Transcript Successful Practices Network Presentation
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Successful Practices Network
NYSHOEA Fall Conference
October24, 2014 Tim Ott, President and CEO Successful Practices Network
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Discussion Outline
About the Successful Practices Network and the CTE Technical Assistance Center of New York Review Regents Pathways to Graduation Proposal – Establishing a Foundation to Move Forward – Review the 4 Pathways – Global Studies exam and course modifications Next Steps for CTE Questions/Discussion
Successful Practices Network
Successful Practices Network
2003
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Moving Schools From Good to Great Peer Networking Sharing Best Practices Action Research
Successful Practices Network www.nyctecenter.org
Successful Practices Network www.nyctecenter.org
We
Lead
We
Teach
We
Learn
We
Support
We
Are Ready
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What is being measured?
We Teach We Learn Rigor Relevance Relationships Leadership We Support Successful Practices Network
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Designed to provide schools with an understanding of how the culture of the school will create career-ready high school graduates.
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WE ARE READY
TM
Surveys
• • • • •
Indicators of Career Readiness Collaboration Problem Solving Self-advocacy Self-reflection Communication
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CRI.SPNETWORK.ORG
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Our Focus
The Transition of Vocational Education To Career and Technical Education
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1970’s
Vocational Education Academic Education
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1980’s
Occupational Education Academic Education
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Career and Technical Education Academic Education
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Applied Academics Academic Education
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CTE TAC Work Plan
1.
Expand CTE programs and student leadership participation 2.
3.
4.
5.
Improve CTE Research and data collection to create an accurate picture of career and technical education program performance Assist schools in the integration of the common core academic standards with CTE.
Expand CTE program approvals.
Use best practices in CTE for high school improvement.
6.
Build relationships and networks to strengthen CTE.
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In too many Schools College become the “End” Instead of a “Means to an End”
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Access without success is an empty promise
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Successful Practices Network
Source: Bureau of Labor Statistics
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13 Million Americans are unemployed
BUT 3.8 Million jobs in the U.S.
remain unfilled
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What you major in matters A LOT
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2.
3.
4.
5.
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7.
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Bachelor’s Degrees
Business General Studies Social Science and History Psychology Health Professions Education Visual and Performing Arts 8.
9.
Engineering and Technology Communications and Journalism 10.
Computer and Information Science Source: National Center for Education Statistics
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Business (1)
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Bachelor’s Degree
1.
2.
3.
4.
5.
6.
7.
General Studies (10) Social Science and History (6) Psychology (9) Health Professions (4) 8.
9.
Education (5) Visual and Performing Arts (8) Engineering and Technology (2) Communications and Journalism (7) 10.
Computer and Information Science (3) Source: National Center for Education Statistics
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College tuition rates have increased on average at twice the rate of inflation in the past 17 years
Source: ACT Successful Practices Network
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2012 college grad average loan debt was $26,600
Source: ACT Successful Practices Network
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Freshmen Needing Remediation
1. Two Year College – 51.7% 2. Four Year College – 19.9%
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College Dropout Rate 2012 First to Second Year
Two-Year Colleges – 44.5% Four-Year Colleges – 34.8%
Source: ACT
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Average Graduation Rate 1983-2012
Two-Year Colleges in 3 years – 29.1% Four-Year Colleges in 5 years – 36.6%
Source: ACT Successful Practices Network
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Teachers struggling to teach an overloaded curriculum!
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Successful Practices Network
Growing Gap
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School Improvement Readiness
Completion vs. Readiness
Defining What Our Students Need for Success New York's 4-year high school graduation rate is 74.9% for All Students however, the gaps are disturbing.
June 2013 Graduation Rate
Graduation under Current Requirements (
Completion
)
All Students
% Graduating 74.9
American Indian Asian/Pacific Islander Black Hispanic 62.2
80.6
59.7
59.2
White English Language Learners Students with Disabilities 86.5
31.4
48.7
Calculated College and Career Ready* (
Readiness
)
All Students
% Graduating 37.2
American Indian Asian/Pacific Islander Black Hispanic 21.3
57.2
14.2
18.0
White English Language Learners Students with Disabilities 50.4
5.9
5.4
*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.
Source: NYSED Office of Information and Reporting Services www.engageNY.org
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Readiness is more than an Academic Pursuit
Defines the
academic
knowledge and skills students need to be successful in college and careers.
Specifies the
non cognitive,
socio-emotional knowledge and skills that help students successfully transition from high school to college or careers. www.engageNY.org
Describes the
career specific
opportunities for students to gain the knowledge, skills, and competencies they need to pursue and succeed in their chosen career.
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Regents Pathways
• • • Pathways engage students of all levels of achievement and offer students an opportunity to explore arts, humanities, science, technology, math, and careers. Pathways are aligned to college and career ready standards, while also providing technical skills and work-based learning opportunities.
Students may take an additional, approved exam within a pathway to fulfill part of the Regents examination graduation requirement.
Arts • Students pursuing a pathway in the arts have opportunities to explore and demonstrate learning in the performing arts, visual arts, and technical arts. • Pathways exams will be determined by a Blue Ribbon Panel on the Arts.
CTE Humanities • Students in the CTE pathways have opportunities to explore a number of career and technical pathways that focus on work based learning in career and technical fields.
• Pathways exams may include approved national certification or CTE exams.
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• Students pursuing a pathway in the Humanities may focus study in languages, social studies, literature, philosophy or other social studies.
• Pathways exams may include alternative assessments in social studies, literature or languages.
STEM • Students pursuing a STEM pathway may focus study in the sciences, technology, engineering or math. • Pathways exams may include alternative assessments in the applied sciences, technology, engineering or math.
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Multiple Pathways Video
http://www.p12.nysed.gov/cte/video/r egents-approve-multiple pathways.html
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Pathways: A solution to the key challenges
• Pathways spark hope and purpose • Pathways engage youth in learning • Pathways help to build a skilled and ready workforce
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What this is Not
• A call for every student to be a CTE student • An attempt to limit student choice and develop tracks • A call for a separate CTE pathway independent of other equally viable educational experiences and pathways (Brindisi Bill) • Watering down standards • Abandoning the Common Core State Learning Standards • Adding more assessments • Slavishness to business interests
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Pathways are a route to two-year and four-year colleges, additional career training, and employment.
Sequence of courses aligned to a pathway Postsecondary Study College & Career Ready Curriculum Approved alternative assessments Additional career training Regents Requirements CTE assessments & industry certified exams Employment Work-based learning www.engageNY.org
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4 + 1 Assessment Pathway
• In September 2014, the Board of Regents instructed the Department to draft regulatory amendments to implement a 4 + 1 pathway to graduation, whereby students may take four Regents exams and a comparably rigorous technical or other assessment for the fifth required examination.
• Under the proposed amendment change, the 4 + 1 pathway option would apply beginning with students who are eligible to receive a high school diploma in June 2015 and thereafter.
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4 + 1 Assessment Pathway Requirements
• • Students may take four Regents exams (ELA, Math, Science, and Social Studies) and a comparably rigorous assessment for the fifth required examination to graduate.
The fifth assessment required for graduation may include any one of the following assessments: • One additional social studies Regents examination or Department-approved alternative (Humanities Pathway); or • One additional Regents examination in a different course in mathematics or science or a Department-approved alternative (STEM Pathway); or • A pathway assessment approved by the Commissioner in accordance with § 100.2(f)(2) of the Commissioner’s regulations (which could include a Biliteracy [LOTE] Pathway); or • A career and technical education (CTE) pathway assessment, approved by the Commissioner in accordance with proposed § 100.2(mm), following successful completion of a CTE program approved pursuant to § 100.5(d)(6) of the regulations (CTE Pathway); or • A CTE assessment that meets the approved alternative requirements for Science could be substituted for the required Science Regents exam (CTE Pathway); or • An arts pathway assessment approved by the Commissioner in accordance with proposed § 100.2(mm) (Arts Pathway).
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Career and Technical Education Pathway
Blue Ribbon Commission Recommendations 1. The ProStart National Certificate of Achievement • National program that is administered by the National Restaurant Association’s Education Foundation.
2. ASE Student Certification • The National Institute for Automotive Service Excellence (ASE) administers a set of examinations to qualify automotive technicians.
3. A+ Certification • CompTIA was created by a consortium of IT corporations including Microsoft, HP, Cisco, Dell, and Intel to certify technicians.
4. Network+ Certification • Passing A+ is a pre-requisite for taking Network+, also from CompTIA. Students who pass are qualified for IT employment in positions such as network administrator, network technician, network installer, help desk technician, and IT cable installer.
5. National Institute of Metal Working (NIMS) Skills Certification • Industry-written and industry-validated, and subject to regular, periodic reviews under the procedures accredited and audited by the American National Standards Institute (ANSI).
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CTE Pathway
(continued)
6. PrintED • Based on industry standards for graphic communications courses of study at the secondary and post-secondary levels, PrintED is a national accreditation program created by the Graphic Arts Education and Research Foundation.
7. Student Electronics Technician • The SET Certification was developed by the Electronic Technicians Association (ETA) for high school students and entry-level technicians.
8. Carpentry Level-1 Certification • This is one of many certifications sponsored by the National Center for Construction Education and Research (NCCER).
9. Assessment of Skills and Knowledge for Business (A*S*K) • This set of examinations was developed by the Assessment of Skills and Knowledge for Business Institute with technical assistance from NOCTI.
DRAFT – FOR DISCUSSION ONLY www.engageNY.org
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CTE Pathway
(continued)
10. Advertising and Design (NOCTI) • This test is designed for program completers and entry-level employees in the advertising and design field, measuring knowledge and skills in such topics as design theory and application, color theory and application, drawing and digital illustration, photography, typography, multimedia, digital image manipulation, production and printing, computer literacy, and communication skills.
11. Accounting – Basic (NOCTI) • This test is designed for program completers and entry-level employees in the accounting/bookkeeping field, measuring knowledge and skills in such topics as general accounting knowledge, journalizing, posting, payroll preparation, cash and banking procedures, merchandise inventory, completion of accounting cycle, identification and application of source data, use of mechanical and electronic accounting devices, and data security . www.engageNY.org
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CTE Pathway
(continued)
12. Agricultural Mechanics (NOCTI) • This test is designed for program completers and entry-level employees in the agricultural mechanics field, measuring knowledge and skills in such topics as general safety, welding and mechanics, power and machinery, electrical power and process, agricultural structures, agribusiness, and environmental and natural resource systems. 13. Hospitality Management – Food and Beverage (NOCTI) • This test is designed for program completers and entry-level employees in the hotel management field, measuring knowledge and skills in such topics as understanding of the hospitality industry, guest relations and concierge duties, opening and settling financial transactions, safety and security, legal and ethical responsibilities, marketing and sales, travel and tourism, hotel restaurant management, and food and beverage service. www.engageNY.org
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Ensuring Rigorous Pathways
All Students earning a Regents Diploma will:
•
Take a Balanced Curriculum including: American History, Global Studies, Science, Language other than English, Art, Physical Education and Health
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Earn a minimum of 22 High School Credits,
•
And meet required elements of their pathway.
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Current NYS Requirements
For a Regents Diploma
Content Area Regents Diploma¹ Credits Required Mathematics English Science Social Studies Health Arts Languages Other Than English(LOTE) 2 Physical Education Sequence Courses/Electives Total Credits 3 4 3 4 0.5
1 1 2 3.5
22 Regents Diploma w/Advanced Designation¹ Credits Required 3 4 3 4 0.5
1 1 2 3.5
22 Regents Exams Score of 65 or above 5 (1 Math, 1 ELA, 1 Science, 2 SS) 8 3 (3 Math, 1 ELA, 2 Sciences, 2 SS)
¹An Honors Designation is applicable for students earning an average of 90 on all required exams 3 2 Students must earn additional credits in either the Arts CTE or LOTE to meet the Adv. Designation Requirements. If LOTE is chosen they must pass a Checkpoint B LOTE Exam in addition to the Regents Exams.
Students in earlier cohorts may be subject to more or fewer examinations due to the phase out of the Regents Exams in LOTE and the 2 Exam Series in Mathematics (Math A and B) www.engageNY.org
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Required Elements of Pathways
•
Appropriate Assessments and Related High Rigor Courses in Each Pathway
The Federal Government requires: • Annual testing in mathematics and ELA in grades 3-8 • • • An annual science assessment in Science at least once in grades 3-5 and again in 6-9 Assessments at least once in Mathematics, ELA and Science in grades 10-12* Alternate assessment for Students with Disabilities • Annual assessment of acquisition of English proficiency for English Language Learners * Students may meet this requirement by taking Regents examinations or approved alternatives to the Regents prior to grade 9 and “banking the results” for high school accountability . •
Opportunities for Students to Enter and Exit Pathway Options
Pathways should be: • Grounded in the Common Core Learning Standards • • • Similarly rigorous Allow for student choice Have demonstrated, effective outcomes for students www.engageNY.org
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• • • • • • • •
CTE Program Approval Process
Based on the Board of Regents Nationally Recognized Plan
Applications must certify that the CTE program will provide:
Curriculum aligned with state and national learning standards and state and national skill standards; Rigorous curriculum content which is non-duplicative and provides the student with a coherent sequential program of study; Secondary CTE curriculum aligned with postsecondary education career pathways leading to degrees or credentials; State-certified faculty with appropriate academic and/or technical certification; A technical assessment that meets current industry standards (ex. NATEF, NOCTI); Postsecondary articulation agreements constructed to provide students with direct benefit (such as college credit or advanced standing); Work-based learning opportunities for all students; and A robust data reporting infrastructure to evaluate success on assessments and future placements www.engageNY.org
CTE Program Approval Process
Based on the Board of Regents Nationally Recognized Plan Self Study: An Opportunity To Evaluate CTE Programs • Input from various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, and Students) • Analysis of curriculum for alignment and rigor • Prepare application materials External Review: An Opportunity To Evaluate CTE Programs • Involvement of various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, BOCES and 2 Component Schools) • Review, address, approve (sign-off) on CTE program plan • Forward plan to Superintendent of Schools or District Superintendent for Approval Board of Education Approval • Submit Statement of Assurances Form • Signed by Superintendent of Schools and BOE President SED Review • Subject specialist reviews the plan • Letter to Superintendent of Schools or District Superintendent once approved (5 year period with option to re-approve) www.engageNY.org
Proposed Social Studies Credit Requirements
At the September 2014 Regents meeting, the P-12 Education Committee recommended that the Department consider changes to the social studies course requirements and the design of the Global History Regents examination .
Current Credits Required: 4 Course Requirements
•
US History and Government (1)
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Participation in Government* (.5)
•
Economics* (.5) Proposed Credits Required: 4 Course Requirements
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Global History and Geography I* (1)
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Global History and Geography II* (1)
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US History and Government (1)
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Participation in Government* (.5)
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Economics* (.5) Assessment Requirements
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Global History and Geography
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US History and Government *or the equivalent Assessment Requirements
•
Global History and Geography II
•
US History and Government
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Next Steps
1 . Identify Pathway Assessments a) Establish a Blue Ribbon Commission for the Arts to discuss alternative assessments for the Arts Pathway b) Reconvene Blue Ribbon Technical Assessments Panel c) Expand the list of approved alternative exams for the Humanities and STEM Pathways d) Evaluate CTE assessments that could be approved alternatives for the required Regents science exam 2. Increase the Number of Pathways Teachers a) Review routes to certification in CTE b) Create new teacher certification areas in CTE as needed www.engageNY.org
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Next Steps (cont’d)
3 . Sharing information about Pathways a) Parents and students b) Teachers and guidance counselors c) Higher education d) Business and industry 4. Expanding work based learning opportunities a) Project examples from business and industry b) Teacher externships c) Add a stakeholder group focused on the 21 st skills gap century workforce 5. Creating opportunities for all students a) Enhance BOCES aid for CTE schools b) Modernize special services aid c) Establish regional high schools d) Expand access to P-Tech schools www.engageNY.org
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Successful Practices Network www.nyctecenter.org
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The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school
.
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