ERIC ED414456: Environmental Technology.

155 Pages·1997·1.9 MB·English

by  ERIC

DOCUMENT RESUME
CE 075 375
ED 414 456
Environmental Technology.
TITLE
Columbus State Community Coll., OH.
INSTITUTION
PUB DATE 1997-00-00
162p.; Product of the Heart of Ohio Tech Prep Consortium.
NOTE
For related documents, see CE 074 822 and CE 075 373-377.
Teacher (052)
Classroom
Guides
PUB TYPE
MF01/PC07 Plus Postage.
EDRS PRICE
Academic Education; Advisory Committees; *Articulation
DESCRIPTORS
(Education); Biological Sciences; Competence; *Competency
Based Education; Conservation (Environment); Consortia;
Curriculum Guides; Employment Opportunities; Employment
Projections; *Environmental Education; *Environmental
Technicians; Grade 11; Grade 12; High Schools; Labor Market;
Models; Natural Resources; Pollution; Research Methodology;
Teaching Guides; *Tech Prep; Technical Institutes; Technical
Occupations; Two Year Colleges
Curriculum Mapping; South Western City Schools OH
IDENTIFIERS
ABSTRACT
This document contains materials developed for and about the
environmental technology tech prep program of the South-Western City Schools
in Ohio. Part 1 begins with a map of the program, which begins with an
environmental science technology program in grades 11 and 12 that leads to
entry-level employment or a 2-year environmental technology program at a
community college that in turn leads to a technical career or transfer to a
four-year college or university. Also included in part 1 are the high school
curriculum pathways and pathway narratives. Part 2, which constitutes
approximately 90% of the document, lists the program's (unleveled) secondary
technical and academic competencies. In part 3, the secondary competencies
are leveled for a high school. Parts 4-7 contain the following: postsecondary
competencies; labor market data; list of advisory/review committee members;
and program application (information on employment opportunities in the area,
potential exit occupations for the program, and plans for the program's
delivery). The following are among the categories of competencies included:
environmental management and resource conservation; local and global natural
resources; industrial pollution control; environmental project coordination;
environmental assessment; biological surveying and monitoring; the scientific
method; and research methodology.
(MN)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
HEART of OHIO TECH PREP CONSORTIUM
v.4r
Environmental Technology
Revised & Approved, Consortium Board of Directors, 1997
U.S. DEPARTMENT OF EDUCATION
of Educational Research and Improvement
/thee
E UCATIONAL RESOURCES INFORMATION
PERMISSION TO REPRODUCE
AND
CENTER (ERIC)
DISSEMINATE THIS MATERIAL
HAS
This document has been reproduced as
BEEN GRANTED BY
received from the person or organization
originating it.
Secondary & Postsecondary
Minor changes have heen made to
64St-e
improve reproduction quality.
Curriculum Pathways & Narratives
Points of view or opinions stated in this
TO THE EDUCATIONAL
document do not necessarily represent
RESOURCES
INFORMATION CENTER
official OERI position or policy.
Secondary Academic Competencies
(ERIC)
-
)
1
Unleveled
Secondary Competencies Leveled per
School
Postsecondary Competencies
Labor Market Data
Advisory/Review Committee Members
Program Application
Heart of Ohio Tech Prep Consortium
Central Office
Regional Office
do Columbus State
c/o Ohio University-
Community College
Lancaster
550 E. Spring Street
1570 Granville Pike
Columbus, OH 43215
Lancaster, OH 43130
614/227-5319
614/654-6711, ext. 216
BEST COPY
VA1LABLE
Environmental Technology
Heart of Ohio Tech Prep Consortium
Revised & Approved 1997, Consortium Board of Directors
Table of Contents
SECONDARY & POSTSECONDARY CURRICULUM
PART I:
PATHWAYS & NARRATIVES
High School Curriculum Pathways & Pathway Narratives
A.
1. Eastland VEPD and Associate School Districts
2. Columbus State Community College
PART II:
SECONDARY ACADEMIC COMPETENCIES -UNLEVELED
Secondary Technical Competencies List (Unleveled)
A.
Secondary Academic Competencies List (Unleveled)
B.
PART III:
SECONDARY COMPETENCIES - LEVELED PER SCHOOL
Leveled Competencies Lists for:
A.
1. New Albany High School (Eastland VEPD Satellite)
PART IV:
POSTSECONDARY COMPETENCIES
Columbus State Community College
A.
LABOR MARKET DATA
PART V:
PART VI:
ADVISORY/REVIEW COMMITTEE MEMBERS
PART VII:
PROGRAM APPLICATION
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Environmental Technology Model
PART I.A:
Secondary Curriculum Pathways
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Central Ohio Tech Prep Consortium
Curriculum Pathway Narrative
Reynoldsburg High School
April 1996
Directions: Please complete this document
to accompany the curriculum pathways
In the space below, briefly describe the systemic change
at the secondary level and what new options are
now available for Tech Prep high school students (occupational, employability, and academic).
Systematic change at Reynoldsburg High School is reflected
in the integration of personal development and
resource management classes, mentorship, and core curriculum classes in
a team setting.
Change is also reflected in the eleventh and twelfth
grade plan in which students will have the option of
attending the high school Tech Prep
program of their choice for one-half or full-day, attending the career
center for the occupational portion of the
program.
In the ninth grade, the Reynoldsburg High
School Tech Prep plan combines six subjects (math, science,
American history, communications, word
processing, applications, and personal development) taught by
a
team of six teachers. The four core subjects will be delivered
in a 200-minute block in the morning.
Word Processing Applications and Personal
Development, which are normal semester classes, will be
offered in the afternoon following lunch
on an alternating-day basis determined by which group the
student is in
purple or gold. For example, period six purple
wouid go to Word Processing Applications
on Monday while period six gold would go to Personal Development: On
Tuesday, the groups would
switch classes, etc.
All students receive 5 1/4 credits that include
one math, one communications, one
science, one American history, one-half word
processing elective, and 3/4 personal development elective.
Through the Personal Development class,
students will have the opportunity to do job shadowing. The
students also have two periods for electives
or other freshman required courses in the afternoon. Projects
will be introduced approximately
once a month and will be "led by one of the six team subjects. Each
project will integrate from two to all six classes.
One hundred eight ninth-grade students have selected the
Tech Prep plan.
In the tenth-grade year, students have
an opportunity to continue their Tech Prep studies in a 100-150
-
minute morning block of classes taught by
a team of teachers. These classes include communications for
one credit, math for one credit, computer applications for one-half credit, and
resource management for
3/4 credit and are job focused. Again,
computer applications and resource management meet on an
alternating day basis.
In the resource management class, students will study the
process of finding a job,
go through mock interviews, and will study how to budget their
resources to enhance their personal life.
Following lunch, students have the opportunity
to take up to four electives or other sophomore required
classes. Thematic projects will be introduced
once every nine weeks.
Elteynoldsburg High School Curriculum Pathway
Narrative
9
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Central Ohio Tech Prep Consortium
Curriculum Pathway Narrative
Whitehall-Yearling High School
April 1996
Directions: Please complete this document
to accompany the curriculum pathways.
In the space below, briefly describe the systemic
change at the secondary level and what new options
are
now available for Tech Prep high school students (occupational, employability,
and academic).
Whitehall-Yearling High School has chosen
to create its own model of excellence using The Effective
Schools Model as a springboard. A vast majority of
our students graduate from the "general track" with no
specific employability skills. Therefore,
we are initiating Tech Prep, an interdisciplinary, project-oriented
approach to learning, which will more effectively
prepare graduates to enter the work force, college, or
other postsecondary educational opportunities.
The Whitehall-Yearling Plan, during the
ninth-grade block, will combine five subjects (communications,
math, science, business, and technology)
in a four-period time block. The block will be 214 minutes long
and will be delivered in the first four periods
of the day. Students will travel from the different
rooms
based on time schedules to be determined
by the team of teachers. All students will receive four credits
that include: 1 math, 1 communication,
1 science, 1/2 business, and
technology. These students will
then have a lunch period, followed by three
additional periods for electives or other required
courses.
During the Tech Prep program, each project will
focus on a different academic area. One hundred ninth-
grade students have beerrselected for the
Tech Prep team.
The tenth grade block, consisting of
communications, science, math, and computer applications, will
enable students to continue their Tech
Prep studies. That team of teachers will be selected before school
is adjourned in June 1994. The tenth
grade Tech Prep program will be based
on four thematic units. At
the junior and senior levels, students will
be instructed by vocational instructors at the home school,
at the
career centers, or on the job. Career clusters and applied
academics are currently being developed in
engineering and technology. This constitutes
our view of a seamless curriculum whereby students will
graduate prepared to enter two-year, technical,
or four-year postsecondary programs, or the world of work.
We feel the Whitehall-Yearling Plan addressed
the precepts of the common belief system
as follows:
ALL STUDENTS CAN LEARN: The
Whitehall-Yearling Plan addresses the needs of all students, especially
those who learn best in a nontraditional
environment. The removal of barriers posed by the traditional, 50
minute academic block will allow students
to become more participatory in their learning. Students will
see connections between academia and the world of work.
Project-based learning will ensure applied
academics and hands-on experiences. This plan
will also more effectively allow for mainstreaming and
inclusion of special needs students. Teachers will
be seen and heard making decisions and discussing
various strategies to enhance student
success.
LEARNERS POSSESS MULTIPLE INTELLIGENCES:
The Whitehall-Yearling Plan will be built
upon the
students' individual talents and strengths such
as music, photography, speech, etc., to complete unit
projects.
In addition, a learning styles
assessment, known as CAPSOL, will be administered during the
summer of 1994, after which teachers can more effectively
create classrooms and activities which take into
account various learning styles. At the junior/senior levels, students will
be able to participate in career
clusters which most appropriately match their individual
aptitudes and interests. Teachers will be observed
using five to seven instructional strategies during
a unit of study.
PARTICIPATION IN A LEARNING COMMUNITY
FOSTERS SOCIAL, CIVIC, EMOTIONAL, AND
INTELLECTUAL GROWTH: Teachers working in
interdisciplinary teams will help students
see the
connections between academic disciplines. The
use of more hands-on projects, especially the culminating
activities, will encourage students to learn to work and problem-solve
in teams. Weekly Tech Prep
assemblies of students and teachers will be held
to increase communication. The Tech Prep team has
already begun referring to the
success of "our" kids for the next year. Community members,
parents, and
business partners will be involved in the
assessment of those projects. As the students move into the tenth
grade Tech Prep program, shadowing experiences,
interest inventories, interning, use of the OCIS, review
Whitehall-Yearling High School Curriculum Pathway Narrative
Page 1
I.2
BEST COPY AVAILABLE
of the ICP, and exploration of the
career clusters at off-site locations such
as Mt. Carmel East Hospital,
Columbus State Community College,
AT&T, Limited Credit Services, EBCO, and
the C. Ray Williams Early
Child Development Center.
DIVERSE INSTRUCTIONAL STRATEGIES
AND ENVIRONMENTS: The school day will
certainly be
different for the Tech Prep student.
Class time will be based on learning needs rather
than on the clock.
Tech Prep teachers have already
been given common planning time
as well as an. individual planning
period. Alternative
assessments, such as portfolios, learning logs, and
audio-visual projects will be used in
conjunction with community
assessors and displayed throughout the school. The SCANS
report has been
utilized to determine competencies
needed in modern occupations and will
be studied by students in
applied classes.
SUPPORT SYSTEMS: Whitehall
is fortunate to have acquired five
computer labs for student use which will
be an integral part of The Whitehall-Yearling
Plan as the students learn keyboarding, editing,
and desktop
publishing skills. The Board of
Education has allowed the high school
to eliminate the general track and
has encouraged our pursuit of
the Tech Prep initiative. The
BRIDGES grant, acquired in 1990, has since
been incorporated into the district
budget, providing peer-assisted learning
tutors. Whitehall is also
fortunate to have a broad base of
support from local corporations and small businesses,
led by its
education partner, Limited Credit
Services. Within a five-mile radius, lie
Mt. Carmel East Hospital, AT&T,
EBCO, DCSC, DFAS, and Port
Columbus.
BEST COPY AVAILABLE
Whitehall-Yearling High School Curriculum
Pathway Narrative
Page 2