Transcript Orientation to HSTW Goals and Key Practices
Southern Regional Education Board
Signature Features of CT Programs of Study How do we give students access to more of them?
Gene Bottoms Senior Vice President Southern Regional Education Board [email protected]
TCTW Forum 2013 1
Southern Regional Education Board
One Signature Feature of Rigorous CT Pathway Programs of Study — Assignments to CT Students Matter
What are the elements of a good assignment?
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College- and Career-Readiness Goals
Southern Regional Education Board
Graduate 90 percent of students who enter grade nine, with 80 percent of entering ninth-graders graduating college- and career-ready and with 60 percent of entering ninth-graders eventually earning a state-approved industry certification; certificate from a community or technical college or degree from a two- or four-year college.
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What does SREB mean by college-ready?
Being college-ready means a high school graduate has the reading, writing and math knowledge and skills needed to succeed in all credit-bearing, first year course work in associate’s and bachelor’s degree programs in non mathematics-based majors.
Southern Regional Education Board
Source: The Next Generation of School Accountability. Page 9
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Southern Regional Education Board
What does SREB mean by career ready?
Being career ready — ready to enter and advance in a job or succeed in advanced training. At a minimum, it means that high school graduates: a) have the reading, writing and math skills to succeed in advanced training programs leading to a certificate, or b) have also acquired the additional technical and cognitive skills needed to pass a state approved industry certification or licensure exam of sufficient depth and breadth that would add value to employers, the economy and long term benefits for the individual.
Source: The Next Generation of School Accountability. Page 9
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Southern Regional Education Board
What does SREB mean by college- and career-ready?
Being college- and career-ready means a high school graduate has met the reading, writing and math expectations set by the state to succeed in entry-level, credit-bearing courses leading to an associate’s or bachelor’s degree. Graduates have also met the state’s expectations regarding the reading, writing, math and technical skills to succeed in advanced training in a given career field leading to a certificate or advancement in the workplace, or has passed a state-approved industry certification exam of recognized value.
Source: The Next Generation of School Accountability. Page 10
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How many TCTW Students Experienced at Least Four Elements of a Rigorous Assignment?
Indicators Used to Define Rigorous Assignments
Southern Regional Education Board
Had Rigorous CT
n = 2667
67% 1. Develop a logical argument for your solution to a problem or project.
2. Make inferences from information provided to develop a solution for a problem or project.
3. Use math to solve complex problems related to my CT area.
77 73 4. Apply academic knowledge and skills to my CT area.
90 Source: 2012 TCTW Assessment Note: No Rigorous CT is demographically matched to Had Rigorous CT. No Rigorous CT (Matched Sample)
n = 2667
11% 16 21 35
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How many TCTW Students Experienced at Least Four Elements of a Rigorous Assignment? Indicators Used to Define Rigorous Assignments
Southern Regional Education Board
Had Rigorous CT
n = 2667
90% 5. Apply technical knowledge and skills to new situation.
6.
Develop and test hypothesis.
7.
Complete an extended project that requires planning, developing a solution or product and presenting the results orally or in writing.
54 72 8.
They used computer skills to complete an assignment or project in their CT classes at least weekly.
60 Source: 2012 TCTW Assessment Note: No Rigorous CT is demographically matched to Had Rigorous CT. No Rigorous CT (Matched Sample)
n = 2667
33% 5 16 29
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Southern Regional Education Board
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Interview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey 7.
Designed a commercial kitchen Completed a forensics analysis Did a clinical at a nursing home Designed a car for drag racing Designed a computer game Designed a graduation announcement Did a cosmetology internship
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# of Indicators Involved in Assignment 7 of 8 8 of 8 5 of 8 8 of 8 4 of 8 4 of 8 4 of 8
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Southern Regional Education Board
Interview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey 8.
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Study of cerebral palsy Internship in a hotel Study of spray tanning Landscaping project for a local restaurant Designing and building a radio Planning a wedding event with a set budget
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# of Indicators Involved in Assignment 6 of 8 6 of 8 4 of 8 8 of 8 8 of 8 6 of 8
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Do rigorous assignments matter?
Southern Regional Education Board
Percentages of Students Meeting College- and Career-Readiness Standards Based on Having or Not Having Rigorous Assignments Reading Math Science Had Rigorous Assignments 63% 58 62 No Rigorous Assignments (Matched Sample) 40% 43 38
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Southern Regional Education Board
Preparation for Tomorrow
Curriculum
See Attachment A: Sample of Rigorous Assignment from Preparation for Tomorrow (PFT) project
See Attachment B: Sample of PFT Embedded Literacy Assignment
See Attachment C: Sample of PFT Embedded Math Assignment
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Percentage of Students Meeting College and Career-Readiness Standards # of Students No Rigorous CT Assign.
Rigorous CT Assign.
Rigorous CT + Completes 3 Parts of Rec. Acad. Curric.
4,481 Reading Math Science
Southern Regional Education Board
Source: 2012 TCTW Assessment 38% 40 36 2,670 63% 58 62 519 73% 72 70
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Percentage of Students Experiencing Rigorous CT Assignments by Career Pathways Career Pathways Had Rigorous CT CT Students No Rigorous CT (Matched Sample)
n = 2667 n = 2667
Total
n = 5334
Agriculture, Food & Natural Resources 43% 58% 100%
Southern Regional Education Board
Architecture & Construction Arts, A/V Tech & Communications Business, Management & Administration Education & Training Finance 47 44 44 49 56 53 56 56 51 44 100 100 100 100 100 Source: 2012 TCTW Assessment (TCTW Sites only) Note: No Rigorous CTE is demographically matched to Had Rigorous CTE.
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Percentage of Students Experiencing Rigorous CT Assignments by Career Pathways Career Pathways Had Rigorous CT CT Students No Rigorous CT (Matched Sample)
n = 2667 n = 2667
Total
n = 5334
Government & Public Admin.
58% 42% 100%
Southern Regional Education Board
Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security 55 40 45 66 53 45 60 55 34 48 100 100 100 100 100 Source: 2012 TCTW Assessment (TCTW Sites only) Note: No Rigorous CTE is demographically matched to Had Rigorous CTE.
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Percentage of Students Experiencing Rigorous CT Assignments by Career Pathways Career Pathways Had Rigorous CT CT Students No Rigorous CT (Matched Sample)
n = 2667 n = 2667
Total
n = 5334
Manufacturing 45% 55% 100%
Southern Regional Education Board
Marketing Science, Technology, Engineering & Math Transportation, Distribution & Logistics Other CT Concentration 57 81 52 43 43 19 48 57 100 100 100 100 Source: 2012 TCTW Assessment (TCTW Sites only) Note: No Rigorous CTE is demographically matched to Had Rigorous CTE.
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Reading Scores by Percent Having Rigorus CTE
280 260 240 220 200 180 Southern Regional Education Board 160 0% 10% 20% 30% 40%
Percent Having Rigorus CTE Studies
50%
Source: 2012 TCTW Assessment
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Mathematics Scores by Percent Having Rigorus CTE
280 260 240 220 200 180 Southern Regional Education Board 160 0% 10% 20% 30% 40%
Percent Having Rigorus CTE Studies
50%
Source: 2012 TCTW Assessment
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Science Scores by Percent Having Rigorus CTE
280 260 240 220 200 180 Southern Regional Education Board 160 0% 10% 20% 30% 40%
Percent Having Rigorus CTE Studies
50%
Source: 2012 TCTW Assessment
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Southern Regional Education Board
Possible Elements of a Good Student Assignment
The assignment should require students to:
use higher-order thinking skills — critical thinking and problem solving, etc.
Yes
exercise judgment
read textbooks, related documents and seek other information to prepare a work plan, a design plan, a study plan, etc.
apply math calculations and analysis to complete No
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Southern Regional Education Board
Possible Elements of a Good Student Assignment
Will the assignment require students to:
learn to use certain technology and software to complete
learn new technical concepts and skills
Does the assignment reflect authentic work? Yes
Will the assignment provide the context for applying the scientific, engineering, problem-solving process or some other process?
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No
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Southern Regional Education Board
Possible Elements of a Good Student Assignment Yes No Will the assignment result in a final product(s)/deliverable(s)?
Does the assignment clearly specify how students will be assessed?
Is the assignment large and complex enough that it will require several days to complete along with enabling learning activities to complete the larger project?
Will the assignment allow students to reflect on what they are learning and to see connection between academic and technical studies and potential further study, a job and a career?
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Southern Regional Education Board
1.
Why should technology centers redesign existing programs, develop/adopt new ones with signature features of a rigorous career pathway programs of study?
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b.
c.
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Southern Regional Education Board
2. What would be signature features for a rigorous CT pathway program of study?
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b.
c.
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Southern Regional Education Board
3. What can the TCTW network, state and SREB do to provide more access to rigorous career pathway programs of study?
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Southern Regional Education Board
What is SREB’s effort to develop more rigorous CT pathway programs of study?
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Preparation for Tomorrow
is SREB’s effort to develop more rigorous CT pathway programs of study.
Southern Regional Education Board
The intent of the PFT initiative by SREB and 11 partner states is to:
Develop rigorous CT curricula in high demand, high-skill, high-wage fields.
Support states to use the PFT approach to transform existing CT pathways to ensure more students have challenging and engaging learning experiences.
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Participating States
Southern Regional Education Board
Alabama Arkansas Georgia Kansas Kentucky Nebraska New Jersey North Carolina Ohio South Carolina West Virginia Aerospace Engineering Innovations in Science and Technology Advanced Manufacturing STEM Education and Training Informatics Food and Nutritional Sciences Entrepreneurship and Global Logistics Project Management Automated Materials Joining Technologies and Health Informatics Clean Energy Technology Energy and Power
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Southern Regional Education Board
Preparation for Tomorrow
Partner with business leaders to develop a sequence of rigorous standards-based CT courses aligned to the unique economic needs and opportunities of states.
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Southern Regional Education Board
Signature Features of Preparation for Tomorrow CT Pathway Programs of Study
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Employers from the career field participated in identifying technical, academic and 21st-century skills and in framing each authentic project or problem around which courses are developed.
Yes 2.
Curriculum developed around authentic real-world projects in high skill, high-wage, high-demand fields with developed daily lesson plans.
No
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Signature Features of Preparation for Tomorrow CT Pathway Programs of Study
Southern Regional Education Board
Requiring students to: 3.
4.
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Apply State Common Core academic skills — literacy, math and science — and industry identified technical knowledge and skills to complete assignments.
Formulate problem statements and research options and prepare a written plan of attack with justification of approach to complete the assignment.
Use appropriate technology software and technical skills to complete assignments.
Apply 21st-century skills — habits of behavior and mind — in completing the work.
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Yes No
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Southern Regional Education Board
Key Signature Features of Preparation for Tomorrow CT Pathway Programs of Study 7.
80 percent of students complete a college-ready academic core.
8.
Students complete end-of-assignment and end-of-course exams demonstrating literacy, math and technical skills required to complete the assignment and/or course.
Yes No 9.
Require students to take, with an increased percentage of students passing, state-approved industry certification exams.
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Key Signature Features of Preparation for Tomorrow CT Pathway Programs of Study
Southern Regional Education Board
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Inform students about careers and further educational opportunities and their requirements.
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Taught by a highly qualified teacher 12.
Assess and inform students about their readiness for college and careers and develop next steps plans.
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Create opportunities for students to pursue dual credit options for at least two CT courses aligned to a postsecondary career pathway.
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Yes No
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Summary
Southern Regional Education Board
Redesign existing CT programs and adopt new CT pathway courses aligned to labor market demands and to postsecondary studies, and give challenging and intellectually demanding assignments that use technology and common core reading, writing, math and science standards. They should be taught by teachers prepared to engage students in such assignments.
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