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Successful Practices Network
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WECA Annual ConferenceCTE TAC of NY
March 30, 2012
Tim Ott, PresidentSuccessful Practices Network
Successful Practices Network
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Agenda About the CTE Technical Assistance Center of New York
Define a new vision for secondary education based on a convergence of CTE and Academics
Help CTE identify & strengthen the academic links
Provide tools and strategies to facilitate Integration of CCSS
Perkins Funding Information
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CTE TACBackground & 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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CTE TAC 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 new national common core academic 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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Our Focus• Define a new vision for secondary
education based on a convergence of CTE and Academics
• Help CTE identify & strengthen the academic links
• Provide tools and strategies to facilitate Integration CCSS
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The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher Evaluation Based on Student Performance
• Prepare Students for the World Beyond School
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The primary aim of education is not to enable students to do well in school, but to help them do well
in the lives they lead outside of
school.
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The Transition of Vocational EducationTo
Career and Technical Education
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1970’s
Academic EducationVocational Education
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1980’s
Academic EducationOccupational Education
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2000
Academic EducationCareer and Technical Education
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2014
Academic EducationApplied Academics
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Vocational Education vs CTE• CTE• VOCATIONAL
Learning to doJob specific skills in the skilled
tradesPrep for lifetime employmentA non college trackApart from academicsCredentialed by DiplomaText and manual based
informationTrade and Technical High
Schools
Doing to learnSpecific and job “intelligence”
skillsPrep for employment based on
skills and projectsCollege and Career readyConvergence with academicsCredentialed by Diploma and
CertificationDigitally based informationAll schools and all students
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1970’s
CollegeCareer
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2014
College & Career
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WHY College and
Career Ready
Source: Tough Choices Tough Times, National Center on Education and the Economy
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Skill Level of US Job Openings2004-2014
33%
High Skill Jobs
22%
Low Skill Jobs
45%
Middle Skill Jobs
2005-06 Lexile 2005-06 Lexile FrameworkFramework®® for Reading for Reading StudyStudy Summary of Text Lexile MeasuresSummary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lexile
Measu
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%)
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40% of College Students Need Remediation
70% Graduate form High School
18 Year Old Students – Range of Proficiency
60% are College Ready
90% Work – Minimum wage
60-65% Work Livable Wage
50% Military Ready
23% of HS Graduates are not eligible for the Military
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Cities with 1 Million PeopleCities with 1 Million People
• United States
• Europe
• China (2006)
• China (2020)
9
36
100 +
160 +
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The Time is Right for CTE
CTE can have a meaningful role to play in school reform.
•President Obama asks every American to commit to at least one year or more of higher education or career training.•NYS Commissioner John King, sent a message about CTE’s importance to NYSSBA•Beginning to establish that CTE programs and technical assessments are rigorous and of high quality.•CTE has the ability to reach more students through the program approval process•Call for college and career readiness through the Common Core State Standards
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Seeing Congruence
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Integrated Academics
• Prepare students for success with CCSS and on application-based NGAs.
• Support learners who may be struggling in traditional content-area courses.
• Prepare students for college readiness and Accuplacer or other assessments.
• Allows for distributed credits, which can open up a student’s schedule.
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Now is not the time for CTE to Circle the Wagons
• Academic teachers are realigning and redesigning curriculum.
• Demonstrate the rigor and relevance of Career and Technical Education.
• CTE relevancy, especially in times of tight budgets.
• College and Career partners asking for these kinds of skills.
• Alignment benefits the student through relevance and combining disciplines.
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Priorities for CTE
• Get to know the Common Core State Standards and State Learning Standards.
• Review your own curriculum.• Scan standards and your curriculum for obvious links.• Gather feedback from stakeholders.• Determine which standards fit best into your curriculum.• Create curriculum maps, crosswalks, and lesson plans.• Teach the integrated lessons.• Evaluate the lessons and revise as necessary.
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For CTE to FlourishCTE 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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Perkins Funding
• President’s budget level funds Perkins at the 2012 level. $1.1 Billion is a fine accomplishment.
• Would prefer funding back at the 2011 level – 7% more
• Other CTE related funding – Career academies $1billion; College and Career Care Fund and American Job Act $8 billion
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Administration’s CTE Blue Print
• Bridge HS, college and workplace. • Meet college and career ready programs
standards that are equivalent. • Increase work study programs - Obama has
suggested more funding.• More rigorous standards and measures. • Innovation should be built into CTE.
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Goal to Strengthen Alignment of CTE with Business and Economic Needs
No more separate allocations to secondary and post-secondary Competitive grants will fund the strongest and most proven strategies directed to workbased
learning and at risk pops create a better accountability system. Common definition for participants and performance
measures Fewer measures that align well to higher Ed act, employment programs Performance accountability data and reward programs for performance provide competitive
resources for innovation competitive discretionary funds to test new ideas what would focus on priority areas -
disconnected youth and role of CTE, new solutions and technology applications Introducing pay for success, pay someone else to pay, agree on services, reach goals then the
government reimburses the person who paid.
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Work Experience Coordinators Can…..
• Talk about Perkins funding and CTE’s return on investment
• Take business and policy makers to visit programs – they want to hear about filling jobs
• Relate how CTE is having an impact on business in your communities
• Show value CTE adds to local economy
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Web Site ResourcesWeb Site Resources
• Reading in the Content Area
• Rigorous and Relevant Instruction
• White Papers
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RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
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NYS Program Approval Process
• Self Study
• External Review
• Board of Education Approval
• NYS Education Department Review
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CTE Next Navigator
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Alignments in Next Navigator
Common Core State Standards (CCSS)Current state standards
NGA Assessment Items
Common Core State Standards (CCSS)
1.2.3.
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New York English Language Arts
Learning Standards/Performance Indicators
Grade 10Excerpt
NY R
eg
ents C
om
pre
hen
sive
Eng
lish E
xam
Agriculture, Food& Natural Resources
Architecture&
Construction
Arts, A/V Technology& Communications
Food
Pro
du
cts & P
roce
ssing
Syste
ms
Ag
ribu
siness S
yste
ms
Pow
er, S
tructu
ral &
Tech
nica
l Syste
ms
En
viro
nm
en
tal S
erv
ice S
yste
ms
Pla
nt S
yste
ms
Natu
ral R
eso
urce
Syste
ms
An
imal S
yste
ms
Desig
n/ P
re-C
on
structio
n
Con
structio
n
Main
ten
an
ce/ O
pera
tion
s
Perfo
rmin
g A
rts
Visu
al A
rts
Prin
ting
Tech
nolo
gy
Jou
rnalism
& B
road
castin
g
A/V
Tech
nolo
gy
& Film
Tele
com
mu
nica
tion
s
•Use specialized reference sources, such as glossaries and directories
H •Read and follow written, complex directions and procedures to solve problems and accomplish tasks-demonstrate task awareness by employing flexible strategies
H
•Skim texts to gain an overall impression and scan texts for particular information-focus on key words and phrases to generate research questions
H
•Recognize the defining features and structures of informational texts
H •Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres (e.g., short stories, novels, plays, film and video productions, poems, and essays)
H
•Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
H
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next|toolkit
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Questions
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