Transcript Slide 1

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NYC CSA Presentation
New York City School District
October 26, 2011
Dr. Constance Spohn, Lead Technical Assistance Specialist
Carol Ann Zygo, Field Associate Central and Northern NY
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Agenda
PART I
• CTE Technical Assistance Center
Work Plan & Resources
PART 2
• College and Career Ready—What does it
mean for your school?
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CTE TAC
Background & Purpose
State Contract to assist SED in carrying out its
mission of improving the quality, access, and
delivery of CTE through research-based
methods and strategies resulting in broader
CTE opportunities for all students.
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Background & Purpose
State Contract
• Federally Funded (Carl Perkins)
• Targeted funds for state support
• 3 years - began in January 2011
• 2 year contract extension possible with
successful performance
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CTE Technical Assistance Staffing
Director Dr. Edward Shafer
Assistant Director Tim Ott
4 Center Specialists
Dr. Constance Spohn
Dale Eggebraaten
Jerry Pedinotti
Stephen J. Russell
5 Regional Staff
1.5 FTE (NYC) – Marsha Iverson and Ted Gershon
.5 FTE (LI and Yonkers) – Ellen Palazzo
1 FTE (Southern tier) -- Keith Babuszczak
1 FTE (Western) – Charlie Crumb
1 FTE (Central and Northern) -- Carol Zygo
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Our Website
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1. Improve CTE Data Collection
•
Collaboration
- Regional Information Centers (RIC),
- SED,
- large city Directors of Technology
•
Establish calendar for LEAs to collect and report CTE data.
•
Conduct webinars to inform staff on CTE data requirements and to
increase participation in data collection.
•
Website - answer questions and provide online forms for convenient
collecting CTE data collection
•
Improve CTE and data collection on NYC schools.
•
Assist SED staff with on-site grant monitoring and implementation of
SED initiatives
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2. Integrate Common Core State Standards
with CTE
•
Complete a curriculum matrix crosswalk:
- CTE program areas and the Common Core State Standards
- ELA and Math
•
Website to provide curriculum matrix data and core academic
standards related to each program area available to every CTE
teacher in NYS.
•
Conduct webinars on the CTE curriculum matrix by CTE subject area.
•
Conduct professional development
- CTE curriculum matrix
- CTE in implementing Common Core Standards.
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3. Use Best Practices in CTE for High School
Improvement.
•
Best practices in CTE aligned to SED’s school accountability model
- Support the school improvement initiatives
- Persistently low performing high schools.
•
Develop self-paced professional development tutorials
•
Face-to-face and online professional development to support CTE
teachers in persistently low performing high schools.
•
Evaluations of Perkins Act fund recipients
- determine the effectiveness of the funding
- impact on student achievement.
•
Assist SED with research and data needs on CTE related topics
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4. Expand CTE Programs and
Student Leadership Participation
•
Establish communication systems and websites to promote CTE and
support student leadership organizations.
•
Provide professional development on student leadership for
persistently low performing high schools to create and/or expand
student leadership chapter formation and participation.
•
Provide statewide leadership to seek business partners to support
student leadership organizations and foundations support and
expand student leadership in CTE in NYS.
•
Identify and disseminate model CTE programs and best practices.
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5. Build Relationships and Networks
to Strengthen CTE
Engage With:
•
Leadership of administrator and teacher professional organizations
•
Leadership of career and professional organizations in business and
industry
•
Institutions of higher education and business/industry associations
•
Directors of CTE in the Big 5 Cities
•
CTE Leaders in the BOCES and LEAs
•
Leaders of regional technical assistance centers
•
District Superintendents
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6. Expand CTE Program Approvals
•
Identify targeted schools and districts undersubscribed in approved
CTE programs.
•
Site visits to identify districts and explore potential for CTE program
approvals.
•
Work with NYC DOE to assess potential for increasing CTE program
approvals.
•
Develop model applications that can be used with program
approvals.
•
Develop enhanced website component to support schools seeking
CTE program approval and selection of certification tests.
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“College and Career Ready”
--the new vernacular regarding
high school graduation
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In his Address to the Joint Session of Congress on
February 24, 2009, President Barack Obama stated:
“I ask every American to commit to
at least one year or more of higher
education or career training. This
can be community college or a
four-year school; vocational
training or an apprenticeship.
But whatever the training may be, every American
will need to get more than a high school diploma.”
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 National Governors Association Center for Best
Practices (NGA Center)
 Council of Chief State School Officers (CCSSO)
Achieve
 ACT
 and the College Board
“common core of standards that are internationally
benchmarked, aligned with work and postsecondary education expectations, and inclusive of
the higher order skills that students need…”
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• April 2009--Governor David Paterson and
former Education Commissioner Richard P.
Mills signed an agreement to participate
• September 2009--the first draft of the
national College and Career Readiness
Standards were released for public
feedback.
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Janet B. Bray, Executive Director of the Association for
Career and Technical Education stated,
“…We are pleased that both college
and career readiness have been
considered as the standards were
developed and view this work as
foundational in the effort to address
the full range of academic, employability and technical skills that
students need to be successful.”
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Dr. John King, Jr., Sr. Deputy Commissioner
• “What knowledge, skills, and dispositions
should students have when they graduate
from high school?
• Should our expectations be the same for
all students?
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Janet D. Bray, ACTE
…view this work as foundational in the effort to address the full range of
• academic,
• employability, and
• technical skills
that students need to be successful.”
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What does College and Career
Ready Mean?
On the pink card, take a few
moments to write your personal
definition of college and career
ready.
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What is the current conversation?
http://vimeo.com/27195570
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The Image of CTE
CTE is still widely perceived as vocational
education, a great program “for somebody
else’s child, because my child is going to
college.”
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Even with high demand for qualified workers,
many of our college graduates are unable to find
work commensurate with their education.
What is wrong with this picture?
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Activity
• Time to Read and Reflect
• Each group will read one article and share
• As a group, what three points would help
everyone understand what your article is
about?
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Are They Really Ready To
Work?
Employers’ Perspectives on the Basic Knowledge
and Applied Skills of
New Entrants to the 21st Century U.S. Workforce
2006 by The Conference Board, Inc., the Partnership for 21st Century Skills, Corporate Voices for
Working Families, and the Society for Human Resource Management
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“The future U.S. workforce is here—and it is woefully illprepared for the demands of today’s (and tomorrow’s)
workplace.”
Study by The Conference Board, Corporate Voices for Working Families, Partnership for
21st Century Skills, and the Society for Human Resource Management
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►Surveyed over 400 employers across the United State
►Articulate the skill sets that recently hired entrants need
to succeed in the workplace.
Among the most important skills cited by employers:
• Professionalism/Work Ethic
• Oral and Written Communications
• Teamwork/Collaboration and
• Critical Thinking/Problem Solving
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The results of this study leave little doubt that improvements
are needed in the readiness of new workforce entrants,
High School Graduates are:
• “Deficient” in the basic knowledge and skills of Writing in English,
Mathematics, and Reading Comprehension,
• “Deficient” in Written Communications and Critical Thinking/Problem
Solving, both of which may be dependent on basic knowledge and
skills,
• “Deficient” in Professionalism/Work Ethic, and
• “Adequate” in three “very important” applied skills: Information
Technology Application,Diversity, and Teamwork/Collaboration.
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Chart 1
Preparation level of workforce entrants
0.2%
High school graduates or G.E.D. equivalency 42.4%
45.6%
Two-year college or technical school graduates 10.8
Four-year college graduates 8.7
11.7%
70.1
10.3
64.5
23.9
8.8
2.8
Deficient
Adequate
Excellent
Number of respondents varied for each question, ranging from 401 to 423.
N.A. selected when company does not hire in selected category.
Percentages may not add to 100% due to rounding.
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Written Communications Stands Out Among
Applied Skill
“Deficiencies” for New Entrants with a High School Diploma
•
•
•
•
•
Written Communications (80.9 percent)
Leadership (72.5 percent)
Professionalism/ Work Ethic (70.3 percent)
Critical Thinking/Problem Solving (69.6 percent)
Lifelong Learning/Self Direction (58.2 percent)
That Written Communications is at the top of the applied skill Deficiency List is
significant. It reinforces the earlier finding that lack of basic writing skills,
including grammar and spelling, is also the most frequently reported among
basic knowledge “deficiencies.”
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Employers Place Responsibility on
Educational Institutions and New Entrants
Ar e Th ey Really Rea d y to Wor k ?
Chart 3
K–12 schools, two-year and four-year colleges, and new entrants themselves
considered to have primary responsibility for workforce readiness
N=431
75.6%
68.4
49.7
45.2
19.0
13.7
K-12
schools
4-year
college/
university
Recent
entrants
2-year
college/
technical
schools
The hiring
employer
Other
11.4
The business
community
8.1
State
govts
Pawlowski, Brett, Notes from the 2005 Business Education Network Summit,
October 2005. U.S. Chamber of Commerce, DeHavill and Associates.
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7.0
Local
govts
6.7
Federal
govt
4.4
Community
agencies
1.2
Labor
unions
54
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Critical Thinking/Problem Solving, a “Very Important” Skill
“Deficiencies” in Critical Thinking/Problem Solving may be related to
earlier findings that over half the employer respondents (53.5 percent)
report deficiencies in Mathematics, and more than a third (38.4 percent)
report “deficiencies” in Reading Comprehension.
2005 Skills Gap Report—A Survey of the American Manufacturing Workforce, November 2005. National Association of Manufacturers,
Manufacturers Institute, and Deloitte Consulting LLP.
•
Rosow, Jerome M., Casner-Lotto, Jill; and Hickey, John V. Participation, Achievement, Reward: Creating the Infrastructure for Managing
•
Continuous Improvement, Part II: Achievement, 1997. Work in America Institute.
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“ The numbers don’t bode well for the future—the future of
our workforce. It is in our interest to help solve the problem.
And business has the capacity to help solve the problem by
partnering with education and community leaders to create
opportunities for young people to practice the skills they
need to be successful.”
Bill Shore, Director, U.S. Community Partners, GlaxoSmithKline
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For CTE to Flourish
CTE Leaders Must
• develop and reinforce with both rigor and
relevance the academic standards that are
tested on state assessments by embedding and
reinforcing these skills in CTE courses
• find meaningful ways to equip students with the
competencies that employment requires
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“As technology takes over jobs for the unskilled that pay
good wages and benefits are disappearing; unskilled
labor is no longer an economic commodity in the 21st
century. The tasks that remain for humans to do
involve unpredictable elements that the technology
cannot deal with directly.”
Dr. Willard Daggett, Ed.D.
International Center for Leadership in Education
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“Strong academic skills and the ability to apply
those skills to solve real-world predictable and
unpredictable problems and situations has
become a minimum requirement for the vast
majority of American jobs.”
Dr. Willard Daggett,
Ed.D.
International Center for Leadership in Education
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“The academic skills
underpinning our technologically driven, increasingly
global and competitively
intense workplace are higher than and different from
the requirements for entry into most four-year
postsecondary programs.”
Dr. Willard Daggett, Ed.D.
International Center for Leadership in Education
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Rigor, Relevance and
Relationships
with Dr. Willard Daggett
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The 2001 Regents CTE Policy
The use of Career and Technical Education
as a means by which students can achieve
state academic standards is a core concept
underpinning the 2001 Regents Policy on
Career and Technical Education. The Policy
created the Program Approval Process,
which has raised the bar for program quality.
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Approved CTE Programs:
• Incorporate secondary education and
postsecondary education elements;
• Include rigorous content aligned with
challenging academic standards, and relevant
career and technical content in a progression of
courses that align secondary education with
postsecondary education to prepare students for
success in postsecondary education and
beyond;
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Approved CTE Programs:
• Include articulation agreements between
secondary and postsecondary programs—
including the opportunity for secondary
education students to participate in dual or
concurrent enrollment programs or other
ways to acquire postsecondary education
credits;
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Approved CTE Programs:
• Lead to an industry-recognized credential
or certificate at the postsecondary level, or
an associate or baccalaureate degree.
Since the adoption of the CTE Policy in
2001, over 900 CTE programs have
received approval under the Regents
Policy.
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Key Elements of the Approval
Regulation Include:
• A program approval process
• Flexibility in the delivery of core academic
courses
• A work skills employability profile
• Technical assessments based on industry
standards
• Technical endorsement on the regents diploma
and regents diploma with advanced designation
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CTE Program Approval Process
• Assures quality technical and academic
curriculum
• Evidence of postsecondary articulation
agreements
• Work-based learning opportunities
• Established partnerships with local
business and industry
• Certification of individual programs; Recertification every five years
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Improved Flexibility for CTE Students
•
Applied academic credits can be earned for
Math, English, Science, Social Studies, and
Physical Education using a variety of
approaches
•
3 Model Approach
• Specialized Courses
• Integrated Courses
• Combined Approach
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Specialized courses:
• Can be developed in ELA, mathematics,
science, economics and government and
applied to a range of CTE program areas;
• Combine both academic and technical
skills and knowledge;
• Are individual courses which fulfill both an
academic requirement and a unit of study
credit within a CTE sequence.
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Specialized courses:
• Counts as one unit of credit on the
student’s transcript;
• Jointly planned and/or delivered by
academic and/or career and technical
education teachers.
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Examples of specialized courses:
•
•
•
•
Anatomy and Physiology (science),
Avionics (mathematics),
Business Communications (ELA), and
Economics and Government Policy
Related to Health Care (economics and
government).
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Integrated courses;
• Can provide the greatest flexibility;
• Deliver academic content within a CTE context;
• Fulfill core academic graduation & CTE
program sequence requirements through
integrated and/or applied courses which include
academic content;
• jointly planned and/or delivered by academic
and/or career and technical education teachers.
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Integrated courses;
Examples
• Technical reading and report writing, as part of
an Automotive Technology course;
• Applied mathematics as part of an
Electricity/Electronics course;
• Business economics as part of a Retailing
course; and
• Applied physics as part of an Aviation Flight
Dynamics course.
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Approval
Process
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Our Contact Information
Dr. Constance Spohn
• 518-723-2138
• [email protected]
Carol Ann Zygo
• Cell: 315-717-3463
• [email protected]
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NYC Contacts
Marsha Iverson
Cell: 516-606-7016
[email protected]
Ted Gershon
Cell: 609-314-1400
[email protected]
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Questions
Thank You!
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