arts credit has the following key points:
   

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  The “exhibits” (products of reading and writing) have been determined. Scoring guides to evaluate each exhibit are being developed with the assistance of the Arcadia Valley High School English Department and will be completed by December 2003. Students will not receive credit for this in the 2003-2004 school year, but 11th grade (first year) vocational students will be developing their portfolios for credit in the 2004-2005 school year. There may be exceptions if there are specific students (seniors for 2003-2004) who are in need of ½ credit of communication arts for graduation. This would be determined on an individual basis and the home school of the student involved would have to request the credit. The CTC feels that we can have the Technical writing curriculum in place to meet this need on a limited basis.
  
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  Professional development of CTE staff is critical in this area. The mathematics is more often used and recognized by most of the staff, the language arts curriculum will require more professional development.
  
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  Local sending school language arts instructors and the Arcadia Valley Technology Department have been providing or scheduling in-services in the following areas:
  

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  Developing a paragraph
  
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  Supporting an argument/thesis
  
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  Reading comprehension using technology
  
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  Using rubrics to grade article summaries
  
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  Using PowerPoint in the Classroom
  
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  Using Excel in the Classroom
  
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  Technology Integration in the Classroom
  
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  Developing Vocabulary in the Classroom
  
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  The Arcadia Valley R-II School District has provided the district staff (including CTE staff) in-service activities on how to incorporate reading and writing across the curriculum
  
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  The Arcadia Valley R-II School District has provided the district staff (including CTE staff) in-service activities on how to integrate technology in the classroom.
  
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  The important aspect of the language arts curriculum is that most of the curriculum will implemented through the Preparation for
  

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  Cover letter/letter of introduction: students will create these using technology (word processing) and save, edit and print them as needed.
  

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  Resume: students will create these using technology (word processing) and save, edit and print them as needed.
  

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  Sample job application/college entrance application: students will be able to complete the standard form developed by the AVCTC and then update this criteria with “real” applications as they complete them.
  

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  Content (vocational program) specific forms: these are forms that each CTE staff member will identify that pertain to their career field. Students will properly filled out the forms as identified for their CTE program.
  

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  PowerPoint presentation: Each vocational student will develop and make a presentation using MS PowerPoint. This objective could be fulfilled by a classroom presentation or small group or the development of a presentation to be provided to an “agreed upon audience.” The agreement process will be between the class instructor and the administration of the AVCTC.
  

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  10-15 article summaries (vocational program specific): Each CTE program will require reading and writing assignments in class at least bi-weekly. Students will be able to select their best work for submission. Some of the articles will be assigned by the instructor and some will be independent for each student.
  

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  Technical paper that explains a career specific operation or process (technical manual): This is an attempt to develop a “Senior Project.” CTE students with the consent of their instructor, will develop a major project that will be presented to the class and possibly to a review committee.
  

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  Graphing of data: Students will be required to demonstrate that they understand how to present statistical information. This section will take some development, but may include information in graphs and charts in the technical paper or some other form of graphical presentation of date including MS Excel.
  

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  Vocabulary terms (4 semester exams) (see Appendix A). These are the vocational program specific terms that each graduate will need to know and understand to successfully communicate within their career field. The terms will serve as the basis for the semester final in each vocational program. According to Nagy (1988), “vocabulary knowledge is fundamental to reading comprehension.” This is most important for vocational students as they develop their career skills.
  

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  Recommendation Report (Pg. 248): A recommendation report helps decision-makers make choices. After comparing and contrasting two items to a common set of criteria, it recommends one item over the other(s).
  

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  Informal Proposal (Pg. 39): An informal proposal is a persuasive document that offers a solution to an identified problem. A research component is recommended. For instance, students should gather data and prepare a bibliography.
  

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  Safety Report/Memo (Pg. 32): Students can select safety issues relating to their job-related skills and prepare a safety report in the form of a memo (a written internal communication).
  

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  Career/Guidance Plan. Students will develop a working document that outlines their career planning process. The plan will include future plans and “defined steps” to complete their plan. This will be an expanded career planning portfolio that will also lead to increased placement rates. (See Appendix D)