Transcript Slide 1

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Career and Technical Education Program
Approval: Engage Students, Integrate
Instruction & Increase Graduation Rates
Edward A. Shafer, Director
CTE Technical Assistance Center of NY
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THEMES & IDEAS
 What is a TAC?
 It is not Vocational Education any more
 Value of Integrated Academics
 Program Approval
 Several rural school examples
 Great questions for school board members
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Background & Purpose
State Contract
• Increases the capacity of SED to Serve, Support, and Expand CTE across the
state
– BOCES
– LEAs
– Highest Needs are Highest Priority
•
Federally Funded (Carl Perkins)
•
Targeted funds for state support
•
3 years beginning January 2011
•
2 year contract extension possible with successful performance
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Work Plan
1.
Improve CTE data collection to create an accurate picture of
career and technical education program performance
2.
Assist schools in the integration of the Common Core State
Standards with CTE
3.
Expand CTE program approvals
4.
Use best practices in CTE for high school improvement.
5.
Expand CTE programs and student leadership participation
6.
Build relationships and networks to strengthen CTE
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What the United States is!
• Leading economy in the world
• Propelled by:
 High Quality K-12 and Post Secondary Education
 Innovation
 Competitive Character of Capitalism
 Thrived by Setting Standards and Pace for the World Economy
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A New Reality
• National and European Fiscal Crisis
• Embrace of Capitalism and Democratic Institutions across the world
• Emerging BRIC Economies
• Global Flattening due to Technology
• Highly Competitive Education Systems
• Outsourcing of Blue and White Collar Jobs
• U. S. must depend on High End Manufacturing and Face-to-Face Services
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Vocational Education vs CTE
Vocational Education
• Learning to do
• Job specific skills in the skilled
trades
• Prep for lifetime employment
• A non college track
• Apart from academics
• Credentialed by Diploma
• Text and manual based
information
• Trade and Technical High
Schools
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Career and Technical
Education
• Doing to learn
• Specific and “soft” job skills
• Prep for employment based
on skills and projects
• College and Career ready
• Convergence with academics
• Credentialed by Diploma and
Certification
• Digitally based information
• All schools and all students
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Not a New Label for an Old System
• Career and Technical Education is:
 Adapted to meet the dynamic demands of the Global
Economy
 Career Clusters and Common Career Technical Core
 Reflects the modern workplace
 Rigorous academic and technical standards
 Critical workplace intelligence or “soft” skills
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Why the Renewed Focus on CTE?
CTE Programs with High Quality Integrated Curriculum Result in:
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Improved learning: students learned faster and retain concepts better when taught
rigorous and relevant academic material in a context of real world application.
•
Higher academic achievement: CTE students have increased graduation rates and
improved exit exam passing rates than students from the general population.
•
Higher wage earning potential: postsecondary students who participated in high school
CTE combined with integrated curriculum and work-based learning achieved higher wages
•
Lower dropout rates: risk of dropping out was four times higher when students took no
CTE courses than when students completed three such courses for every four academic
courses.
www.connectedcalifornia.org/linked_learning/evidence
National Longitudinal Study
9
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Expand CTE program approvals
•
Identify schools and districts undersubscribed in approved CTE
programs
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Site visits to districts and explore potential for program approvals.
•
Develop model applications that can be used with program
approvals.
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Develop enhanced website component to support schools seeking
CTE program approval and selection of certification tests
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Convergence
The blending of academic and CTE content and instructional
design and delivery to create a new contextual way of learning
– Integrated academics aligned to the NCCSS in CTE
– Application of student engagement strategies used in CTE in
academic disciplines
– Balance of informational and literature text arriving at 70 to
30 % in Grades 12
– Engagement of students in text complexity consistent with
that which they will encounter in entry level work, college ,
the military and life
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Reading Framework for NAEP
2009
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
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Lexile Framework® for Reading
Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
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Network
* Source
of National
Test Data:
MetaMetrics
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
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Rigor/Relevance
14
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®
Framework
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Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
15
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Action
Continuum
Acquisition
of knowledge
Application
of knowledge
Relevance of learning
to life and work
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Rigor/Relevance Framework
6
Thinking
Rigor /Knowledge
5
4
3
2
Action/Application
Relevance
1
1
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2
3
4
5
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Rigor/Relevance Framework
Four Quadrants of Learning
C
R
I
G
O
R
High
Complex
Assimilation
Analytical
A
Low
C
A
Routine
Acquisition
Memorization
Low
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D
D
Challenging
Adaptation
Real World
B
B
Practical
Application
Hands On
RELEVANCE
High
14
18
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Rigor/Relevance Framework
D
C
R
I
G
O
R
High
Student
Think
B
A
Low
Teacher
Work
Low
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Student
Think & Work
RELEVANCE
Student
Work
High
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Rigor/Relevance Framework
Problems
K
N
O
W
L
E
D
G
E
D
C
Projects
Activities
B
A
APPLI CATI O N
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NYS Approved Program Development
• Self Study and External Review
• Approvals are for five years, currently 1000 programs, with some
programs entering their third approval
• Certified by local officials approved by the State Education Department
• Result in students receiving distributed academic credit and a technical
endorsement on their diploma
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CTE Program Quality Criteria Worksheet
Do it on your own
Discuss with a person sitting behind or in front
of you
Group Process
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NYS Approved Programs
• A coherent sequential program of study
• Curriculum aligned to CCSS and technical learning standards
• Post secondary articulations with a direct benefit to the student
• State‐certified faculty with academic and/or technical certification
• Technical assessment that meets industry standards
• Work‐based learning opportunities for all students
• A data infrastructure
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Visitation Protocol
• Preliminary documents and agenda
• Two day onsite interviews with leadership, faculty, students, self study
and external reviewers and other business and post secondary partners
• Data collection: documents, classroom observations and student
performance
• Debrief for leadership and staff and clarification
• Development and submission of a written report to program leadership
• To date: 3 BOCES, 3 Big 5 CTE, 2 Suburban, 2 Small Rural, 1 Small City
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Thanks To
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Walton Central School-Agriculture
Stockbridge Valley Central School-Agriculture
Oswego BOCES-Nurse Assisting and Health Careers
Nassau BOCES-Home Network Installation
Levittown Central School-Cosmetology
Ulster BOCES-Aviation/Private Pilot
Saunders T & T HS-HVAC (Yonkers CSD)
Edison High School-Commercial Arts (New York City)
Emerson School of Hospitality-Culinary Arts (Buffalo CSD)
Binghamton HS - Accounting
Central Square Central School-Marketing and Entrepreneurship Program
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Integrated Literacy is the Key
Ulster BOCES-Private Pilot
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Teacher is Certified Aviation and Flight Instructor
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Distributed Credit for ELA, Math and Science
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Consulting/Direct Instruction Model with Academic Integration Specialist
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Challenging text, reading material & opportunity to fly
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FAA Examination (pass written to enter second year)
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20 % of students with IEPs
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Regents English 11 option with 85% pass rate
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TABE score increases in grade levels, 2.7 reading, 2.2 math
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It Takes a Village
Walton CS-Agricultural Science
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Broad support from board of education, superintendent, secondary principal, employers
and non profits.
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Faculty is aligned CTE/academics/special education
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Work based learning at Seed and Feed, Peace Plantation, and National Resources
Conservation Services
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All students have Supervised Agricultural Experience
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Student ownership of program, grant writing and analysis of options for equipment
purchases
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Student Profile: 67% IEP, 63% FR Lunch
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Results 100% graduation of concentrators, 93% attendance
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What We Have Learned
• Strong and highly engaged facilitator or teacher who demonstrates a
rigorous and relevant approach in instruction
• High level program support from administration, faculty, guidance and
others across the school who value the integrated approach.
• Clear student expectations, data driven decision making and
measurement to support student achievement and improve outcomes
• Active understanding of program goals and outcomes by school faculty,
guidance, parents and business and post secondary partners
• Curriculum is aligned to CCSS and CDOS standards.
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What We Have Learned
• Integrated curriculum and instruction with a focus on literacy throughout
the program
• Passing rate is higher when all students are expected to challenge the
technical assessment
• Teachers with trade and technical credentials out perform their non
credentialed peers in students passing the technical assessments
• High levels of learner engagement is apparent and measurable in the
classroom
• Highly structured and well supported work based learning experience
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Gaps – More Study Required
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Inconsistent post graduation outcomes
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% of students who benefit from articulation agreements
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% of work-based learning internships/apprenticeships
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Student engagement and impact on learning/achievement
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Commitment from both CTE and academic teachers toward rigorous and relevant
integrated curriculum development
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Measuring advisory council engagement and impact on CTE program
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Value and use of employability profile
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Instructional Leadership
• Use research to establish urgency for higher expectations
• Align curriculum to standards
• Integrate literacy and math across all content areas
• Provide opportunities for focused professional collaboration and
calibration of assessment criteria
• Facilitate data-driven decision making to inform instruction
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Organizational Leadership
 Build leadership capacity
 Establish a shared vision
 Create a culture
 Align organizational structures and systems to vision
 Align teacher/administrator selection, support, and
evaluation
 Support decision making with a comprehensive data system
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TEACHERS
 Embrace rigorous and relevant expectations for all students
 Build strong relationship with students
 Possess depth of content knowledge and make it relevant to students
 Facilitate rigorous and relevant instruction based on how students learn
 Use assessments to guide and differentiate instruction
 Demonstrate expertise in use of instructional strategies, technology, and
best practices
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Questions Board Members Should Ask
• What are the challenges the district confronts to transform existing CTE
courses to an approved program model?
• What are the leadership and staff doing to foster student engagement
and passion in their learning?
• Where should the district focus its attention on to strengthen the rigor,
relevance, and measurement of student success?
• How are the board, leadership and faculty building relationships
between CTE staff their academic peers and business and postsecondary partners to drive Career and College readiness for our
students?
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Student Data
Outcomes
Approved CTE Program
Factors
School Conditions Success
Factors
Regents/Aspiration
Active Team-Industry
Participation
Policy and Budget Alignment
Technical Assessments
Curriculum Development
and Integration
Strong School-wide
Leadership & Coordinated
Support
Completers/Technical
Endorsements
Instructional Design
Ongoing Curriculum
Development
Graduates
Learner Engagement
Continuous Improvement
Special Education
Completers
Technical Assessment
Diversity in Marketing and
Student Participation
11th Graders on Track
Articulation Agreement
Instructional and Program
Evaluation
Attendance
Work-based Learning
Student Centered Career
Development
Postsecondary
Tracking
Employability Profile
Data Governance
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