[Dhsbb-jazz] CTE

Wed Mar 16 10:23:52 PDT 2016

Forwarded from Mr. Slabaugh

-----Original Message-----
From: tslabaugh at djusd.net [mailto:tslabaugh at djusd.net] 
Sent: Wednesday, March 16, 2016 9:53 AM
To: slovenburg at djusd.net; msunder at djusd.net; tadams at djusd.net; afernandes at djusd.net; barcher at djusd.net
Cc: HSJackson at aol.com; amoreno at djusd.net; kgardias at djusd.net; wzinn at djusd.net; lhusmann at djusd.net; jhudson at davisenterprise.net; john.a.horn at intel.com; dhsbb-jazz-bounces at velocipede.dcn.davis.ca.us; dhsbb-symph-bounces at velocipede.dcn.davis.ca.us; dhsbb-concert-bounces at velocipede.dcn.davis.ca.us; cquick at djusd.net; nsanchez at djusd.net; vtonus at djusd.net; swall at djusd.net; lcooley at djusd.net; kfeeney at djusd.net
Subject: CTE

Dear Trustees,

On Thursday, you will hear a presentation from the STEA2M/CTE committee with associated recommendations for implementation. The previously mentioned concerns have yet to be addressed by the C&I committee or the aforementioned STEA2M/CTE (see below). My significant reservations regarding whether the presentation you will hear addresses a true STEAM approach to education at DHS is supported by the following:

1. The main focus of the recommendations is about implementing CTE Pathways, not about developing curricular offerings in a true STEAM environment. This means that students are being primarily prepared for careers immediately after graduation. As the students from the DJUSD primarily attend a college or university following graduation (somewhere in the high 80 percentile range), this requirement seems to be unnecessary for the vast majority of DHS students.

2. The misnomer that Agriculture is the “A” in the STEAM acronym (perhaps because it is not represented) is simply ridiculous to any STEM scholar, as the field of Agriculture is a significant part of the Technology portion of this acronym designation. I suggest the reason for the designation is directly related to the following flaws in the process by which the STEA2M/CTE committee derived their forthcoming recommendations.
A. The committee consisted primarily of people associated with CTE and traditional STEM academic areas. The list (below) illustrates the credential areas and/or biographies of those whom attended the first STEAM/CTE committee meeting. In my examination of other meeting minutes for this committee, the membership did not exhibit a significant change.

Thomas Bell: Standard Designated Subjects Adult Education Teaching Credential

Beth Broome: Senior Advisor to the Provost – STEM Strategies, UC Davis

Clark Bryant: Administrative Credential; Single Subject Teaching Credential (Life Science, Earth Science, Introductory General Science, Introductory Physical Science)

Jesse Chabot: (Bio) Davis Art Center Instructor: Jessie Chabot Valdes is co-founder of Davis Code Camp, with Ray Valdes. She is a retired physician who feels that computer programming is “the new literacy”. Her vision is that kids can learn to actively design and shape technology, rather than be only passive consumers.

Tamiko Gaines - American Seed Trade Association: (Bio) Tamiko is the Director of Institutional Relations and Development at HM.CLAUSE, a leading global vegetable seed company.
Prior to leading the Department of Institutional Relations and Development at HM.CLAUSE, Tamiko served successively as the global organization’s Public Relations Manager and Head of Public Affairs. Tamiko has a Global Marketing Management MBA from UCLA and an MA in French Literature from USC. She brings 15+ years of experience in global marketing, university teaching, sales and branding. Tamiko currently serves on various institutional advisory boards and executive committees, including chairing the Economic Development Committee of the City of Davis Chamber of Commerce Board of Directors and serving on the Dean’s Advisory Council for the UC Davis Graduate School of Management.

Alex Hess – Committee Chair : Specialist Instruction Credential (Agriculture) & Single Subject Teaching Credential (Ag)

Kerri Hogan-Sattler: Multiple Subject Teaching Credential (Mathematics Specialist)

Denneal Jamison-McClung: Dr. Denneal Jamison-McClung earned her PhD in Genetics with a Designated Emphasis in Biotechnology<http://gmoanswers.com/glossary#Biotechnology> from UC Davis. She is now Associate Director

of the UC Davis Biotechnology<http://gmoanswers.com/glossary#Biotechnology> Program and coordinates the NSF CREATE-IGERT training program in transgenic plant technologies. As an educator, her primary focus is interdisciplinary

training in the life sciences and engineering, with emphasis on biotech-related regulatory, policy, ethics, entrepreneurship and IP paradigms. Dr. Jamison-McClung is also Director of the

BioTech SYSTEM, a regional consortium promoting K-14 biotech education.

Bob Kehr: Technological Support at Davis Joint Unified School District

Susan Kriby: Single Subject Teaching Credential, English & PE

Andy Lindsay: Unknown. Is not listed as having a credential via the CTC.

Ellie Michel: Specialist Instruction Credential (Agriculture) & Single Subject Teaching Credential (Ag)

Ann Moriarty: Single Subject Teaching Credential (Life Science, Chemistry, Introductory General Science, Introductory Physical Science), Designated Subjects Vocational Education Teaching Credential: Full Time (Health Care Biotechnology Services)

Don Palm: Dean, Sacramento City College – Davis Center (History Professor)

Lori Perez: Director, College and Career Readiness, Yolo COE

Kathy Peter: Part Time Designated Subjects Career Technical Education Teaching Credential (Arts, Media, and Entertainment)

Jeanne Pettigrew: Home Economics (Social Science & CTE)

James Shimek: Career Technical Education Teaching Credential (Engineering and Design)

Steve Platt: Single Subject Teaching Credential (Math – Expired)

Bob Poppenga: veterinarian and a professor of veterinary toxicology at UC Davis

Vicki Rich: Single Subject Teaching Credential (Physical Education & Health Science)

Winfred Roberson: Admin and SS – Social Science

Ingrid Salim: Science

Jennifer Sommer: Single Subject Teaching Credential (Social Science (Examination) & Computer Concepts and Applications)

Courtenay Tessler: Pupil Personnel Services Credential (School Counseling)

Robert Thayer: Full Time Designated Subjects Career Technical Education Teaching Credential (Transportation)

3. There was no significant representation from the liberal or fine arts on this committee (what the acroymn “A” stands for in STEAM). Hence, the meeting minutes (excerpted) list the following:
STEAM Meeting Notes
October 6, 2015
3. Superintendent Roberson briefly discussed the STEAM acronym noting the “A” is generally known for “arts”; however, he felt the “A” should also be recognized as agriculture since DJUSD is located in an Ag community. Members were asked if they had strong objection to including Ag; there were none.

4. As I mentioned in my correspondence, dated February 2, 2016, there is an unsupported contention that CTE courses will have a positive effect upon the achievement gap experienced in the Davis schools.
If this issue is of significant concern, then I propose academic subjects be added to the DHS and DJUSD curriculum that has empirical research to support efficacy in this regard. I mention and provide In my aforementioned correspondence that significant data exists that proves music study does have a positive effect upon students in language arts, mathematics, and science.

5. After a careful review of 2015-16 course tally (enrollment) figures, I have concluded that adding more CTE designated classes and/or a graduation requirement is an undesired action by both parents and students. In support of this assertion, I have tallied the average class size for CTE designated courses versus music courses. The following are the results:
CTE course enrollment: 1,085 students in a total of 45 sections = ~24 students per section Music course enrollment: 448 students enrolled in 12 sections = ~37 students per section

In reviewing this data, it is clear that the music department serves more students in a more efficient fashion. Further, their is a much greater desire for students to enroll in music courses then the widespread offerings found in CTE. Currently, the four high school music booster organizations raise nearly $500,000 annually to support these courses, providing the DJUSD with substantial financial support for these courses. I do not know that the same level of fiscal support can be found in CTE designated classes. Furthermore, the DJUSD employs four faculty members to support instruction in the aforementioned courses (2.4 FTE at DHS, with the remainder shared by other secondary and elementary sites). This is significantly less then the number of FTE required to support the aforementioned CTE courses (5.8 FTE for CTE courses).

  6. Finally, I am extremely concerned that the graduation requirements for DHS have been changed for the 2016-17 academic year without acknowledgement from the DJUSD Board of Trustees.
In the very kind reply to my previously mentioned correspondence (many thanks Susan), "The board is not being asked to approve CTE recommendations on Thursday.  Rather, we are receiving an update and discussing future options.”
On page 5 of the 2016-17 DHS Course Catalogue (found at http://dhs-djusd-ca.schoolloop.com/file/1368364917939/1377669266166/3391537355089277246.pdf), it is listed under “DHS Graduation Requirements” that students are required to take 5 credits (1/2 year) of CTE/Practical Art and 10 credits (1 year) of Visual Arts OR Career Technical Education (CTE).
This means that students are required to now take 15 credits of CTE, or 5 credits of CTE and choose an option of taking either 1 year of additional CTE OR Visual and Performing Arts instruction. This is a significant change from the existing graduation requirement and, I’m led to believe by Susan Lovenburg’s reply dated February 3rd, not in keeping with the Board of Trustee’s desires.
Please examine why this change occurred that will have a negative impact upon enrollment in the Visual and Performing Arts courses.

In summary, I am extremely concerned about the addition of CTE courses to the existing DHS graduation requirements that may be financially costly to the DJUSD, have little support from students and parents, show little efficacy in addressing a significant educational challenge we face in this district, while restricting students from taking courses in the Visual and Performing Arts, especially music classes. If this proposal to implement CTE courses and the change in graduation requirements at DHS continues, it is painfully obvious that the Board of Trustees does not support the hard work and nationally recognized achievements of the DJUSD Music Staff, parent boosters, and the music students. Please reconsider this decision to change the graduation requirements at DHS and to implement a CTE program that does not have support from either the students or the community of Davis.

Sincerely,

Tom Slabaugh

From:   Susan Lovenburg <slovenburg at djusd.net<mailto:slovenburg at djusd.net>>
Date: Wednesday, February 3, 2016 at 8:02 AM
To: Thomas Slabaugh <tslabaugh at djusd.net<mailto:tslabaugh at djusd.net>>
Subject: RE: Tomorrow's C&I Meeting: CTE

Thank you for your thoughtful analysis, Tom.  The board is not being asked to approve CTE recommendations on Thursday.  Rather, we are receiving an update and discussing future options.  Your input informs that discussion.

Best,

Susan

~~~~~~~~~~~~
Susan Lovenburg ~(530)304-6360 ~ SLovenburg at sbcglobal.net<mailto:SLovenburg at djusd.net>
Trustee ~ Davis Joint Unified School District ~ SLovenburg at djusd.net<mailto:SLovenburg at djusd.net>

________________________________
From: Thomas Slabaugh
Sent: Tuesday, February 2, 2016 5:41 PM
To: Linda Husmann; Karen Gardias; William Brown
Cc: Clark Bryant; William Zinn; Angelo Moreno; Barbara Archer; Thomas Adams; Alan Fernandes; Susan Lovenburg; Madhavi Sunder; Clyde Quick III; Nancy Sanchez; Veronica Tonus; Greg Brucker; Lydia Cooley; Sherie Wall; Kim Feeney
Subject: Tomorrow's C&I Meeting: CTE

Hi all,

I have an elementary band concert rehearsal that I must attend tomorrow at 3:00pm to ~5:00pm. As such, I will not be able to attend this meeting. I am sharing my thoughts in the hopes you can understand what I believe are some significant issues that effect DHS and the issue of requiring one year of CTE instruction as a graduation requirement.

I have a significant concern regarding the statement that CTE courses will be the “silver bullet” to solve the achievement gap dilemma we face in the DJUSD, as stated by Alex Hess in last month's faculty meeting. The lack of strong research-based evidence from anyone I have querried makes me worried that we are trying to find an answer in a place where one does not exist. Albeit there is likely anecdotal evidence that CTE classes cause a small number of students to attend school more regularly, I note that I have been unable to find research based studies that show taking CTE courses will help low performing students succeed in either English Language Arts or Mathematics Instruction, the two subjects where test results determine achievement success and, as such, are the basis for the label “Achievement Gap." Further, I am significantly worried that we are wasting time and FTE to solve a problem in an ineffective fashion.

Stephen Smythe brought up an interesting point at the last months C&I meeting in noting that we have 74 elective classes at DHS. For any comprehensive high school with our average daily attendance, this is a significantly large number of classes, equating to almost 15 FTE. I suspect some courses are under enrolled, thus begging the question why we are suggesting that we offer more elective classes, in subject areas that are currently under enrolled. My worry is that, by adding FTE to an already impacted schedule, we are placing additional challenges upon existing courses to recruit students merely so they can exist. This is a fiscally tenuous proposition that is unsustainable now and in lean fiscal years.

I am also concerned that many questions remain unanswered as we approach a deadline for DHS Class Catalogue inclusion. Namely…

  1.  Which classes at DHS are currently CTE approved? In which department do these classes reside?
  2.  What process is used to approve additions to the list of CTE approved courses? Is this the standard course approval process or is there an abbreviated process to add one qualifier to the course description, thus making an existing course CTE eligible?
  3.  Does time exist to add classes to the list of DHS approved CTE courses within the defined process for the coming academic year? Will these classes be included in the DHS Course Catalogue?
  4.  Will courses that meet this standard (as defined by the California Department of Education) be “grandfathered” onto this list or do they need to completed the entire course approval process?

If significant concern truly exists for solving the Achievement Gap problem in the DJUSD, then I propose adding a one year CTE graduation requirement is not an effective strategy to solve this problem. All evidence suggests that intervention programs need to begun sooner and that effective instruction needs to be available in subjects that have strong evidence of efficacy at all age levels.

In support of the aforementioned statement, I suggest that we adopt a different strategy to solve this problem.

I’m attaching a study from the Journal of Neuroscience (August 22, 2012) that show a strong connection between musical training in childhood creates lasting, permanent positive effects in brainstem responses to sound then in peers who never had musical instruction. Such characteristics are fundamental skills used in Language Art courses, World Languages, and likely will prove to be helpful in all means of communication, including classroom instruction. An excerpt from the “Discussion” section of the report.

"Our results suggest that a limited period of music lessons ( 3 years) during childhood fundamentally alters the nervous system such that neural changes persist in adulthood after auditory training has ceased ( 7 years later). Our findings are consistent with reports that adult nonhuman animals receive residual behavioral benefits from brief auditory training that they received as juveniles (Sarro and Sanes, 2011), that regular physical activity early in life is associated with better cognitive function later in life in humans (Dik et al., 2003) and nonhumans (Gomes da Silva et al., 2012), and that past musical experience is predictive of enhanced cognitive performance in older adults (Hanna-Pladdy and MacKay, 2011). Although the present study did not investigate the enduring behavioral benefits of childhood music training, we draw from prior work linking enhanced auditory brainstem encoding with heightened auditory perception, executive function, and auditory-based communication skills (Parbery-Clark et al., 2009; Ruggles et al., 2011; Kraus et al., 2012; Krizman et al., 2012; Song et al., 2012) to suggest that musical training during development may produce long-lasting positive effects on the adult brain."

Furthermore, the following excerpt from the report shows that any student can benefit from musical training found in Choir, Band, Orchestra, Guitar Lab, Music Fundamentals, and Music Theory classes.

"Most neuroscientific research has focused on the relatively rare and exceptional music student who has continued an active music practice during college, or the rarer example of the profes- sional musician who has spent a lifetime immersed in music. Here we focus on the more commonplace case of the music stu- dent who played an instrument for only a few years. By showing that music education during childhood, even in limited form, may influence the adult brain, our findings reinforce the proposition that music is an agent of positive experience-dependent plasticity (Kraus and Chandrasekaran, 2010). In addition to broadening our understanding of long-term neuroplasticity, our results have implications for education policy makers and the development of auditory training programs that can generate long-lasting positive outcomes.”

This is why we need enhanced music services at the elementary, junior high, and high school level. Inclusion of a general music program for all K-3 students, with a choral component for 4-6 graders, was introduced to the previous Board of Trustees with no resolution. It has been a long standing attempt to create and institute a comprehensive guitar lab at the junior and senior high schools with little support from C & I, despite the aforementioned positive academic effects such a program would provide students. Finally, adding more graduation requirements makes involvement in any course that is not a “requirement” much more difficult for every student. If we truly want to encourage access for students to instructional programs, adding more graduation requirements is counterproductive.

I am attaching a copy of the op-ed I wrote to the Davis Enterprise recently, stating that in STEAM education, the “A” is for Art. This version is before being edited for size requirements by the editor of the newspaper and includes more justification for enhancing arts instruction here in Davis.

Thank you for your time.

Tom Slabaugh

--
Thomas Slabaugh II, Director of Bands
Davis Senior High School
315 W. 14th Street
Davis, CA 95616

This email message is for the sole use of the intended recipient(s) and may contain privileged and confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message. The unauthorized access, use, disclosure, or distribution of this email may constitute a violation of federal and/or state laws.