Transcript Slide 1

Good Morning!
Welcome to
Session C
 Please visit the
registration table to
check off your
attendance for today.
 Re-tape your school
“posters.”
Southern
Regional
Education
Board
“Why Do We Have to Learn
This?”—Using a Career
Emphasis to Enhance High
School Studies
Facilitator: Dr. Heather Sass
Southern
Regional
Education
Board
Key Practice
Career/Technical Studies
Increase access to intellectually
challenging career/technical studies,
with a concentration emphasis on
using high-level mathematics,
science, literacy and problemsolving skills needed in the
workplace and in further education.
Southern
Regional
Education
Board
Handouts, page 20
What Challenges Are We Facing?
The “Pipeline” Problem
For every 100 9th graders
67 graduate from high school
38 go on to college
26 return for a second year
18 get a degree within six years of
high school graduation
Percent of students who
take remedial courses

63% at two-year institutions

40% at four-year institutions
SDW
The Bridge Project
5
Stanford University
Why is Further
Education Important?
 70 percent of new jobs require
college-level skills
 Students who attend college, even
for a few years, enjoy 40% more in
annual income over their peers
with high school diplomas
 More than 70 percent of high
school graduates enroll in some
form of postsecondary education
within two years of high school
Why The CT Key Practice is So
Important . . .
 High School Dropout Rates
 College Going Rates
 Postsecondary Remediation Rates
 Student Engagement
Southern
Regional
Education
Board
Quality Career/Technical Courses
Matter
Southern
Regional
Education
Board
 Improve high school retention
 Increase understanding of academic
content
 Give meaning to school
 Motivate students
 Improve retention of academic skills
 Get on track faster after graduation
 Discover career options
CT Students and Academic Success
More rigorous
academic coursework
 Higher test scores in
reading and math
 Less likely to drop
out of school
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Source: National Association for Career and Technical Education, Effectiveness
Research Fact Sheet
National Research Center for CT–
Findings on Math Study
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Students given math intervention by CT teachers
who received significant professional
development in math improved math scores
Students also scored as well or better on tests of
technical achievement (NOCTI)
Students said, “So this is why I need to know
how to do this.”
For more information: www.nccte.org
Quality Career/Technical Studies and
Higher Achievement
70%
60%
62% 59%
59%
52%
50%
51%
49%
41%
40%
45%
39%
30%
20%
10%
0%
Reading
Southern
Regional
Education
Board
Intensive (7-11)
30%
Mathematics
Moderate (4-6)
46%
Source: 2006 HSTW/MMGW Assessment and Student Survey
Science
Low (0-3)
24%
Purpose of High School
Career/technical Studies
 Prepare students for work and further
study
 Advance technical literacy
 Understand technical concepts
 Read and comprehend technical materials
 Advance technical numeracy
 Apply mathematics problems within
Southern
Regional
Education
Board
chosen field
 Solve problems and think critically
Literacy Strategy: Jigsaw
“High-quality Career/Technical Programs Give Students a
Boost Toward a Good Job and Postsecondary Studies”
Southern
Regional
Education
Board

What actions are described?

How do they compare to actions your school
has taken?

What actions might you take to deepen your
implementation of high-quality CT studies?
Handouts, Page 19
Tool for Evaluating the Quality of
a CT Program
• Career Pathway Program of Study
(www.careerclusters.org)
 Alignment to Industry and Academic
Standards
 Industry Credentialing
 Articulation and Dual Enrollment
 Advisory Committee
 Syllabus
Southern
Regional
Education
Board
Organizing High School Career/technical
Programs around 16 Career Clusters
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Southern
Regional
Education
Board
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Agriculture and Natural Resources
Construction
Manufacturing
Transportation, Distribution and Logistics
Services
Business and Administrative Services
Wholesale/retail Sales and Services
Financial Services
Hospitality and Tourism
Source: U.S. Department of Education.
Organizing High School Career/technical
Programs around 16 Career Clusters (cont’d)
Southern
Regional
Education
Board
 Health Services
 Arts, Audio, Video Technology and
Communication Services
 Information Technology Services
 Scientific Research, Engineering and
Technical Services
 Human Services
 Legal and Protective Services
 Education and Training Services
 Public Administration/Government Services
(www.careerclusters.org)
Source: U.S. Department of Education.
Different Ways to Organize High
School Career/Technical Studies
Southern
Regional
Education
Board
 Using a career major concept
 Organizing into small learning
communities around career-based
themes
 Organizing around broad career
pathways
 Planning programs of academic and
career/technical studies that are
linked to postsecondary studies
Career/Technical Studies—HSTW
Performance Indicators
 Embedded Literacy
 Reading
 Writing
 Embedded Mathematics
 Technology
 Exams and Performance Tests
Southern
Regional
Education
Board
Handouts, Page 20
CTE Rigor Look For :
21st Century Skills
 Basic skills high school graduates should
possess as ranked as very important by
employers, cont.
 Written Communication (53%)
 Diversity (52%)
 Lifelong Learning / Self Direction (43%)
 Creativity / Innovation (36%)
 Leadership (29%)
Southern
Regional
Education
Board
What actions will you take to deepen
implementation of best practices in
career/technical studies?
Southern
Regional
Education
Board
Strengthening C/T Studies
Southern
Regional
Education
Board
• Develop 9-16 career pathway programs of
study
• Expand opportunities for students to earn postsecondary credit or certifications while in high
school
• Enroll at-risk students in at least one C/T credit
course annually
• Offer ninth grade or middle school exploratory
course introducing broad career fields
• Increase the number of students completing 4
or more technical courses
Strategies to Strengthen
Career/Technical Courses
Southern
Regional
Education
Board
 Design course syllabi for every C/T course
 Emphasize literacy, numeracy, science and
technology in all C/T classrooms through
rigorous assignments, projects and
homework
 Create C/T assessments (interim and end-of
course) that reflect industry standards and
require use of literacy and numeracy skills
 Get input from local business and industry
partners to strengthen applications of
career/tech content
 Require a career-focused senior project
School Team Planning
 Review your current status using
the performance indicators
 Determine an outstanding
practice(s)
 Identify major actions
Southern
Regional
Education
Board
Handouts, Pages 20-22
Key Practice:
Work-based Learning
Engage students in quality workbased, service-based, communitybased, and/or research-based
learning experiences.
Southern
Regional
Education
Board
Work-Based Learning
Student Perspective
 Deepen understanding
and provide relevance
for learning
 Develop new skills and
a professional
demeanor
 Build work ethic
Southern
Regional
Education
Board
Work-Based Learning
Teacher Perspective
 Improve student
motivation to learn
in class
 Improve your
understanding of the
real world context
 Build you own
network
 Find new resources
Southern
Regional
Education
Board
Work-Based Learning
Industry Perspective
Southern
Regional
Education
Board
 Showcase the industry
 Access to tomorrow’s
workforce
 Mentor and sponsor
 Community goodwill,
positive PR
 Reduced hiring costs
 Bring real world to
school
 Long-term workforce
development
opportunities
High Quality Work-Based
Learning—HSTW
Performance Indicators
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Southern
Regional
Education
Board
Rotation through jobs
Observe veteran workers
Connected with career goals
Correlated to the career field
Standards and policies for work-based learning
Training agreement
Site visits to monitor student progress
Keep a journal of experiences
Develop a career portfolio
Work-site mentors
Handouts, Page 21
Quality Work-site Learning and
Higher Achievement
80
70
60
50
40
30
20
10
0
66
59
54
47
46
39
Reading
Southern
Regional
Education
Board
Intensive
Mathematics
Moderate
Source: 2006 HSTW Assessment and Student Survey
52
41
35
Science
Low
A Comprehensive System for
Work-Based Learning
Mentorships
Apprenticeships
Cooperative Education
Internships/School Enterprise
Job Rotation
Job Shadowing
Workplace Tours
Career days or fairs
Career Talks
What actions will you take to deepen
implementation of best practices in
work-based learning?
Southern
Regional
Education
Board
School Team Planning
 Review your current status using
the performance indicators
 Determine an outstanding
practice(s)
 Identify major actions
Southern
Regional
Education
Board
Handouts, Pages 21-22
Key Practice
Teachers Working Together
Expect teachers to work together to
integrate curriculum and help
students succeed in challenging
high school studies.
Southern
Regional
Education
Board
Engaging Students in Relevant
Instruction—Two Goals
Southern
Regional
Education
Board
 Provide teams of teachers from several
disciplines the time and support to
work together to help students
succeed in challenging academic and
career/technical studies
 Integrate reading, writing and speaking
as strategies for learning in all parts of
the curriculum and integrate
mathematics and science in
career/technical classrooms
Teachers Working Together—
HSTW Performance Indicators
 Having one or two assignments for
which a grade is given in both
academic and career/technical
classes
 Familiarity with content and goals of
others’ in the school
 Meet monthly or more as part of a
team to plan joint instructional
activities
Southern
Regional
Education
Board
Handouts, Page 23
Teachers Working Together
To Integrate Instruction
and Percent Meeting Achievement
Goals
70%
60%
50%
65%
65%
55%
51%
45%
56%
50%
44%
38%
40%
30%
20%
10%
0%
Southern
Regional
Education
Board
Reading
Mathematics
Science
Intensive
Moderate
Low
Source: 2004 HSTW Assessment and Student Survey
Conditions for Supporting
Integration
Southern
Regional
Education
Board
 Common planning time
 Standards-based, not activity-based
 Create organizational structure that will
support teacher collaboration
 Provide large blocks of instructional time for
completion of complex tasks
 Provide professional development to support
teachers
 Establish clear expectations for teachers–
Collaboration by invitation does not work
Selecting an Integration Strategy
 Single course strategy
 Two or more teachers aligning their
curriculum
 Selecting a school-wide theme by
grade level
 Selecting a developmental project
strategy
Southern
Regional
Education
Board
What actions will you take to deepen
implementation of best practices in
teachers working together to
integrate curriculum?
Southern
Regional
Education
Board
School Team Planning
 Review your current status using
the performance indicators
 Determine an outstanding
practice(s)
 Identify major actions
Southern
Regional
Education
Board
Handouts, Pages 23
Commission Reports—
References for Data
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Southern
Regional
Education
Board
Reinventing The American High School for the 21st
Century (ACTE)
The Silent Epidemic: Perspectives of High School
Dropouts (Civic Enterprises)
Results That Matter: 21st Century Skills and High
School Reform (Partnership for 21st Century Skills)
Remaking Career and Technical Education for the 21st
Century. (JFF/Aspen Institute)
Using Rigor, Relevance, and Relationships to Improve
Student Achievement: How Some Schools Do It.
(SREB)
Ready for College and Ready for Work and Crisis at the
Core (ACT)