New Directions for High School Career and Technical Education in Wyoming: A Strategic Plan

New Directions for High School

Career and Technical Education

in Wyoming

A Strategic Plan

New Directions for High School

Career and Technical Education

in Wyoming

A StrAtegic PlAn

Gary Hoachlander

Steven Klein

Carol Studier

May 2007

MPR Associates, Inc.









www.mprinc.com

Acknowledgments

Numerous people contributed to the production

of this report. Teri Wigert, Tom Martin, and Mary

Kay Hill at the Wyoming Department of Educa-

tion contributed ideas and oered ongoing input

and valuable insights, as did members of the Wyo-

ming CTE Strategic Plan Advisory Commiee.

Advisory Committee Members

Sandra Barton

Wyoming State Board of Education

Russ Boardman

Big Horn County School District

Ray Fleming Dinneen

Our Families Our Future

Jo Anne McFarland

Central Wyoming College

Stuart Nelson

Plae County School District #1

Janet Philp

Hot Springs County School District #1

Ted Schroeder

Rock Springs High School

Terry Staon

Big Piney High School

Rod Thompson

University of Wyoming—Casper College

MPR Associates is closely aliated with Con-

nectEd: The California Center for College and

Career. Created by the James Irvine Foundation

in April 2006, ConnectEd works with educators,

policymakers, industry, and other stakeholders

in California to promote the development and im-

plementation of multiple pathways to college and

career. We gratefully acknowledge ConnectEd’s

contribution to many of the ideas advanced in this

strategic plan.

At MPR Associates, Donna Fowler and Barbara

Kridl edited and proofread the report. Natesh

Daniel produced the nal layout, including the

map of Wyoming. Thanks also to Martha Alt for

literature review research and to Melody Rose for

administrative support.

Acknowledgments iii

Contents

 i

Introduction

New Directions for Career and Technical Education in Wyoming’s High Schools 1

Building a Strategic Plan for Wyoming 

 

Chapter 1

Career and Technical Education in Wyoming Today 7

Outcomes of CTE Participation 

Wyoming Economic Conditions 

 

 

Chapter 2

A Framework to Strengthen Career and Technical Education 17

 

 

 

 

Chapter 3

Essential Policy Considerations 23

Strategic Objectives

  

  

  

  

  

  

  

  

  

 

Chapter 4

Implementation Considerations 61

Appendix

 

 

 

Contents v

INTRODUCTION

New Directions for

Career and Technical

Education in Wyoming’s

High Schools

 career and

technical education play in Wy-





exclusively on raising academic achievement

and state policies aim to prepare all students

for postsecondary education, the question



number of Wyoming school administrators,

for example, report that the requirements of

the federal No Child Le Behind-

lation threaten career and technical education

2 New Directions for Career and Technical Education in Wyoming’s High Schools









courses and may squeeze CTE from the high

school curriculum.





young people to enroll in postsecondary educa-

tion. But in advancing this important goal, the

Program consigns career-oriented programs to



The message, probably unintended, is that career-



academically demanding postsecondary baccalau-





vocational curriculum and relegates CTE to the

second-class status that has plagued vocational

education for more than a century.

Ironically, realizing higher levels of academic



depend



students to engage in challenging technical educa-

tion, creating options that connect academic and





realize broad policy goals, and raising academic

achievement and rates of successful postsecondary



multiple pathways to the full range of postsecond-

ary options and career opportunities.





classes boring and disconnected from their inter-



best route to lasting success in further education,



them, may be programs that integrate academic

and technical curriculum to help students under-

stand why they need to achieve at higher levels

and how they can use both academic and technical



Building a Strategic Plan for Wyoming



CTE in Wyoming, but it is about more than just

technical education. Realizing the potential of CTE

-



on strengthening the CTE curriculum, but also on

embedding CTE in a larger program combining



focused on preparing students for postsecondary

education and career, both options and not just one

or the other.

-







it builds on this interest to deepen their under-

standing of core concepts in mathematics, science,

English, and social studies.

Expanding upon the traditional goal of vocational

education—to prepare students for employment

-



organized around major career clusters that, in

their entirety, comprise the major components of

-



these programs by necessity stress mastery of

-

size cross-disciplinary problem solving and are





in the larger political economy, critical features of

New Directions for Career and Technical Education in Wyoming’s High Schools 3

public policy and governmental relations, essential

environmental and safety issues, and ethical and

social concerns.



boom in its extractions industries, and oil, gas,



in the state economy for some time to come. The











One strategy is to ramp up tightly focused pro-









completed additional formal education or train-







and other providers of employment training are



labor market demands.

-

pare students for these immediate job opportuni-



-



a broader, more lasting foundation of academic



no. Both students and policymakers can easily



shortages and other short-term economic condi-



the best long-term interests of young people.

Only recently, in places like Silicon Valley and

other regions of the country enjoying the high-tech

boom, high schools rushed to create programs pre-



C++ programmers, and server installation techni-







found themselves out of jobs and ill-equipped

to move quickly and easily into another occupa-

tion. Promoting high school CTE that just turns





Career Education for the 21st Century

Nevertheless, technically focused education can be

an essential component of the high school curricu-



as part of a broader program of challenging aca-

demic and technical study can help students enjoy

-



ensure they achieve lasting success as they go on

to higher education and a career. Consider, for

example, a broad, multi-year high school program

focused on the extractions industry.

Beginning in grade nine and continuing through

their senior year in high school, students enroll-



academics needed to enroll in community college,

the University of Wyoming, or other postsecond-





Natural Resource Systems, selecting from a cluster

of courses addressing such topics as Energy and

Environmental Technology; Resource Extraction

-



Besides stressing basic academic standards, teach-

ers of core academic courses in this broad pro-



4 New Directions for Career and Technical Education in Wyoming’s High Schools

particular academic discipline (social studies, for







of energy resources and changes in energy tech-

-

ment, economic development, and socio-political







-



derive and solve problems in the fabrication of

tools, machines, and containers used in producing

energy—problems involving perimeter, area, cir-

cumference, volume, and surface area of various





-

grate high-level academic skills into project-based



require students to explain the chemical reac-





require students to use algebraic formulas to cor-

rectly lay out, cut, and install a staircase.





and senior years. For example, students might



-



the labor market. Others might opt for internships

in petroleum engineering, stratigraphy, or photo-



or occupational interests, this program by design





year degrees, graduate school, apprenticeship, the

military, or formal employment training.

This comprehensive program of academic and

technical study focused on the extractions indus-

try is just one example. Throughout the state,

other options might include programs organized

around other major industries such as Health Sci-

ence; Business Management and Administration;

Arts, Audio/Video Technology, and Communica-

tion; Hospitality and Tourism; and so on. While

the small size of many Wyoming high schools





-

grams of study. By employing a range of regional







as enhanced distance learning initiatives, more

options could be made available to most young

people across Wyoming.

Fully integrating academics and CTE into chal-



There are many important policy issues and

practical implementation challenges that must be

addressed. This plan does not claim to have all







their continuing success in further education, the





programs in middle schools and postsecondary

institutions, this plan focuses primarily on high



foundation for these programs may be laid in

earlier grades.

This report is organized into four major chapters.



Wyoming. Recent court-ordered changes to the

delivery system have provided a solid footing on



New Directions for Career and Technical Education in Wyoming’s High Schools 5

-

rizes student participation in the system, existing

-

ing, and other features of the current system.



integrated academics and CTE might look like in

Wyoming, and lays out the guiding principles and





considerations for strengthening CTE in high schools

and embedding it in comprehensive programs of

academic and technical study. It addresses such is-

sues as the need for more fully developed programs

of study, content standards and assessment, curricu-

lum design and integration, support of innovative

delivery systems, teacher preparation and profes-

-



including adequate funding for vocational supplies,



concluding observations and suggested next steps to

guide state policymakers and educators in imple-

menting plan recommendations.

CHAPTER 1

Career and Technical

Education in Wyoming

Today

























 -

-



8 Career and Technical Education in Wyoming Today







-



-









-





-



-

-









Outcomes of CTE Participation











-















-





-



 





 

 



 -















-





















-







-























-









-

-



Career and Technical Education in Wyoming Today 9

Wyoming Economic Conditions

-





-

-



-







-









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











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





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

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





 







TABLE 1. CTE participation by cluster area: 2005–06

Percent of All CTE

Number of Students Participating Cumulative

Cluster Area Participants in Cluster Percent

Total 8,894 100.0 100.0

Architecture & Construction 1,545 17.4 17.4

Agriculture, Food & Natural Resources 1,137 12.8 30.2

Business, Management & Administration 1,038 11.7 41.8

Manufacturing 1,019 11.5 53.3

Information Technology 814 9.2 62.4

Arts, A/V Technology & Communications 772 8.7 71.1

Transportation, Distribution & Logistics 595 6.7 77.8

Hospitality & Tourism 587 6.6 84.4

Human Services 546 6.1 90.5

Retail & Wholesale Sales 412 4.6 95.2

Health Science 186 2.1 97.3

Education & Training 94 1.1 98.3

Finance 56 0.6 99.0

Government & Public Administration 45 0.5 99.5

Science, Technology, Engineering & Mathematics 27 0.3 99.8

Law, Public Safety, Corrections & Security 21 0.2 100.0

SOURCE: PRES Associates. (2006b). Carl Perkins WyCTA State Report: Secondary Schools and Students 2005–06.

10 Career and Technical Education in Wyoming Today

TABLE 2.

Wyoming statewide long-term employment projections, industry roll-ups, 2004–14

Average Annual

Employment Compound Rate

2004 2014 Change of Change

NAICS

Industry Employment Employment 2004–2014 2004–2014

Agriculture, Forestry, Fishing & Hunting 2,440 2,909 469 1.8%

Mining 20,089 31,308 11,219 4.5%

Construction 19,177 27,904 8,727 3.8%

Manufacturing 9,536 11,326 1,790 1.7%

Wholesale Trade, Transportation, & Utilities 17,460 23,859 6,399 3.2%

Retail Trade 29,951 34,468 4,517 1.4%

Information 4,938 5,609 671 1.3%

Financial Activities 10,562 13,473 2,911 2.5%

Professional & Business Services 15,699 21,131 5,432 3.0%

Education & Health Care 53,861 65,296 11,435 1.9%

Leisure & Hospitality 32,601 38,655 6,054 1.7%

Other Services 7,970 9,447 1,477 1.7%

Government (Includes Postal Service) 23,748 26,534 2,786 1.1%

Total 248,032 311,919 63,887 2.3%

North American Industry Classiﬁcation System.

SOURCE: Wyoming Statewide Long-Term Employment Projections, Industry Roll-Ups, 2004–2014. Wyoming Department of Employment.

Retrieved March 21, 2007, from http://doe.state.wy.us/lmi/proj2005/long_emp2014rollups.htm.









The Organization of Career and

Technical Services











the state has already put in place several elements











Career Clusters





































Career and Technical Education in Wyoming Today 11









industry and, in turn, the preparation they need to























Career and Technical Education Standards and

Assessment











mendations contained in the report, What Work Re-

quires of Schools: A SCANS Report for America 2000,



Na-

tional Career Development Guidelines, produced by



















 Resources:



sources.

Health

Science

Career Cluster Career Pathways Occupations

Therapeutic services

More than 100 career

choices including:

• Optometrist

• Paramedic

• Cardiovascular

technologist

• Exercise physiologist

• Medical librarian

• Biochemist

• Phlebotomist

• Mammographer

• Toxicologist

• Lab technician

• Health educator

• Other

FIGURE A. Career pathways in the health science career cluster

SOURCE: Data from Wyoming Department of Education.

12 Career and Technical Education in Wyoming Today

 Interpersonal Skills:





 Information:



 Systems: Students demonstrate an understand





 Technology: Students demonstrate the ability to



 Careers:







demic and technical concepts that

all career and technical instructors

should address, they are not intended

to tell teachers how to deliver the

material to students, how to pace the







teach academic and technical concepts







expected to master.









































and sample prompts that instructors may consult





TABLE 3.

Example of Wyoming content standards for CTE

Technology Content Standards—Students demonstrate the

ability to use a variety of workplace technologies.

Performance standards level

descriptors: Grade 11

Advanced Performance

Students at the advanced level independently

and consistently demonstrate the safe and

ethical use, as well as routine maintenance,

of appropriate workplace technologies, as

related to the benchmarks.

Proﬁcient Performance

Students at the proﬁcient level consistently,

with limited assistance, demonstrate the safe

and ethical use, as well as routine mainte-

nance, of appropriate workplace technolo-

gies, as related to the benchmarks.

Basic Performance

Students at the basic level require frequent

assistance to demonstrate the safe and ethical

use of appropriate workplace technologies,

as related to the benchmarks.

Below Basic Performance

Students at the below basic level require ex-

tensive support or provide little or no evidence

in meeting the standard.

Benchmark:

Grade 11

1. Students choose and utilize

procedures, tools, or equip-

ment, including computers

and related technologies.

2. Students demonstrate

proper procedure for set-up,

operation, and routine

maintenance of workplace

equipment.

3. Students use workplace

equipment to solve problems.

4. Students apply safe and

ethical practices when using

workplace technologies.

SOURCE: Wyoming Department of Education.

Career and Technical Education in Wyoming Today 13









tent standards in career and technical education.































standard will allow school districts and the state to



























Career and Technical Education Finance

















































services.



























purchase materials and supplies.





14 Career and Technical Education in Wyoming Today

















































education was in decline.







resources to provide at least two comprehensive



















school prototype model, which provided more



which could be redirected to support career and

technical education.







Court described career and technical education









varied across districts, and, in particular, whether





























For example, at some sites students may be able





to provide instruction.



what constitutes career and technical education

that led MPR researchers to observe, in their No















Career and Technical Education in Wyoming Today 15

education, it need not compensate districts

that choose to spend more than is necessary

















CHAPTER 2

A Framework to

Strengthen Career

and Technical Education





















its connection to both academic instruction





18 A Framework to Strengthen Career and Technical Education

and























technical education provided at the middle and



that technical instruction can play an important









ers can use the career clusters model to help stu









Theoretical and Empirical

Underpinnings



Democracy and Education,









connections to the academic curriculum (Grubb



















































ic achievement in mathematics.





















National Academy Foundation supports more









estimates that, in addition to these NAF acad







A Framework to Strengthen Career and Technical Education 19





demic content, particularly in mathematics and







courses. Ford Partnership Academies can be







more widely adopted.





need to succeed in postsecondary education are













mathematics used by machinists, electricians, iron













level to create seamless educational pathways con



























In short, there is substantial theoretical and

















its intent. Concrete action steps to achieve these



20 A Framework to Strengthen Career and Technical Education

Organizing Principles





 







 







 



preparation.

 



 



 



tion, postsecondary enrollment, and post





Strategic Objectives











section.

 Legislative Alignment:



involvement in the career pathways initiative

and support student participation in career and

technical education.

 Content Standards:





 Plans of Study:







completion and postsecondary enrollment and

career entry.

 Curriculum:





ways.

A Framework to Strengthen Career and Technical Education 21

 Delivery Systems: Institute innovative strate







related postsecondary courses.

 Articulation:





 Teacher Preparation:



academic and technical courses in new path



study.

 Assessment: Create assessments that evaluate





career success.

 Finance:





clusters and pathways approach.

Accountability: Improve career and technical







Outcome Indicators

Career clusters and the pathways approach









services provided across the state, and, perhaps









indicated by increases in:

 Student Engagement in school, as proxied by

data on student:











 Student Achievement, as proxied by data on

student:

• Graduation rates











 Student Preparation for College and Career,

as proxied by data on student:

• Postsecondary matriculation rates











pation rates



 presents a vision



















ways and that career education, broadly con



















CHAPTER 3

Essential Policy

Considerations















• Architecture & Construction







• Finance

• Government & Public Administration

• Health Science



• Human Services



























Legislative Alignment

Ensure that state legislative efforts promote school district involvement in the

career pathways initiative and support student participation in career and

technical education.

STRATEGIC OBJECTIVE 1

Essential Policy Considerations 25

STRATEGY 1.1

Recognize career clusters as

the overarching framework

for organizing the content

and delivery of career and

technical education, as well as

more comprehensive programs

of integrated academic and

technical study.

Ideally, district administrators will choose clusters







multiple career clusters, most districts should be







Action steps to achieve this goal





tion to introduce career clusters.



career clusters.





the career clusters model and revise any policies

that hinder it.

STRATEGY 1.2

Rename or eliminate the

“career” category in the

Hathaway Scholarship Program.





















Career

Students earning:

A minimum HS GPA of 2.5

or a minimum ACT score of

17 or a cumulative Work-

Keys score of 12

May receive:

Up to $800/semester for

up to 4 full-time semesters

at a Wyoming community

college.

Students earning a certiﬁcate

with a cumulative GPA of at

least 2.25 or a degree may

qualify for an additional 4

semesters of study at a com-

munity college.

STRATEGIC OBJECTIVE 1

Opportunity

Students earning:

A minimum HS GPA of 2.5

or a minimum ACT score

of 19

May receive:

Up to $800/semester for

up to 8 full-time semesters

of study.

The initial 4 semesters can

be at a Wyoming commu-

nity college or the UW, but

the last 4 semesters must be

at the UW.

Performance

Students earning:

A minimum HS GPA of 3.0

or a minimum ACT score

of 21

May receive:

Up to $1,200/semester for

up to 8 full-time semesters

of study.

The initial 4 semesters can

be at a Wyoming commu-

nity college or the UW, but

the last 4 semesters must be

at the UW.

Honors

Students earning:

A minimum HS GPA of 3.5

or a minimum ACT score

of 25

May receive:

Up to $1,600/semester for

up to 8 full-time semesters

of study.

The initial 4 semesters can

be at a Wyoming commu-

nity college or the UW, but

the last 4 semesters must be

at the UW.

TABLE 4. Hathaway Merit Scholarships

SOURCE: Wyoming Department of Education.

26 Essential Policy Considerations

As the Wyoming legislature considers adopting

new programs, care must be taken to ensure that

state policies recognize and reinforce ongoing

education initiatives.

All policies can have unintended consequences. As

presently structured, the Hathaway Scholarship

Program implies that students pursuing a career-

focused curriculum in high school should only be

eligible for the least demanding of the four schol-

arship opportunities. It also suggests that students

pursuing career-focused studies are not expected

to achieve the same level of academic knowledge

as those taking other courses of study. Finally, it

limits aid for those who have demonstrated they

can succeed in college and may wish to pursue a

baccalaureate degree.

This message reinforces outdated presumptions

that CTE is intended primarily for students not

intending to pursue a four-year college or ad-

vanced degree. Associating relatively lower levels

of academic performance and alternative tests (i.e.,

WorkKeys) with the Hathaway “Career” schol-

arship category may also have the unintended

consequence of deterring secondary schools from

adopting, and students from pursuing, career-

focused pathways of study. And because Work-

Keys is not an accepted qualifying exam for the

Opportunity, Performance, or Honors scholarships,

students electing to take the WorkKeys exam may

unwiingly close o academic opportunities for

which they might otherwise have qualied.

Action steps to achieve this goal

• Rename the Hathaway Career scholarship as the

Achievement or Initiative award to beer capture

the intent of this scholarship category, while

removing any negative connotations associated

with CTE.

• Eliminate the Career scholarship and, if desired,

modify the existing Opportunity scholarship to

reect the less restrictive eligibility requirements

associated with the current Career scholarship.

• Allow recipients of the renamed or consolidated

Career scholarship who achieve a minimum GPA

requirement in community college to receive

funding allowing them to enroll for four ad-

ditional full-time semesters at the University of

Wyoming.

• Eliminate the use of the WorkKeys exam for the

Career scholarship and base scholarship eligibil-

ity on the ACT exam.



STRATEGY 1.3

Recognize selected rigorous

career and technical courses,

as well as newly developed

courses of integrated academic

and technical content, as

satisfying requirements for one

or more of the academic courses

in the Success Curriculum.

The Wyoming legislature is in the process of den-

ing a Success Curriculum that all students must

complete to participate in the Hathaway Scholar-

ship Program. Currently, classes required for high

school graduation are the same as those required

for a Hathaway scholarship. Beginning with the

high school class of 2011, scholarship eligibil-

ity will expand to include the study of a foreign

language. This additional requirement may limit

 WorkKeys can provide useful information on whether stu-

dents are mastering work-based skills and may be a recom-

mended approach for objectively measuring CTE skill at-

tainment. However, using WorkKeys as a basis for awarding

Hathaway scholarships is not a recommended approach for

the reasons given.

Strategic Objective 1

Essential Policy Considerations 27

















traditional academic classes. Moreover, this ad









Action steps to achieve this goal

Success Curriculum

low students to apply technical course credits,







STRATEGIC OBJECTIVE 1

STRATEGIC OBJECTIVE 2

Content Standards

Enumerate the academic and industry-related standards that are

the focus of each pathway.



 content and















pathways model and thus are neither associated



















discretion.





























tional instruction.

Essential Policy Considerations 29

Strategic Objective 2

STRATEGY 2.1

Identify the industry-related

technical standards and

academic standards that are the

focus of pathway curricula.

Although Wyoming has made substantial progress

in elaborating a set of generic technical standards

expected of students completing CTE courses, the

absence of industry-recognized standards cor-

responding to the career clusters and pathways

adopted by the state poses a potential obstacle to

the continued development of the pathways ap-

proach and to state eorts to quantify the cost of

providing a high-quality CTE education.

Content standards, which dene what a student

should know and be able to do, are intended to

serve as a resource that educators may consult

when developing and strengthening curricu-

lum, and in purchasing equipment and supplies

to support instruction. While standards do not

dictate how content is taught, they can help ensure

that career and technical courses in Laramie will

expose students to the same content as courses

in Cody. Identifying specic industry-related

standards can also help teachers to beer prepare

students for career entry or advanced technical

training at the postsecondary level.

Industry-related technical content standards are

needed within each of the 16 career clusters, en-

compassing each of the pathways associated with

a cluster. For example, within the Architecture and

Construction Career Cluster, technical standards

should be specied for each of the three pathways

associated with designing, planning, managing,

building, and maintaining built environments:

Design/Pre-Construction, Construction, and Main-

tenance/Operations.

Students pursuing the construction pathway

might be held to the following types of standards:

Technical standards. Students must have the abil-

ity to:

• Convert scaled blueprint drawing measure-

ments to full dimensions for a given construc-

tion project.

• Understand the processes and materials (e.g.,

structural, electrical, mechanical, nish) appro-

priate to the architectural design and residential

construction.

Academic standards. Students should:

• Know how to use trigonometric functions to

solve for an unknown length of a side of a right

triangle, given an angle and a length of a side

(mathematics).

• Understand the connections among natural re-

sources, entrepreneurship, labor, and capital in

an industrial economy (history/social-science).



Ideally, standards within each cluster should align

with those of industry to ensure that students are

learning material that will enable them to excel

within occupations associated with their career

pathway, as well as to pass industry certication

exams appropriate for their level of studies. For

example, in the Manufacturing Career Cluster,

standards in the Production Pathway, in which

students prepare for careers in machining and

metalworking, should align with those identied

by the National Institute of Machining Skills, Inc.

 From California’s CTE standards: hp://www.cde.ca.gov/re/

pn/fd/documents/careertechstnd.pdf.

30 Essential Policy Considerations

STRATEGIC OBJECTIVE 2









academic standards associated with career clusters





educational context. Once developed, the state

will need to review standards on a periodic basis

to ensure that they remain current with industry

standards.































Action steps to achieve this goal















that enroll the most students or are most critical

to state economic development.























school personnel to understand how to use them



• Review standards periodically to ensure that



and trends.

To help structure technical instruction in the food ser-

vices industry, Wheatland High School (Platte School

District #1) adopted the ProStart Program developed

by the National Restaurant Association Educational

Foundation (NAREF). As one of 20 high schools in

Wyoming using ProStart Foodservice Management,

Wheatland High School offers students the oppor-

tunity to blend classroom learning with work experi-

ence in a structured, standards-based educational

program that culminates in the award of an industry-

recognized National ProStart Certiﬁcate of Achieve-

ment accepted toward college credit at many

university restaurant and foodservice programs.

Teachers at Wheatland follow the ProStart syllabi to

organize coursework, use student textbooks, videos,

and transparency masters to structure instruction, and

may consult equipment checklists to identify the types

of materials needed to teach the ProStart curriculum.

Instructors may also use ProStart assessments, which

are linked to classroom instructional materials, to as-

sess student learning and award ProStart certiﬁcates.

Framing Instruction Using Industry Skill Standards

 illustrate the



students must complete, and the order in





courses associated with particular pathways helps









to adapt school schedules to the cluster model



postsecondary institutions.





























STRATEGIC OBJECTIVE 3

Plans of Study

Develop curriculum framework models for each career cluster and career

pathway that identify the relevant academic and technical courses needed

for secondary completion and postsecondary enrollment and career entry.

32 Essential Policy Considerations

STRATEGY 3.1

Develop model program

frameworks for each career

pathway illustrating the

academic and technical courses

comprising a comprehensive

four-year program of study.









illustrate how schools can help students construct

















 

mathematics, science, and social studies need



 





cluster.

 





 





 







 













































courses, these plans must also incorporate youth















STRATEGIC OBJECTIVE 3

Essential Policy Considerations 33



as technical courses, schools may need to adapt













classes within a day, can help address this issue.

Action steps to achieve this goal











• Provide resources and/or technical assistance





to support the pathways model.









TABLE 5. Possible program of study for agricultural business pathway in the agricul-

ture, food, and natural resources cluster

10th–11th Advanced Coursework/

9th Grade Grade 12th Grade Dual Enrollment

Academic

English English I English II English IV

English III

Mathematics Algebra I Algebra II Statistics Accounting

Geometry Pre-calculus

Science Biology Chemistry Agricultural Science AP Biology

Physics Insect Biology

Social Studies American History World History Government/Civics Agricultural

Geography Economics Economics

Technical

Sector Courses Introduction to Agricultural Agricultural Farm Management

Agriculture Sales & Service Business Management Farm Accounting

Agricultural Marketing

Work-Based Learning Career Planning Career Days Internship

Job Shadowing Senior Project

Youth Groups such as Youth Groups Youth Groups Youth Groups

FFA or Skills USA

STRATEGIC OBJECTIVE 3

34 Essential Policy Considerations

STRATEGIC OBJECTIVE 3

One method for determining whether students are

adopting plans of study for a career pathway is to

evaluate student transcripts. Examining which courses

students take, when they take them, and how well

they do in them can help principals, counselors, and

students—as well as state administrators—in various

ways. The information gathered from transcripts can

be formatted into reports to address speciﬁc goals.

• Student reports can help counselors and students

see which courses students still need to take to

complete a career pathway and determine when

they might take those courses before graduation.

• School reports can help principals determine why

students are struggling to complete a particular

pathway and how to address the issue, for ex-

ample, by adapting school scheduling, providing

more supplemental support for students, or offer-

ing more targeted teacher professional develop-

ment to improve courses.

• State level reports can help the Department of

Education compare schools or programs and

provide proper support where needed.

In California, a transcript evaluation pilot project of

broader scope is currently underway—examining

high school students’ progress in meeting the course

and grade point average required for acceptance to

the University of California system.

Transcript Evaluations: One Method for Monitoring Student Progress

, comprehensive









incorporate some academic instruction into their





























demic curriculum.



into classroom instructional materials is a chal





developed model curriculum to their particular

needs and circumstances locally, it may be un

economical to expect curriculum development to









within clusters.

Curriculum

Support development of a standards-based curriculum for core academic

and technical courses in each of the major pathways.

STRATEGIC OBJECTIVE 4

36 Essential Policy Considerations

STRATEGY 4.1

Develop model curriculum for

the technical core courses in

each of the career pathways.









































and Natural Resources cluster.

State administrators should also consult with their

counterparts in other states. For example, the Cen







riculum materials to support instruction in the



Service career clusters.

Action steps to achieve this goal











ness and industry representatives to develop



in each career cluster and pathway area.







secondary representatives as well.





teachers implement new curricula.









STRATEGIC OBJECTIVE 4

Essential Policy Considerations 37

Project Lead the Way (PLTW) (www.pltw.org) is

a pre-engineering program that provides a good

example of emphasizing relevant and challenging

academic content in applied courses. The program

starts in middle school and continues throughout high

school, preparing students for postsecondary study

in engineering (in four-year colleges and universi-

ties) and engineering technology (generally taught

in two-year associate’s degree programs). Started in

1997–98, the program is now offered in more than

1,300 schools in 45 states.

The curriculum reinforces high-level math and sci-

ence content (aligned with national standards) with

engineering applications in electronics, robotics,

and manufacturing processes. Participants are

required to study college-prep math every year in

grades 9–12, both to gain skills and knowledge

useful in the PLTW courses and to prepare them for

postsecondary study. Participants are given challeng-

ing problem-solving and analytical tasks they must

complete—many of them in teams; computer work is

also common. Some schools provide students access

to summer internships.

The project provides complete curricula for ﬁve

9-week units for grades 6–8 and six high school

courses, with two additional ones in development.

Middle-grades units are Design and Modeling, The

Magic of Electrons, The Science of Technology,

Automation and Robotics, and Flight and Space.

High school courses include Principles of Engineer-

ing, Introduction to Engineering Design, Digital

Electronics, Computer Integrated Manufacturing,

Civil Engineering and Architecture, and Engineering

Design and Development, as well as Biotechnical

Engineering and Aerospace Engineering courses,

which are under development.

PLTW’s articulation agreements with many colleges

allow qualifying students to receive college credit

for PLTW courses. Participating students must take

end-of-course exams and have the option to take the

“college credit” portion of the assessment, which

can help facilitate transfer of college credit for those

courses. The program also offers teacher training,

information on equipment needed, and a career

awareness program for school counselors and

students.

STRATEGIC OBJECTIVE 4

Example of an Existing Curriculum:

Pre-engineering Program Using Rigorous Math and Science

STRATEGIC OBJECTIVE 5

Delivery Systems

Institute innovative strategies for ensuring that students have access to

career pathways, as well as opportunities for work-based learning and

dual enrollment in related postsecondary courses.

 be able to select









continued studies at a postsecondary institution.



location, and teacher recruitment issues can limit

these options.











resources in the state.

Essential Policy Considerations 39

STRATEGY 5.1

Promote the development and

use of school-based delivery

approaches, such as career

academies or career magnets to

organize instruction.





clusters, with two or more career pathways in each

cluster. In some cases, career clusters can be inte





















that allow both students and teachers to partici



















Action steps to achieve this goal



tance to assist school administrators and teach







and curriculum both within and across districts







STRATEGY 5.2

Encourage districts to adopt

regional strategies that

encourage collaboration among

districts and educational

institutions.













































school students.





STRATEGIC OBJECTIVE 5

40 Essential Policy Considerations

























Action steps to achieve this goal







dual enrollment.

• Provide instructors with contractual release time























STRATEGY 5.3

Remove obstacles to hiring

effective teachers.































































tional competency could also help reduce teacher

recruitment barriers.

















STRATEGIC OBJECTIVE 5

Central

Wyoming

College

Northwest

College

Sheridan

College

Casper

College

Laramie

County

Community

College

(LCCC)

Wyoming

Tech

Eastern

Wyoming

College

University

of Wyoming

Western

Wyoming

College

University

of Wyoming

Casper College

Center

Uinta

Laramie

Sweetwater

Albany

Carbon

Platte

Goshen

Lincoln

Sublette

Converse

Natrona

Niobrara

Fremont

Hot Springs

Washakie

Weston

Johnson

Teton

Crook

Campbell

Sheridan

Big Horn

Park

287

212

ALT

310

ALT

189

191

Upton

Hanna

Dubois

Pine Blus

Warren

Air Force

Base

Guernsey

Mountain View

Afton

Evansville

Saratoga

Greybull

Lyman

Lovell

Glenrock

Meeteetse

Burlington

Byron

Ten Sleep

Kaycee

Moorcroft

Hulett

Midwest

Wright

Glendo

Chugwater

Yoder

LaGrange

Lingle

Burns

Encampment

Rock River

Baggs

Dayton

Big Horn

Clearmont

Powell

Shoshoni

Ethete

Pavillion

Riverton

Rock Springs

Cheyenne

Sundance

Basin

Pinedale

Farson

Big Piney

Wilson

Sinks Canyon

Lusk

Diamondville

Cokeville

Kemmerer

Thermopolis

Newcastle

Wheatland

Bualo

Douglas

Jackson

Worland

Torrington

Lander

Cody

Rawlins

Evanston

Green River

Sheridan

Gillette

Laramie

Casper

34 35

Schools serving any of grades 9–12 with CTE

No District School Name City

1 Albany 1 Laramie High School Laramie

2 Albany 1 Rock River High School Rock River

3 Albany 1 Whiting High School Laramie

4 Big Horn 1 Burlington High School Burlington

5 Big Horn 1 Rocky Mountain High Schl Byron

6 Big Horn 2 Lovell High School Lovell

7 Big Horn 3 Greybull High School Greybull

8 Big Horn 4 Riverside High School Basin

9 Campbell 1 Campbell Cnty High School Gillette

10 Campbell 1 Wright Jr/Sr High School Wright

11 Carbon 1 Little Snake River Valley Schl Baggs

12 Carbon 1 Rawlins High School Rawlins

13 Carbon 2 Encampment High School Encampment

14 Carbon 2 HEM Senior High Hanna

15 Carbon 2 Saratoga High School Saratoga

16 Converse 1 Douglas High School Douglas

17 Converse 2 Glenrock High School Glenrock

18 Crook 1 Hulett High School Hulett

19 Crook 1 Moorcroft High School Moorcroft

20 Crook 1 Sundance High School Sundance

21 Fremont 1 Lander Valley High School Lander

22 Fremont 2 Dubois High School Dubois

23 Fremont 6 Wind River Secondary Schl Pavillion

24 Fremont 14 Wyoming Indian High Schl Ethete

25 Fremont 24 Shoshoni High School Shoshoni

26 Fremont 25 Riverton High School Riverton

27 Goshen 1 Southeast High School Yoder

28 Goshen 1 Lingle-Ft Laramie High Schl Lingle

29 Goshen 1 Torrington High School Torrington

30 Hot Springs 1 Hot Springs County High Schl Thermopolis

31 Johnson 1 Bualo High School Bualo

32 Johnson 1 Kaycee High School Kaycee

33 Laramie 1 Central High School Cheyenne

34 Laramie 1 East High School Cheyenne

35 Laramie 1 Triumph High School Cheyenne

36 Laramie 2 Burns Jr/Sr High School Burns

37 Laramie 2 Pine Blus Jr/Sr High School Pine Blus

38 Lincoln 1 Kemmerer High School Diamondville

39 Lincoln 2 Cokeville High School Cokeville

40 Lincoln 2 Star Valley High School Afton

41 Natrona 1 Midwest School Midwest

42 Natrona 1 Kelly Walsh High School Casper

43 Natrona 1 Natrona County High School Casper

44 Natrona 1 Roosevelt High School Casper

45 Niobrara 1 Niobrara County High School Lusk

46 Park 1 Powell High School Powell

47 Park 6 Cody High School Cody

48 Park 16 Meeteetse School Meeteetse

49 Platte 1 Chugwater High School Chugwater

50 Platte 1 Glendo High School Glendo

51 Platte 1 Wheatland High School Wheatland

52 Platte 2 Guernsey-Sunrise High Schl Guernsey

53 Sheridan 1 Big Horn High School Big Horn

54 Sheridan 1 Tongue River High School Dayton

55 Sheridan 2 Sheridan Jr High School Sheridan

56 Sheridan 3 Arvada-Clearmont High Schl Clearmont

57 Sublette 1 Pinedale High School Pinedale

58 Sublette 9 Big Piney High School Big Piney

59 Sweetwater 1 Farson-Eden High School Farson

60 Sweetwater 1 Rock Springs High School Rock Springs

61 Sweetwater 2 Green River High School Green River

62 Teton 1 Jackson Hole High School Jackson

63 Uinta 1 Evanston High School Evanston

64 Uinta 4 Mountain View High School Mountain View

65 Uinta 6 Lyman High School Lyman

66 Washakie 1 Worland High School Worland

67 Washakie 2 Ten Sleep High School Ten Sleep

68 Weston 1 Newcastle High School Newcastle

69 Weston 7 Upton High School Upton

DATA SOURCE: Wyoming Department of Education, Statewide Payment

Model FY2006-Final, VocEd Worksheet. Wyoming Department of

Education, 2006–2007 Wyoming Education Directory. Retrieved March 23,

2007, from http://www.k12.wy.us/A/directory/06_07directory.pdf.

Additional data provided by the Wyoming Community College Commission.

NOT PLOTTED

Alternative and charter schools not oering CTE at their

sites in 2004–05 (may send students to another HS for CTE)

District School Name City

Campbell 1 Westwood High School Gillette

Carbon 1 Cooperative High Rawlins

Crook 1 Bear Lodge High School Sundance

Fremont 1 Pathnder High School Lander

Fremont 21 Ft. Washakie Charter High Schl Ft. Washakie

Fremont 38 Arapaho Charter High School Arapaho

Lincoln 1 Kemmerer Alternative School Diamondville

Lincoln 2 Swift Creek Learning Center Afton

Sheridan 2 Fort Mackenzie Sheridan

Sweetwater 1 Independence High School Rock Springs

Sweetwater 2 Expedition Academy Green River

Teton 1 Summit High School Jackson

Teton 1 Western Wyoming High School Jackson

Unita 1 Horizon Alternative School Evanston

Universities City

University of Wyoming Laramie

University of Wyoming—Casper College Center Casper

Colleges & Outreach Centers

Casper College Casper

Central Wyoming College Riverton

Outreach centers: Dubois, Jackson,

Lander, Sinks Canyon, Thermopolis

Eastern Wyoming College Torrington

Outreach centers: Chugwater, Douglas,

Glendo, Glenrock, Guernsey, Hulett, LaGrange

Lusk, Newcastle, Sundance, Upton, Wheatland

Laramie County Community College (LCCC) Cheyenne

Outreach centers: Laramie, Pine Blus,

Warren Air Force Base

Northwest College Powell

Outreach centers: Cody, Worland

Colleges & Outreach Centers City

Sheridan College Sheridan

Outreach centers: Bualo, Gillette, Kaycee, Wright

Western Wyoming College Rock Springs

Outreach centers: Afton, Baggs, Big Piney,

Cokeville, Evanston, Green River, Kemmerer,

Mountain View/Lyman, Pinedale, Rawlins,

Saratoga/Encampment

Wyoming Tech (private for-prot) Laramie

Boards of Cooperative

Educational Services (BOCES) City

A Central Wyoming BOCES Casper

B Douglas BOCES Douglas

C Douglas BOCES/Eastern Wyoming College Torrington

D Fremont County BOCES Riverton

E Mountain View and Lyman BOCES Mountain View

F Northeast Wyoming BOCES Gillette

G Northeast Wyoming BOCES/Powder River Basin

Children’s Center Gillette

H Northwest Wyoming BOCES Thermopolis

I Northwest Wyoming BOCES/Big Horn Basin

Children’s Center Thermopolis

J Oyster Ridge BOCES Kemmerer

K Region V BOCES Wilson

L Region V BOCES/C-Bar-V Ranch Wilson

M Region V BOCES/Roosevelt Learning Center Rock Springs

N Region V BOCES/Sunrise School Lander

Boards of Cooperative

Educational Services (BOCES) City

O Sweetwater BOCES Rock Springs

P Uinta BOCES #1 Education Center Evanston

Boards of Cooperative Higher

Educational Services (BOCHES)

Q Carbon County Higher Education Center Rawlins

R Little Snake River Valley Education Center/

Carbon County BOCHES Baggs

S Vocational Campus/Carbon County BOCHES Rawlins

Legend

University

College

College Outreach Center

School serving any of

grades 9–12 with CTE

BOCES/BOCHES

City/town

Interstate highway

Highway

Road

County line

Body of water

Wyoming’s Career and Technical Education (CTE) Institutions

M O

Q S

K L

F G

H I

Essential Policy Considerations 43





an academic teacher to teach a Calculus class or













try experts in addition to traditional secondary













Action steps to achieve this goal























state to address the career pathways approach.









STRATEGIC OBJECTIVE 5

While many high school students head to two- or

four-year colleges after graduation, still others pursue a

somewhat lesser-known, yet well-established, option to

prepare for the future: they enroll in an apprenticeship.

Apprenticeships offer students an opportunity to learn a

trade with careful supervision in a structured program

while simultaneously ﬁnishing related coursework at an

apprenticeship training center or community college.

Through apprenticeships, students can become electri-

cians, plumbers, plasterers, ironworkers, or trades-

people in various occupations. When they ﬁnish their

programs, apprentices are awarded status as journey-

workers and are offered completion certiﬁcates, which

allow them to work in a particular trade anywhere in the

country. As they work side-by-side with master trades-

people, apprentices also earn wages, which increase

as more instruction and work hours are completed.

To participate in an apprenticeship program, students

must be at least 16 years of age and in many cases

at least 18 due to hazardous occupations involved.

Apprenticeship programs must submit and receive

approval from the U.S. Department of Labor, Bureau

of Apprenticeship Training for additional requirements

speciﬁc to their program. In Wyoming, the carpen-

ter’s union requires that apprenticeship applicants

hold a high school diploma or GED and pass the

union’s math test with a score of 70 percent or more.

Once enrolled, participants are required to train in all

phases of carpentry, working for a contractor during

the day and completing 80 hours of related class-

room work per semester. When they have completed

the program, they receive their journeyman’s card that

they can use in the 50 states and Canada. Both men

and women are admitted to the program (Wyoming

Building Trades, personal communication, 2006).

Apprenticeships offer many advantages. Students earn

while they learn a trade, learn academics and techni-

cal skills in a hands-on setting, and—upon completion

of the apprenticeship—can have a skilled decent-pay-

ing career for the long term or, should they choose, a

job for the short term that can help put them through

college. High school students should be made more

aware of this opportunity by their counselors, teachers,

principals, parents, and community members.

One Post-Graduation Option: The Apprenticeship





















particular postsecondary opportunities.

Articulation should occur at many levels. Middle































prenticeships, and public and private institutions





ies they will need at the postsecondary level, but





should also be able to apply their secondary credits





how students who have completed the Restau

















student.

Articulation

Ensure that the program of study for each career pathway is aligned with a

wide range of postsecondary options.

STRATEGIC OBJECTIVE 6

Essential Policy Considerations 45

STRATEGY 6.1

Develop articulation models

and pursue statewide

articulation agreements to align

secondary career pathways with

their associated postsecondary

programs of study.





secondary education, other institutions within the





























Action steps to achieve this goal















industries.







STRATEGIC OBJECTIVE 6

46 Essential Policy Considerations

Articulation agreements between secondary and

postsecondary institutions serve as informal contracts

that guide decision-making within each level and

coordination between the levels. Agreements can

detail which courses and content are covered at

each level, helping both systems to maximize the use

of resources and avoid duplication of courses and

content. Agreements also can detail dual enrollment

guidelines—such as which courses qualify for col-

lege credit, who can teach them, and at which sites.

Wyoming currently allows local agreements in which

various institutions in a region enter into agreements

with each other. While this helps secondary and

postsecondary institutions to tailor agreements to their

local needs, it can inadvertently cause confusion for

students who transfer to another district or decide

to attend a community college not near their local

school district. For example, a Cody student complet-

ing a Therapeutic Services pathway in the Health

Sciences cluster during high school and hoping to

pursue an A.S. degree in physical therapy should

be equally prepared to start a program at both

Northwest College and Laramie County Community

College.

States such as Texas, Florida, and North Carolina

have statewide articulation agreements, which at-

tempt to address this issue. North Carolina’s agree-

ment outlines:

• procedures to follow to identify and align courses

(e.g., read course descriptions, determine if com-

petencies are similar).

• criteria used to award college credit for high

school courses (e.g., grade of B or higher in the

course, speciﬁc score on the CTE post-assessment).

• process for documenting college credit for high

school courses (e.g., obtain high school tran-

scripts to verify acceptable grade, determine

how to reﬂect the course on the high school and

college transcripts).

• measures for evaluating the articulation agree-

ment (e.g., do criteria for awarding credit ensure

student success in college courses; do articulated

course lists reﬂect current curricula; how many

students are receiving articulation credit).

Texas offers an Articulated Course Crosswalk by

cluster area. The crosswalk chart lists a college

level course in one column and corresponding high

school courses in another column, including how

many college credits the high school course is worth,

any enhancements needed to bring the course to col-

lege level, or a combination of courses that would

equal a college-level course. Each course name links

to a course description; learning outcomes; expected

competencies; and textbook, hardware/software,

and tool recommendations.

Statewide Articulation Agreements Help Student Transitions

STRATEGIC OBJECTIVE 6

STRATEGIC OBJECTIVE 7

Teacher Preparation

Increase the number of teachers who are highly effective in teaching

academic and technical courses in new pathways of integrated academic

and technical study.

 and





on both academic and technical courses will

















the other hand, usually have limited experience





















have the tools and methods needed to implement







48 Essential Policy Considerations

STRATEGY 7.1

Strengthen teacher preparation

programs.



















academic and technical study.



technical instructors need to teach academic con

cepts associated with their particular industry or



















technical teachers who will instruct in compre















these teachers will be able to help schools imple



academic and technical content.





















Action steps to achieve this goal















































academic discipline.

STRATEGIC OBJECTIVE 7

Essential Policy Considerations 49

STRATEGY 7.2

Provide professional

development to assist existing

teachers in understanding and

transitioning to using career

clusters and pathways to

organize instruction.

















































riculum materials, lesson plans, and assessments

that can be adopted or adapted by local educators.











transition in their schools.

Action steps to achieve this goal









































tuted the pathways approach.





















ments to allow academic teachers to see how aca



STRATEGIC OBJECTIVE 7

50 Essential Policy Considerations

STRATEGY 7.3

Strengthen preparation and

support for administrators.











For example, principals will need to understand









Action steps to achieve this goal













ments and helps principals learn how to support

the comprehensive approach.









Depending on their training and work experience

before entering the profession, teachers may lack

adequate preparation in pedagogy, academic

content, or even CTE content. States are attempting

to improve teachers’ abilities to offer courses with

integrated academic and technical material.

Idaho has developed a course to teach integration

methods to both prospective and current teachers.

Teachers develop lesson plans integrating reading,

writing, and mathematics content aligned with the

state’s academic standards into their CTE classes.

Some models are maintained in an online library.

While the course is aimed primarily at CTE teach-

ers, academic teachers working with them are

also encouraged to enroll. Teachers can enroll for

graduate or undergraduate academic credit or in-

service credit. Stipends are offered to offset some of

teachers’ costs.

Kentucky has developed 10 high school courses that

integrate academic and technical material. The state

outlines key technical components and aligns them

with academic standards, which helps teachers design

lessons integrating both elements. In some cases, the

state has also provided sample activities and sample

extensions for diverse learners—giving teachers even

more information as they develop lesson plans.

The Construction Geometry course covers all 23

state content standards for geometry while providing

the technical knowledge relevant to the construction

industry. The state’s outline pairs learning to “cal-

culate the amount of concrete needed for footing

and foundation wall” with learning about perimeter,

area, and circumference, as well as the volume for

a prism, sphere, cone, cylinder, and other ﬁgures. To

lay out and install stairs, students must “connect geo-

graphic diagrams with algebraic representations.”

While Kentucky’s 10 interdisciplinary courses cover

the state’s standards for geometry, life science,

or economics—and can be substituted for those

academic courses’ graduation requirements—teach-

ers still have freedom to choose how to teach the

material.

How Other States Help Teachers Integrate Academic and Technical Material

STRATEGIC OBJECTIVE 7

 and practices











supplement more conventional academic tests.





try sectors and related content standards.

Assessment

Create assessments that evaluate students’ mastery of both academic and

technical knowledge, as well as the core skills essential for career success.

STRATEGIC OBJECTIVE 8

52 Essential Policy Considerations

STRATEGY 8.1

Adapt the Wyoming Career and

Technical Assessment (WyCTA)

to provide standards-based

assessment of both academic

and technical knowledge in each

of the career clusters adopted by

the state.



























or the associated academic content.



























another option, to date, no comprehensive na

tional assessment has been developed to address





such assessments. As an alternative to contract



























dents to apply what they have learned in school





tools used by state or local entitites.

Action steps to achieve this goal











cluster area, by:





















STRATEGIC OBJECTIVE 8

Essential Policy Considerations 53

STRATEGY 8.2

Provide incentives for students

to take and pass appropriate

certiﬁcation exams in sectors

or clusters with occupations

requiring formal certiﬁcation

(e.g., nursing and other health-

related occupations, information

technology, etc.).











state could provide incentives to reward students



tion exams.





























similar approaches.

Action steps to achieve this goal















STRATEGIC OBJECTIVE 8

STRATEGIC OBJECTIVE 9

Finance

As needed and appropriate, modify the state’s school ﬁnance system

to support development and implementation of the career clusters and

pathways approach.



 considerable

























education, is not yet complete.

Essential Policy Considerations 55

STRATEGY 9.1

Specify pathway courses eligible

for weighted funding and, if

needed, adjust the current career

and technical education weight

of 1.29 to reﬂect new class size

requirements, program minima,

and special requirements of very

small schools.









































As districts move to adopt the career pathways

model, the distinction between academic and tech









will cost more to provide than traditional academ







riculum standards and assessments within cluster

areas should help indicate a reasonable amount













resources into the system.

Action steps to achieve this goal

























courses associated with a cluster pathway, as









STRATEGIC OBJECTIVE 9

56 Essential Policy Considerations

STRATEGY 9.2

Provide ﬁscal resources to

support the development of

content standards, curricula,

and assessments.













lead development teams and to train local educa





to convene development teams and to compensate













clusters to help determine development costs and



Action steps to achieve this goal



















selected schools and school districts.

STRATEGY 9.3

Provide ﬁscal or other incentives

to support educators in

implementing the pathways

approach and for local schools

and districts in coordinating with

other school districts, BOCES,

and postsecondary systems to

deliver instruction.



curriculum standards and assessments will be

borne by the state, local educators will need to



local use. Administrators will also need time to































technical education can participate in the develop



Action steps to achieve this goal









STRATEGIC OBJECTIVE 9

Essential Policy Considerations 57







larly proposals in which three or more districts



tricts are represented.

STRATEGY 9.4

Provide appropriate categorical

or formula-based support for

equipment and supplies based

on newly developed content

standards, curriculum, and

assessments.







mine what constituted a reasonable expenditure



























because this amount is based on district expendi



education was in decline. However, the introduc









Action steps to achieve this goal







cluster and career pathway.







mined by the state content standards.







clusters and pathways approach.

STRATEGIC OBJECTIVE 9

STRATEGIC OBJECTIVE 10

Accountability

Improve career and technical programs over time through ongoing

monitoring and collection of student and program performance data.

 and pathways are in

tended to improve student outcomes





administrators will need to collect data on both

















the state can continue with its current pathways



Essential Policy Considerations 59

STRATEGY 10.1

Develop an accountability

system to assess the effect of the

career clusters and pathways

model.

















Action steps to achieve this goal





model approach.



STRATEGY 10.2

Use performance outcomes to

identify promising program

strategies, to reward school

districts making exemplary

progress, and to target technical

assistance to underperforming

schools.

Once collected, data must be interpreted and







instruction. Another is to provide incentives based



districts adopt the clusters model.

Action steps to achieve this goal





mance to allow administrators to compare their





collect and monitor data and provide necessary



• Adopt incentives to reward districts that show





STRATEGIC OBJECTIVE 10

CHAPTER 4

Implementation

Considerations





















both



62 Implementation Considerations











broad career clusters to expand the traditionally



















have already implemented comprehensive pro











dation on which to build toward a new system.





schools and school districts vary in their readi



















within pathways, has occurred.







 Establish a statewide steering commiee to guide

pathways adoption.

 





































tions.

 Strengthen core CTE programs and curriculum.

 







and technical content standards within cluster



















Implementation Considerations 63

 Conduct pilot demonstrations of comprehensive

career pathways.

 































services.

 











sional development. Selected sites must also be





demonstration sites.

 Strengthen professional development and teacher

preparation programs.

 

















cal assistance to support local school district

and postsecondary institutional educators in

















 Evaluate improvements to career and technical

education instruction and delivery.

 

demonstrate conclusively the contribution that

























continuous improvement and, as appropri



















64 Implementation Considerations

The recommendations contained in this strategic

plan will help the state to more clearly identify

the purposes of CTE instruction in Wyoming, and

in particular, the academic and technical content

within programs and the equipment and supplies

needed to teach that content. This plan is intended

to serve as a foundation for preparing all youth for

postsecondary success and career entry, providing

them with the knowledge and skills that will allow

them to make more informed decisions about their

education and their future.

Appendix

66 Appendix

Interviews Completed

Rollin Abernethy

University of Wyoming



Wyoming Electric JATC

Sandy Barton

Wyoming State Board of Education



Western Wyoming Community College/

Wyoming State Senate



Department of Workforce Services



Wyoming Mining Association

Mary Kay Hill

Wyoming Department of Education

Audrey Kleinsasser

University of Wyoming



School Facilities Commission

Jim McBride

Wyoming Department of Education



Wyoming Department of Education



School Facilities Commission



Legislative Services Oce



Oce of the Aorney General

Kay Post

Wyoming Department of Education

Jim Rose

Community Colleges Commission

Joe Simpson

Wyoming Department of Education



Wyoming Professional Teaching Standards Board



Wyoming Contractor’s Association/

State Workforce Investment Board of Wyoming



Wyoming Building Trades



Wyoming Department of Education

Appendix 67

Site Visits Conducted

Campbell County School District #1





Board of Cooperative Higher Education Services Consultant

Plae County School District #1





Katie Carmin, Special Education Director

Laramie County School District #1





Career/Technical Education Coordinator

Sweetwater County School District #1





Principal

Jamie Christiansen, Associate Principal

Jason Fuss, Activities Director

Curriculum Director

Career Technical Education Instructor

68 Appendix

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Interestingness of Children’s Reading

Material



Reinventing the American High School for the

21st Century: Strengthening a New Vision for the Ameri-

can High School Through the Experiences and Resources

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Author.

School-to-Work for the

College Bound







Educational Outcomes of Postsecondary

Occupational Students









Economics of Education Review, 23





On the Puzzling Relationship Between Environment

Context and Human Memory

A Report on the

Status of Concurrent Enrollment Programs in the State

of Wyoming

National Assessment of Vocational

Education: Final Report to Congress: Volume II: Partici-

pation in and Quality of Vocational Education





Actions States Can

Take to Place a Highly Qualied Career/Technical Teacher

in Every Classroom



Designing

Challenging Vocational Courses. Atlanta, GA: Southern



Rigor and Relevance: A New Vision

for Career and Technical Education

American Youth Policy Forum.



How People Learn: Brain, Mind, Experience, and

School

Making Connections:

Teaching and the Human Brain. Alexandria, VA: Associ





California Career Technical Education Model Curriculum

Standards: Grades Seven Through Twelve. Sacramento,



Multiple Path-

ways and State Policy: Toward Education and Training

Beyond High School.



Contemporary Education,

70

Appendix 69



The Important Role of Career and Technical Education:

Implications for Federal Policy (Revised). Prepared







.

California

Partnership Academies, 1987–88 Evaluative Report.





Does Career

and Technical Education Aect College Enrollment? St.





Democracy and Education



Education and Training:

Impact on Youth











Journal of Vocational Educa-

tion Research, 26

Education Through Occupa-

tions in American High Schools: Volume I - Approaches

to Integrating Academic and Vocational Education. New



Learning and Earning in the Middle:

The Economic Benets of Sub-Baccalaureate Education.





Focus for the Future: The Final Report of the

National Tech-Prep Evaluation. Princeton, NJ: Math

ematica Policy Research, Inc.





NCRVE Centerpoint

Strengthening

Transitions by Encouraging Career Pathways: A Look

at State Policies and Practices







Career Pathways: Education with a Purpose.



Career and Technical

Education in Pennsylvania: Opportunities for Common-

wealth Policy. Boston: Author.

Remaking Career and Technical

Education for the 21st Century: What Role for High

School Programs?

Career Academies:

Impacts on Students’ Engagement and Performance in

High School

Research Corporation.

Career Academies: Impacts on Labor Mar-

ket Outcomes and Educational Aainment







United States. Sociology of Education, 71



Wyoming Education Finance Issues Report:

What Does It Cost? An Analysis of Annual Statewide

Expenditures for Vocational Education in Wyoming.





Wyoming Education Finance Issues Report: The Feasibil-

ity of Developing a Cost Adjustment for Vocational-

Technical Education Programs

Associates, Inc.



Allocating the Resources: Develop-

ing a Vocational Cost Adjustment to the Wyoming Edu-

cation Resource Block Grant Model. A report prepared



ley, CA: MPR Associates, Inc.

70 Appendix

The Quality of Vocational Education: Back-

ground Papers from the 1994 National Assessment of

Vocational Education



The Postsec-

ondary Educational Experiences of High School Career

and Technical Education Concentrators: Selected Results

from the NELS:88/2000 Postsecondary Education

Transcript Study







Cognition and Instruction, 3





The Talent Development High School. Es-

sential Components



Analysis of 2000 High School Tran-

scripts. 





Under Secretary.

The Academic Achieve-

ment Gains of Occupational Concentrators and Noncon-

centrators: 1990–2000. Unpublished report produced







Mary-

land Career Clusters: Restructuring Learning for Student

Achievement in a Technologically Advanced, Global

Society



Structuring the Construction of Knowledge:

Modifying the Medical Problem-Based Learning Model

for High School Students. Presented at the annual



sociation.

Contexts That

Maer for Teaching and Learning







Contextual Teaching and Learning Strategies

in High Schools: Developing a Vision for Support and

Evaluation

www.

.



The National Career Development

Guidelines: Local Handbook







The Eects of School-to-Career Pro-

grams on Postsecondary Enrollment and Employment.



Do School-to-Work Programs Help the

“Forgoen Half”?







Economics of Education

Review, 25



Mixed Reviews, Face Academic Push. Education

Week, 25

Career and Technical Education in the Bal-

ance: An Analysis of High School Persistence, Academic

Achievement, and Postsecondary Destinations. St. Paul,







Dropping Out of High School and the Place of Career and

Technical Education: A Survival Analysis of Surviving

High School. St. Paul, MN: National Research Center



Appendix 71

A Report on High

School Reform Eorts in the State of Wyoming



Carl Perkins

WyCTA State Report: Secondary Schools and Students

2005–06







Journal of Vocational Education Research, 19

Carl Perkins

WyCTA State Report: Secondary Schools and Students

2004–2005.



sociates.





Perspectives on Socially Shared

Cognition

Association.

Linking School and Work: Roles for

Standards and Assessment

Publishers.

A Prole and Analysis of Students

in Vocational Training: Literacy Skills, Demographics,

and Socioeconomic Characteristics







Geing to Work: Module Two—Inte-

grated Curriculum



ates, Inc.

Distributed Cognitions: Psychological

and Educational Considerations



A Search for Eects of High Schools’

Work-Related Programs on Early Employment Success in

the New Economy





Motivation and Ability as Factors in Mathematics

Journal for Research in

Mathematics Education, 26



What Work Requires of Schools: A

SCANS Report for America 2000





National Assessment of Vocational Education:

Final Report to Congress









Educational Evaluation and Policy

Analysis, 11

Career Acad-

emies and High School Reform



Career Acad-

emies: Partnerships for Reconstructing American High

Schools



Academic Skills in Context: Testing the

Value of Enhanced Mathematics in CTE. St. Paul, MN:







Building Academic Skills in Context:

Testing the Value of Enhanced Math Learning in CTE

(Final Study). St. Paul, MN: National Research Cen



The Evolution of

Career and Technical Education in California. Mountain





Project-Based Learning Handbook for Middle and

High School Teachers



72 Appendix

Charting

a New Course for Career and Technical Education (Issue

Paper for High School Leadership Summit)





Digest of Education Sta-

tistics, 2005







10-Year Outlook Wyoming: Economic and Demographic

Forecast 2005–2014



Wyoming Career/Vocational Education Content and

Performance Standards





Wyoming’s 2006 Workforce Report

