From Voc Ed to CTE and the Research BaseBLUE RIBBION TASK FORCE ON CTE

Syracuse City School DistrictSeptember 13, 2012

“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

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

National and European Fiscal Crisis Developing embrace of Capitalism and

Democratic Institutions across the world Emerging BRIC (Brazil, Russia, India &

China) Economies Hyper-connected World Highly Competitive Education Systems Outsourcing of Blue and White Collar Jobs Developed economies must depend on High

Imagination Manufacturing and Services

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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

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

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

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 across all instruction of informational and literature text at 70% to 30 % in Grades 10-12

Engagement of students in all disciplines in text complexity consistent with that which they will encounter in entry level work, college , the military and life

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8

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

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Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

10

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Engagement Crisis -when students speak of boredom they refer to the lack of engagement in class and lack of connection between what is presented and how it applies to their life or future

The Silent Epidemic -high school dropouts reported that the most frequent reason for leaving school was that classes were not interesting.

46 percent of high-school students were bored in school because the curriculum was not relevant to the real world.

Just 26 percent thought that high school provided skills necessary for work after graduation.

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0%5%10%15%20%25%30%35%40%45%50% Boring classes

Too many absences

Peer group

Too much personalfreedom

Failing in school

Source: “The Silent Epidemic: Perspectives of High School Dropouts” Civic Enterprises, 2006

Lack of meaningful exposure to career experiences to begin developing personal career aspirations;

A highly technological environment with lots of immediate distractions and alternative access to information;

Family and neighborhood stresses which make it difficult to learn and envision a positive future; and

Core academic classes that are highly abstracted and devoid of engaging teaching and learning strategies.

"we have to build a positive, engaging culture inside of education that trumps the negative culture kids experience in other parts of their lives."

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Hans Meeder, National Center for College and Career Transitions

The underlying assumption has been that an academic, classroom-based approach is capable of preparing nearly all adolescents and young adults for success in the 21st century

But after 20 years of effort, and billions of dollars the time has come for an honest assessment.

Marginal gains in the bottom line measure of success-college completion. We have still been unable to get more than 30 percent of young adults to earn a bachelor’s degree by their mid-20s.

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The College Completion Agenda-Pathways to Prosperity

Only 30% of young adults earn a bachelors degree by their mid-20’s

27% of those with post secondary licenses or certificates -credentials short of an associate’s degree – earn more than an average bachelors degree recipient

By 2018 there will be 8 million openings in blue collar fields and 2.7 million will require a post secondary credential. This type of education-as opposed to a BA-is a ticket to a well-paying job and more education

COLLEGE

Community College Bachelors Programs Technical School

OTHER POST SECONDARY OPTIONS

Apprenticeships Corporate Training Military Certificate

programs

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23% who enter complete community college in 3 years (2004 Cohort)

Only 61% entered the second semester

34% who enter community college complete in 10 years (1997 Cohort)

58 % who enter a four year college complete bachelors degree programs in 6 years

NYSED and the College Board

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MIDDLE SKILL WITH CERTIFICATES

Plumber Electrician Construction

Manager Dental Hygienist Paralegal Police Officer Licensed Practical

Nurse others

COMPENSATION

Premium over High School diploma

Pay more than many jobs held by BA graduates

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“Career readiness is not synonymous with college readiness. They can be complementary as there is a clear interface between career and college readiness. “The ideal high school curriculum would incorporate the best aspects of both tracks: academic rigor and cutting-edge career preparation…pathways that ‘include both academically rigorous, college-preparatory requirements and challenging professional and technical knowledge grounded in industry standards.”

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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

www.connectedcalifornia.org/linked_learning/evidenceNational Longitudinal Study

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Students reported: they liked working in teams indicated improvements in both attitude and work

habits

Students demonstrated: better self-direction higher attendance improved levels of homework completion

Students at schools with highly integrated rigorous academic and CTE programs have significantly higher student achievement in reading, mathematics, science, and social studies than students at schools with less integrated programs.Gene Bottoms, High Schools that Work, SREB (2008) See also Developing College and Career Ready Students at TAC

web site

Student Outcomes improve when CTE programs use a robust integrated curriculum aligning core academics and Career and Technical Education

National Education Longitudinal Study and ConnectEd: California Center for College and Career

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Transitions A Career Plan Pathways to Graduation Work-Based Learning Project-Based Learning Support Services

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WHAT WE 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.

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

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

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

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

What are the challenges the district confronts to transform existing CTE courses to a contemporary 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 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 post-secondary partners to drive Career and College readiness for our students?