Transcript Document

Meeting NCLB Requirements
Through Team Teaching and
Articulation
Doug Webster, Vermont Department of Education
Ann Bailey, Vermont Technical College
Natalie Searle, Community College of Vermont
7/20/2015
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About the Session
The US Department of Education has endorsed Vermont’s process to develop “teaching
partnerships” between Career and Technical Educators and Academic Instructors that
satisfies the No Child Left Behind “qualified” teacher requirements to award embedded
academic credit in CTE programs.
CTE instructors that do not hold a BS in an academic subject partner with academic
instructors to ensure students meet academic standards.
In addition, the state college system is providing college academic credit to students
based on teacher partnership developed assessments that result in industry recognized
credentials.
The teaching partnership, jointly developed assessments, and industry recognized
credentials are offering students greater opportunities for education and career
advancement while schools meet NCLB requirements.
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Key Objectives
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Make a list of the specific questions you have or the
topics you would like to see addressed:
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Integrating CareerTech and
Academics
and “NCLBA”
Vermont Technical College - The Office of
Professional Development –
Ann Bailey, Manager of Education and
Training Services
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Today’s Purpose
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To inform about:
- Vermont’s plan to Integrate Academics
and CareerTech through Collaboration
(meeting the “Highly Qualified”
definition)
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Vermont’s Plan to Integrate
CareerTech and Academics
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Intent of “the Law”
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ALL students succeed
“Every student will reach a high level of
proficiency in core academic skills.”
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All students Can Succeed
Douglas Reeves – In Accountability for
Learning states that Data collection/analysis
revealed:
“The keys to improved academic achievement
were the professional practices of teachers
and leaders, not the economic, ethnic, or
linguistic characteristics of students.”
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Vermont System Includes
Regional Technical Centers physically connected to a home school, but
serving a region with additional sending schools
assigned (in rules)
 Comprehensive High Schools At least 5 technical programs
 All approved technical programs hold state
approved embedded academic credits necessary to
allow student access to CareerTech.
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Office of Professional Development
– Vermont Technical College
Alternative Teacher Licensure Program Provides Teacher Training to CareerTech
Teachers in a Three Year Model
 In-Service Professional Development for
Career Technical Teachers
Current Focus – NCLBA and VT’s Plan for
meeting the “Highly Qualified” Rule
(Technical Education/Embedded Credit)
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Federal Definition: No Child Left
Behind Act - “Highly Qualified”
Bachelor’s degree
 Full certification in area taught
 Demonstrated competence in subject
knowledge and teaching
*Each state developed criteria for
determining how competency in subject
demonstrated
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Vermont’s Plan for CareerTech
with Academic Credit
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Must meet the “highly qualified” rule or
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“Consult and Collaborate” in teaching with
those who have met “HQT” status.
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VT OPTIONS for CareerTech
Programs
1 Do not offer academic credits in CareerTech
(requiring Rule Change)
or
2. Offer academic credits in “collaboration and
consultation with academic teachers who have met
HQT status”
or
3. Reach the HQT status and offer academic credits
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Models to Provide CareerTech
Instruction
Collaborate and Consult (Team Teaching)
with “Highly Qualified” Center Academic
Staff
OR
 Collaborate and Consult with “Highly
Qualified” Home/Sending School Academic
Staff
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Collaborate with CareerTech
Staff Academic Teachers
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On Campus Core Academic Teachers (English, Math, Science,
Social Studies
Work with CareerTech Teachers to:
1. PLAN
- Curriculum (CareerTech Competencies with IRC’s plus
Vermont’s Framework of Standards -Academic Crosswalk
Identifies Standards to Assess)
- Instructional Strategies (integrate higher academics)
2. ASSESS Academics Together (responsibility – BOTH “Teachers
of Record”)
3. INSTRUCT (Allows for some team teaching to occur.
Collaboration results in Creative
and Integrated Instructions)
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Collaborate with Identified
Academic Teacher from
Home/Sending School:
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Core Academic Teachers( English, Math, Science, Social
Studies) and
CareerTech Teachers Collaborate and Consult Together to:
1. PLAN
- Curriculum (CareerTech Competencies with IRC’s plus
Vermont’s Framework of Standards -Academic Crosswalk
Identifies Standards to Assess)
- Instructional Strategies (integrate higher academics)
2. ASSESS Academics Together (responsibility – BOTH “Teachers
of Record”)
3. INSTRUCT (Collaborative Planning results in Creative Instruction
with Benefits for ALL Students)
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Through Collaboration and
Consultation the Outcome is:
All students progress and achieve
GAP IS CLOSED
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How to Collaborate/Assess
Plan -Use competencies & academic crosswalk
Curriculum - Determine competencies & academic
standards to address
Assess - Determine standards to assess and how
(example: scenario assessments)
Strategies - Determine teaching strategies (classswap, team teaching, interdisciplinary units, class
intermingling, student demos)
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Cross-Disciplinary Integration
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“The most successful schools explicitly
involve subjects that are frequently and
systematically disregarded in traditional
accountability systems – music, art,
physical education, …..Careertech
education…..”
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SYSTEM CHANGES
TO SUPPORT THE MODEL
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Role of Administrators:
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Be Educational Leaders, Take the Lead
Dialogue with Superintendents and other Administrators in
developing a Regional Vision/Plan for all students
Include Local School and Standards Boards in Discussion
Inform ALL Teachers, Staff of the VISION
Relate the importance of industry/community involvement
Keep on File Written Plan for Each Teacher Team
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Regional Implementation
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Administrators Identify (with teachers):
Highly Qualified Teachers to Participate in
the Instructional Project
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Administrators Adequately Convey The
Importance of Participation in Plan with
Agreed Upon Identified Incentives (IPDP)
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Regional Dialogue and
Implementation Plan Must
Address Systemic Issues:
Common Planning Time
with possible changes in schedules/calendar
 Potential Master Agreement Items
 Teacher reluctance – time issues
 IRC time requirements vs. academic
instruction issues
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All are Encouraged that
Implementation Plan Will Be
Successful If We:
Shift our Thoughts- Think outside the walls and
are reminded this is not a territorial issue but
rather success for all students.
 Shift our Action Plan - work with identified
academic/careertech teachers & develop a
MUTUALLY BENEFICIAL RELATIONSHIP.
Example: First step: CareerTech Include academic
teachers on program advisory committees;
Academic teachers create advisory committee and
include CareerTech.
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Teachers:
In Planning - Use State Approved Program
Competencies to Plan and the Vermont
Framework of Standards and Learning
Opportunities and the Academic Cross
Walk
 CareerTech Teachers use competencies and
crosswalk every day in teaching –VISUAL
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Teachers Use Research and
Resources
Vermont’s “High Schools on the Move – 12
Guiding Principles”
 “HSTW” One Model
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Use Research and Resources
National Clearinghouse for Comprehensive
School Reform
www.nwrel.org
 Association of Curriculum & Supervision
“Backward Design” Model
 Keep Abreast of NCLBA Law revisions at
http://www.ed/gov
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CareerTech Teachers:
Follow Collaborating Guidelines and:
 Plan with Identified Academic Teacher
 Develop Strategies with Academic
Teacher
 Determine When and What to Assess
 Assess Together
 Develop written plan (to be kept on file in
office for State monitoring)
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“The Written Plan Includes”
Name of CareerTech & Academic Teachers
 License Held by Each
 Common Planning Time
 (Day, Week, Time, Location)
 How Assessment will Occur and When
Kept on File in Technical Center Office
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Accountability
“The Plan” is reviewed for implementation
throughout the year.
 When data are collected this spring,
movement and improvement must be
shown toward full compliance with the
“Highly Qualified” rule.
 Administrators AND Instructors are
Responsible for the Outcome.
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The Rule:
Provides opportunities for new and more
effective ways of instruction in new and
emerging technology programs
 Matches teacher’s credentials with the
instructional content
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Win Win
for Vermont’s Students
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Regional Plan to Ensure
Rigorous Academic Credit in
CareerTech - WHY?
IT IS:
 Best Practice
 The right thing for students – High Schools
On the Move – 12 Guiding Principles
 Vermont’s Plan
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“Control over change would seem
to consist in moving not with it but
ahead of it.”
Marshall McLuhen
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Creating Secondary and Postsecondary Partnerships that
Promote the Integration of
Technical Education and
Academics
Community College of Vermont
Natalie Searle
Career Academy Coordinator
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Vermont Tech-Prep 2+2 Program
4 Colleges
12 Technical Centers
CURRICULUM AREAS:
 Culinary Arts
 Early Childhood Education
 Engineering
 Graphic Arts
 Information Technology
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Technical Center and College
Partnerships:
Support the development of career
pathways
 Build linkages between education providers
and industry
 Create opportunities for curriculum
development and articulation agreements
 Strengthen students’ academic and technical
skills in secondary schools
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Earning College Credit for
Career & Technical Courses in
Secondary Schools
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Curriculum alignment and
articulation
Industry recognized
credentials and
articulation
College courses delivered
to secondary students by
faculty
Adjunct faculty status
granted to secondary
teachers for delivery of
college courses
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Strategies to Help Students Achieve CollegeLevel Academic Skills in the Secondary Setting
Create curriculum and
assessments that measure
technical and academic skills
 Use (Accuplacer) assessments
to determine academic needs
at the beginning of the
program
 Use (Accuplacer) assessments
as criteria for awarding
college credit at the end of the
program
 Develop a support network
that includes technical &
academic teachers, guidance
counselors and college faculty
& advisors
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Build Faculty and Teacher
Partnerships
Provide professional development
opportunities for faculty and teachers
 Provide co-teaching opportunities for
faculty and teachers
 Provide time and support for faculty and
teachers to develop curriculum and
assessments
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Challenges
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Overcoming the perception that technical and/or
college programs take students from high school
AP programs
Meeting the academic needs of all students in the
program
* Students may attend 5 or 6 different high schools
* Students take different English & math classes
Building a curriculum pathway that can be
implemented in both full-day or half-day and oneyear or two-year delivery models
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Successes
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Building partnerships between academic and
technical teachers and college faculty
Assessing students early in their program in order
to identify academic needs
Creating articulation opportunities that emphasize
both academic and technical skills
Preparing students for college and careers by
linking with employers and offering opportunities
to earn industry recognized credentials
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Benefits for Students
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Students learn about a career area that interests
them
Students build academic skills in the context of
their chosen career area
Students strengthen their academic skills
Students have opportunities to earn college credit
while they’re still in high school
* Saves on tuition
* Saves on time to earn a degree
* Provides early success to students who may not
otherwise pursue college education
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Students have opportunities to earn industry
recognized credentials
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