Mission Statement
The mission of the Livonia Career Technical Center is to prepare students for careers in a rapidly changing technological society and to develop a foundation for post-secondary education and life-long learning.

School Improvement Goals
The following are the Goals for students for the 2017-18 school year:
Goal 1: All students will identify the main idea of a written text.

Measurable Objective: 100% of all students will demonstrate a proficiency of identifying the main idea of a CTE-related written text, as measured by teacher discussion and/or student written documentation.

Strategy: Breaking down text and writing activities -- providing a succinct framework for summarizing text that a student has just read, as well as instruction on a basic format for sentence stems which all students can use.

Research: According to Adolescent Literacy, summarizing builds comprehension by helping to reduce confusion. Teachers train students to process the information they read with the goal of breaking down content into succinct pieces.  This strategy can be used with the whole class, small groups, or as an individual assignment.  Summarizing text by using writing activities builds on prior knowledge, helps improve writing, and strengthens vocabulary skills.

Goal 2: All students will achieve completer status at the end of their CTE class.

Measurable Objective: 100% of all students will achieve completer status at the end of their CTE class, as measured by completing 12 out of 12 segments of their CTE program.
  
Strategy: Staff will receive training from Mark C. Perna of TFS (Tools for Schools) on the recruiting and retention of students who fit the profile of a CTE completer.  Staff will receive the Career Tree resource and accompanying program, which will assist them in building student commitment to following through with their CTE programs and achieving completer status.  

Research: The presentation "Increasing Enrollment, Retention, and Performance with the Y and Z Generations" by Mark C. Perna states that integrating a program like the Career Tree and its accompanying engagement strategies is an effective method of retaining and motivating students in the Millennial generation by showing them the "light at the end of the tunnel," which helps them to persevere and complete their CTE programs.   

Goal 3: All students will demonstrate a program-specific math competency.

Measurable Objective: 100% of all students will achieve competency in a program-specific math task, as measured by teacher-designed assessment tool.

Strategy: Staff in-service/planning: program-specific math task development.  CTE teachers will identify a math-related task that is a natural part of their CTE content to emphasize and assess using a common framework designed collaboratively by math and CTE teachers. 
 
Research: In the 2010 research report "Capitalizing on Context: Curriculum Integration in Career and Technical Education," the National Research Center for Career and Technical Education (NRCCTE) recommends that teachers "begin with the CTE curriculum and not the math curriculum" to achieve optimal results from math integration in CTE.  Teachers will begin by identifying a math-related task that is already a vital part of their CTE curriculum, and then emphasize/enhance the mathematical concepts and processes inherent in the task.   

AdvancedED
Livonia Career/Technical Center is a an accredited school by AdvancedED. Accreditation is a voluntary improvement plan focusing on increasing student performance. We are evaluated by an outside group of professionals to meet quality standards every year.

The Livonia Public School District prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap, or disability in any of its educational programs or activities. The following person has been designated to handle inquiries regarding the nondiscrimination policies: Assistant Superintendent of Human Resources, 15125 Farmington Road, Livonia, MI 48154, 734-744-2500.


Related Files

Goal 1: All students will identify the main idea of a written text.

Measurable Objective: 100% of all students will demonstrate a proficiency of identifying the main idea of a CTE-related written text, as measured by teacher discussion and/or student written documentation.
Strategy: Breaking down text and writing activities -- providing a succinct framework for summarizing text that a student has just read, as well as instruction on a basic format for sentence stems which all students can use.
Research: According to Adolescent Literacy, summarizing builds comprehension by helping to reduce confusion. Teachers train students to process the information they read with the goal of breaking down content into succinct pieces.  This strategy can be used with the whole class, small groups, or as an individual assignment.  Summarizing text by using writing activities builds on prior knowledge, helps improve writing, and strengthens vocabulary skills.

 


Goal 2: All students will achieve completer status at the end of their CTE class.


Measurable Objective: 100% of all students will achieve completer status at the end of their CTE class, as measured by completing 12 out of 12 segments of their CTE program.

  

Strategy: Staff will receive training from Mark C. Perna of TFS (Tools for Schools) on the recruiting and retention of students who fit the profile of a CTE completer.  Staff will receive the Career Tree resource and accompanying program, which will assist them in building student commitment to following through with their CTE programs and achieving completer status.  


Research: The presentation "Increasing Enrollment, Retention, and Performance with the Y and Z Generations" by Mark C. Perna states that integrating a program like the Career Tree and its accompanying engagement strategies is an effective method of retaining and motivating students in the Millennial generation by showing them the "light at the end of the tunnel," which helps them to persevere and complete their CTE programs.   


Goal 3: All students will demonstrate a program-specific math competency.


Measurable Objective: 100% of all students will achieve competency in a program-specific math task, as measured by teacher-designed assessment tool.


Strategy: Staff in-service/planning: program-specific math task development.  CTE teachers will identify a math-related task that is a natural part of their CTE content to emphasize and assess using a common framework designed collaboratively by math and CTE teachers. 

 

Research: In the 2010 research report "Capitalizing on Context: Curriculum Integration in Career and Technical Education," the National Research Center for Career and Technical Education (NRCCTE) recommends that teachers "begin with the CTE curriculum and not the math curriculum" to achieve optimal results from math integration in CTE.  Teachers will begin by identifying a math-related task that is already a vital part of their CTE curriculum, and then emphasize/enhance the mathematical concepts and processes inherent in the task.   

Goal 1: All students will identify the main idea of a written text.

Measurable Objective: 100% of all students will demonstrate a proficiency of identifying the main idea of a CTE-related written text, as measured by teacher discussion and/or student written documentation.
Strategy: Breaking down text and writing activities -- providing a succinct framework for summarizing text that a student has just read, as well as instruction on a basic format for sentence stems which all students can use.
Research: According to Adolescent Literacy, summarizing builds comprehension by helping to reduce confusion. Teachers train students to process the information they read with the goal of breaking down content into succinct pieces.  This strategy can be used with the whole class, small groups, or as an individual assignment.  Summarizing text by using writing activities builds on prior knowledge, helps improve writing, and strengthens vocabulary skills.

 


Goal 2: All students will achieve completer status at the end of their CTE class.


Measurable Objective: 100% of all students will achieve completer status at the end of their CTE class, as measured by completing 12 out of 12 segments of their CTE program.

  

Strategy: Staff will receive training from Mark C. Perna of TFS (Tools for Schools) on the recruiting and retention of students who fit the profile of a CTE completer.  Staff will receive the Career Tree resource and accompanying program, which will assist them in building student commitment to following through with their CTE programs and achieving completer status.  


Research: The presentation "Increasing Enrollment, Retention, and Performance with the Y and Z Generations" by Mark C. Perna states that integrating a program like the Career Tree and its accompanying engagement strategies is an effective method of retaining and motivating students in the Millennial generation by showing them the "light at the end of the tunnel," which helps them to persevere and complete their CTE programs.   


Goal 3: All students will demonstrate a program-specific math competency.


Measurable Objective: 100% of all students will achieve competency in a program-specific math task, as measured by teacher-designed assessment tool.


Strategy: Staff in-service/planning: program-specific math task development.  CTE teachers will identify a math-related task that is a natural part of their CTE content to emphasize and assess using a common framework designed collaboratively by math and CTE teachers. 

 

Research: In the 2010 research report "Capitalizing on Context: Curriculum Integration in Career and Technical Education," the National Research Center for Career and Technical Education (NRCCTE) recommends that teachers "begin with the CTE curriculum and not the math curriculum" to achieve optimal results from math integration in CTE.  Teachers will begin by identifying a math-related task that is already a vital part of their CTE curriculum, and then emphasize/enhance the mathematical concepts and processes inherent in the task.   

Goal 1: All students will identify the main idea of a written text.

Measurable Objective: 100% of all students will demonstrate a proficiency of identifying the main idea of a CTE-related written text, as measured by teacher discussion and/or student written documentation.
Strategy: Breaking down text and writing activities -- providing a succinct framework for summarizing text that a student has just read, as well as instruction on a basic format for sentence stems which all students can use.
Research: According to Adolescent Literacy, summarizing builds comprehension by helping to reduce confusion. Teachers train students to process the information they read with the goal of breaking down content into succinct pieces.  This strategy can be used with the whole class, small groups, or as an individual assignment.  Summarizing text by using writing activities builds on prior knowledge, helps improve writing, and strengthens vocabulary skills.

 


Goal 2: All students will achieve completer status at the end of their CTE class.


Measurable Objective: 100% of all students will achieve completer status at the end of their CTE class, as measured by completing 12 out of 12 segments of their CTE program.

  

Strategy: Staff will receive training from Mark C. Perna of TFS (Tools for Schools) on the recruiting and retention of students who fit the profile of a CTE completer.  Staff will receive the Career Tree resource and accompanying program, which will assist them in building student commitment to following through with their CTE programs and achieving completer status.  


Research: The presentation "Increasing Enrollment, Retention, and Performance with the Y and Z Generations" by Mark C. Perna states that integrating a program like the Career Tree and its accompanying engagement strategies is an effective method of retaining and motivating students in the Millennial generation by showing them the "light at the end of the tunnel," which helps them to persevere and complete their CTE programs.   


Goal 3: All students will demonstrate a program-specific math competency.


Measurable Objective: 100% of all students will achieve competency in a program-specific math task, as measured by teacher-designed assessment tool.


Strategy: Staff in-service/planning: program-specific math task development.  CTE teachers will identify a math-related task that is a natural part of their CTE content to emphasize and assess using a common framework designed collaboratively by math and CTE teachers. 

 

Research: In the 2010 research report "Capitalizing on Context: Curriculum Integration in Career and Technical Education," the National Research Center for Career and Technical Education (NRCCTE) recommends that teachers "begin with the CTE curriculum and not the math curriculum" to achieve optimal results from math integration in CTE.  Teachers will begin by identifying a math-related task that is already a vital part of their CTE curriculum, and then emphasize/enhance the mathematical concepts and processes inherent in the task.   

 
Related Files