Transcript Document

MULTIPLE PATHWAYS
and
UNIFYING CTE
1
HOW PATHWAYS CAN TRANSFORM
SECONDARY EDUCATION AND
HOW ASSESSMENT DEVELOPMENT
CAN STRENGTHEN CTE
DOUG LEAVENS, DIRECTOR OF CTE, WASHINGTON-SARATOGAWARREN-HAMILTON-ESSEX BOCES AND PRESIDENT, ASSOCIATION
OF CAREER AND TECHNICAL EDUCATION ADMINISTRATORS
Some…………….Statements of the Problem
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 Our cultural expectation of “University for all”
 Belief that academic abilities inherently make students
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career ready
SED mantra of college and career really meaning college or
career
Understanding the need for relevance but not acting on
this need
HS as a “collection of credits” mechanism
Work and the economy not being a real part of the K-12
outcome measures
The “test” continues to be too prominent and the “right
outcomes” are elusive
Our Time Together
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Pathways
 How does “College for All” work out for the kids?
 Majors Matter
 The Kids are Bored
 What is Career Readiness
 A Comprehensive Pathways Proposal
Unifying CTE
 Purpose or intent of Assessment System
 Work Completed to Date
 Process
 Next Steps
“College for all” might be the mantra, but the hard reality is that fewer
than one in three young people achieve the dream
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 27% of those with post secondary licenses or
certificates -credentials short of an
associate’s degree – earn more than an
average bachelors degree recipient
 By 2018 there will be 8 million openings in
blue collar fields and 2.7 million will require
a post secondary credential. This type of
education-as opposed to a BA-is a ticket to a
well-paying job and more education
The College Completion Agenda-Pathways to Prosperity
Employment Results
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 37% of employed 4-year
college graduates are in
jobs that require less
than a high school
diploma
 48% of employed 4-year
college graduates are in
jobs that require less
than a 4-year degree
Source: Bureau of Labor Statistics
College Completion in NYS
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 23% who enter complete community college in 3 years (2004
Cohort)
 Only 61% entered the second semester
 34% who enter community college complete in 10 years (1997
Cohort)
 58 % who enter a four year college complete bachelors degree
programs in 6 years
NYSED and the College Board
Majors Matter
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United States
 Business
 General Studies
 Social Science and History
 Psychology
 Health Professions
 Education
 Visual and Performing Arts
Our Competitors
 Business
 Engineering and Technology
 Computer and Information
Science
 Health Professions
 Education
 Social Science and History
 Communications and
 Communication and
Journalism
 Visual and Performing Arts
 Computer and Information
 Psychology
 General Studies
 Engineering and Technology
Journalism
Science
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Relevance Makes Rigor Possible for Most Students
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Engagement
Students without Purpose
Purposeful: Found something
meaningful with sustained interest20%
 Dabblers: Tried purposeful pursuits
and are yet to commit-30%
 Disengaged: No purpose and no
inclination to find one-25%
 Dreamers: Imagine great things,
without practical Pursuits-25%
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Source: The Path to Purpose, William Damon
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Engagement Crisis -when students speak
of boredom they refer to the lack of
engagement in class and lack of
connection between what is presented and
how it applies to their life or future
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The Silent Epidemic -high school dropouts
reported that the most frequent reason for
leaving school was that classes were not
interesting.
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46 percent of high-school students
were bored in school because the
curriculum was not relevant to the real
world.
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Just 26 percent thought that high
school provided skills necessary for
work after graduation.
Source: “The Silent Epidemic:
Perspectives of High School Dropouts”, Civic Enterprises, 2006
Domains of College and Career Readiness
Defines the academic knowledge
and skills students need to be
successful in college and
careers.
Specifies the noncognitive, socio-emotional
knowledge and skills that
help students successfully
transition from high school to
college or careers.
Describes the careerspecific opportunities
for students to gain the
knowledge, skills, and
competencies they need
to pursue and succeed in their
chosen career.
EngageNY.org
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Pathways
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A College-Career Pathway is an educational
program (not a test)
………a sequence of inter-connected
academic and elective classes (relevant
pathway choice)
……….helps students to make a clear
connection to college and (not “or”)
career opportunities
What this Should Not Be…….in my opinion
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 A call for every student to be a CTE student
 An attempt to limit student choice and develop
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tracks
A call for a separate CTE pathway independent of
other equally viable educational experiences and
pathways
Watering down standards
Abandoning the Common Core State Learning
Standards
Adding more assessments
Slavishness to business interests
A PATHWAYS PROPOSAL
WHAT IT COULD LOOK LIKE FOR A STUDENT
Foundation – 15 Credits
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 All students would be required to meet certain established
requirements aligned to New York State Standards including the P12 Common Core Learning Standards for each diploma pathway
 An example of a rigorous college- and career-ready foundation
might require:
 2 credits of Common Core mathematics
 2 credits of Common Core aligned Social Studies
 3 credits of Common Core English Language Arts (ELA)
 2 credits of science
 1 Career and Technical Education (CTE) credit
 1 Language Other Than English (LOTE) credit
 1 Arts credit
 2 Physical Education credits
 ½ Health credit, and
 ½ Financial Literacy credit
Liberal Arts/Sciences Foundation (15 Credits) for All Students Plus
Pathway
Social Studies (common core aligned
integrated, discrete or specialized)
Humanities
2
CTE
STEM
Arts
1
LOTE
1
1
1
ELA (common core aligned, integrated,
discrete or specialized
1
Science (common core aligned, integrated,
discrete or specialized)
1
1
1
1
Math (common core aligned integrated,
discrete or specialized)
1
1
1
1
1
Technical Writing (integrated or discrete)
1
Regents/AP/IB or College Level Math
2
Regents/AP/IB or College Level Science
2
Concentration: (at least one college or career
ready course: AP/IB/CTE/College Level)
Foundation
2
4
2
3
3
15
15
15
15
15
Total Credits
22
22
22
22
22
And
Technical Assessment (Examples: Micro Soft Office, CPR, Regents approved CTE or locally selected in an approved program)
Advance Coursework, Advance Standing or Dual Credit
Employability Profile
Career Pathway Plan (not an employment plan)
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Pathways: A Proposal
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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
CTE
Humanities
STEM
LOTE
Assessments and Coursework
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Credits and Coursework
 22 Credits – No change
 Required Courses – No Change
 Social Studies
Assessments
 4+1
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Regents – Existing Exams Used in 3 of 5 Pathways.
Alternatives to Regents Exams – CTE Assessments & the “Arts”
 Technical Assessments
 CTE Approved Programs
 13 CTE assessment equated by outside panel
Observations and Recommendations
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 Connect work based learning to all pathways
 Put the TE back into STEM
 Use the CTE approval process for all pathways
 Adjust accountability measures on the Report Card to
include career metrics
 Adjust system to the proposed 15 foundational credits
and 7 elective credits
 Enrich and broaden “career orientation” at the middle
level
 Bring our K-12 system into alignment with our “college
and career” platform
Statewide CTE Assessment
Project
UNIFYING CTE
INITIATED BY DISTRICT SUPERINTENDENTS
Leadership Team
 Dave Arnsten – MO BOCES
 Cathy Balestrieri – PNW BOCES
 Mike Capuana – Erie 1 BOCES
 Joyce Cymber - Monroe 1 BOCES
 Jay DeTraglia – HFM BOCES
 Tony DiLucci – TST BOCES
 Doug Leavens – WSWHE BOCES
 Tom McNair – BT BOCES
 Gene Silverman – Nassau BOCES
Mission
 Develop a statewide plan for implementation to
measure growth and achievement in CTE and
initiate a longer term approach to unify CTE in
New York State
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Developing assessments for CTE using a collaborative
approach
Develop a process for constructing the assessments
Develop scoring mechanisms and procedure manuals for
implementation
See Executive Summary
Key decisions along the way….
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Leadership Decisions
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Communication Plan
Psychomatrician
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Informational Meetings – All 37
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Embedded Professional Development
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Content specific activities
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Deliverables
Process
 Priority Content
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Initial Survey
Survey Redeployment
Collegial Discussion and Carousel
Employability Profile
Defined Themes
Document and PC Compendium
 Question Development
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Professional Development
• Multiple Choice – Knowledge
• Multiple Choice – Scenario Based
In addition….
The meetings in which the lead teachers for this
process can get together in person was crucial to
the success of this test. It would have slowed down the
process and made it more difficult to achieve this
without being able to discuss these items in
person. Everyone in our group found this valuable.
The idea of setting the priority content is very
important in any program, setting it with our team
members from across the state really narrows the
focus. Working with your team members gives you a
sense of where your program is and where it needs
to go, very valuable! I like the RAD system, especially
when it is kept open and I can work on it in my free
time.
As state moves toward “Common Core” in all subjects,
Career and Technical Education will need to
develop common “core” curriculum for each
career area. A unified assessment tool will
strengthen CTE, provide an accurate assessment
tool for APPR, move towards creating career
pathways in New York State
We are trying to develop a state wide assessment tool
which local BOCES may or may not use for their APPR.
We are doing some preliminary work to make all our
BOCES consistent with one CTE assessment which
hopefully in the future will increase our chances of the
state approving a "CTE regents-like" diploma.
Steps Since June 2014
 Pilot administration – June 2014
 Psycho work - 28 of 31 forms met expectations
 Reconvened all 37 BOCES
 Next 8 Surveys
 Second 8 Content Areas - Albany – November 2014
 First 8 Content Areas Reconvene – January 2015
Contact Information
Questions ?
Doug Leavens – [email protected]