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WHERE WE’VE BEEN
WHERE WE’RE GOING
PLAYING YOUR PART
NYSACTE Advocacy Activities
Peter CarrBarrett Associates
NYSACTE Advocacy Activities
Barrett Associates brought on board June, 2014
Michael Barrett Peter Carr Jill Muratori Alice Pfeiffer
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Where We’ve Been
Multiple Pathways
Initial meeting of stakeholders
Business Council of New York State School Superintendents School Principals Guidance Counselors BOCES NYSUT Big 5 School Districts
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Where We’ve Been
Building Partnerships
Education Community
Council of School Superintendents School Principals NYSUT Big 5 School Districts BOCES
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Where We’ve Been
Building Partnerships
Business Community
Business Council of NYS Buffalo-Niagara Partnership Long Island Association CenterState Capital Region Chamber of Commerce Business Council of Westchester NYC Partnership
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Board of Regents and SED – MP is not a new topic
12/2012 – CTE Content Advisory Panel recommends MP
2/2013 - Panel updates BOR on Technical Assessment Review Panel regarding comparability of CTE assessments and Regents exams
6/2014 - P-12 Education Committee discusses 4+1 model and instructs staff to draft regulatory changes
9/2014 – P-12 Education Committee recommends that SS course requirements for HS graduation be modified
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Meetings of the Board of Regents
Moving in the direction of adopting MP
Continued apprehension from some Regents
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Where We’ve Been
NYS Legislature
A.8189-C (Brindisi)/S.5966-C (Valesky) of 2014
Creates a CTE Diploma 70 sponsors in the Assembly Senate passed the bill 58-0
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Where We’ve Been
NYS Legislature
Assembly Hearing on CTE Diploma Legislation – July, 2014
Assemblymembers Brindisi and Nolan NYSACTE offers testimony in support of MP
We do not support the legislation We recommend a multiple pathways approach We recommend a focus on college and career readiness We recommend a focus on flexibility regarding
graduation requirements
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Where We’ve Been10
Chancellor Tisch –
“We can either lead or follow.”
Where We’ve Been
Meetings with individual Regents Bottar, Bennett, Tilles, Finn, Norwood, Dawson
Letter Writing Campaigns – Call to Action
Meetings with the State Education Department
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Where We’ve Been
October 2014 Board of Regents proposed 4+1 model The new regulations are to be posted on November 5th
45 Day comment period begins NYSACTE submits comments to the Board and SED
What is the 4+1 model? In addition to four Regents exams the model creates
pathways assessments in Humanities, STEM, LOTE, CTE and the Arts, and would require a fifth assessment for graduation.
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Where We’ve Been
NYSACTE observations of 4+1: Recognition and validation of CTE as a program of
instruction that delivers an equally rigorous pathway to HS graduation
Continues to focus on the test -- the test continues to be the controlling element
Does not alter the existing system of coursework requirements for graduation
Does nothing to provide students with additional flexibility
Fails to ensure career readiness as a foundation to all pathways students in a clear and comprehensive manner
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Where We’ve Been
NYSACTE submits comments on 4+1 model Comments included our observations Recommendations
15/7 – foundation/electives School Report Cards Work-based learning experience Recertification process for each pathway similar to CTE Review all current assessments approved by SED STEM pathway should include technology and
engineering Define pathways early in the career exploration process
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Where We’ve Been
January, 2015 Board of Regents adopts 4+1 model without any
changes
SED is without a Commissioner
Beginning of Legislative Session
Governor’s State of the State
Governor’s Budget Presentation
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We’re We’ve Been
Governor’s Budget -- Education Opportunity Agenda
Annual Professional Performance Review (APPR) Teacher Tenure and certification Failing Schools Charter Schools Education Investment Tax Credit Expand Masters Teacher Program Mayoral control of NYC schools Conditional School Aid increase of $1 billion
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Where We’ve Been
Governor’s Budget
Focus on funding for CTE
Work with coalition of education groups
Meet with Senate and Assembly members
Meet with Senate and Assembly fiscal staffs
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Where We’ve Been
Governor’s Budget
NYSACTE supports:
Increase funding for CTE
Increase in Foundation Aid
Repeal of the Gap Elimination Adjustment (GEA)
Increasing the cap on aidable BOCES salaries
Increasing special services aid for CTE in Big 5 Districts
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Where We’ve Been
Governor’s Budget
Assembly and Senate One-House proposals
Both houses increase funding for education above the Governor
Both houses increase the cap for aidable BOCES salaries
Assembly calls for more special services aid for Big 5 districts
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Where We’ve Been
Governor’s Budget
Budget is adopted at the end of March
$428 m. more in Foundation Aid
$603 m. toward eliminating the GEA
No increase in the cap for aidable BOCES salaries
No increase in special services aid
Increased aid tied to adoption of APPR
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Where We’ve Been
Governor’s Budget
Education Opportunity Agenda
Annual Profession Performance Review (APPR) Teacher Tenure and certification Failing Schools Expand Masters Teacher Program Conditional School Aid increase of $1 billion
Mayoral control of NYC schools is put off until June No on Charter Schools No on Education Investment Tax Credit
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Where We’ve Been
New Members Elected to the Board of Regents Assembly Review of Candidates
Four New Regents elected by the Legislature Judith Chin – Judicial District XI – Queens Beverly Ouderkirk – Judicial District IV – North Country Catherine Collins – Judicial District VIII – Western NY Judith Johnson – Judicial District IX – Hudson Valley
Three sitting Regents were reappointed (Tilles, Cashin, Young)
In July, MaryEllen Elia became the new Commissioner
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Where We’re Going
2015-2016 Goals and Objectives
Continue to raise NYSACTE’s profile
Achieve adoption of NYSACTE’s recommendations on 4+1
Work with partners to promote CTE
Enhance communications with NYSACTE membership
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Where We’re going
Continue to raise NYSACTE’s profile
Take an inventory of existing relationships and re-engage
Expand our network of supporters
Enhance our relationship with Board of Regents members
Continue to showcase to key decision makers the value of CTE
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Where We’re Going
Adoption of NYSACTE recommendations
Meet with SED and Regents to promote our recommendations
Meet with Governor’s staff and Senate/Assembly to advocate for CTE and more $$s
Work with Assembly/Senate on legislative solutions
Encourage our allies to advocate for a full implementation of the 4+1 model
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Where We’re Going
Work with partners to promote CTE
Meet with key representative from statewide and regional economic development organizations
Meet with statewide and regional labor and trade organizations to encourage their participation
Engage the State’s labor and economic development agencies to develop synergies with their existing goals of promoting jobs
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Where We’re Going
Enhance communications with/by NYSACTE members
Direct communication between advocate and members
More effective use of NYSACTE website
Develop teams of regional CTE advocates to engage local Regents, legislators and business partners
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Playing Your Part
Why Advocate?
NYSACTE leadership has made the decision to become more involved in the public policy discussion in Albany
Decision makers need to hear from practitioners
Effective advocacy helps decision makers understand what matters in education generally and CTE specifically
If you don’t make the case for CTE, who will?
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Playing Your Part
Different Forms of Advocacy
In person meetings or on-site visits to your school
Letter writing campaigns
Media/Public Relations campaigns
On-line petitions
No faxing!
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Playing Your Part
Issues, Goals and Objectives
Defining the advocacy issue - a problem or situation that a group seeks to rectify
Define and make College and Career Readiness a reality
Determine advocacy goals – long term result Recognize and validate CTE as a program of instruction
that delivers an equally rigorous pathway to HS graduation
Determine advocacy objectives – short term targets Adoption of 4+1 model
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Playing Your Part
Advocacy Networks (Coalitions/Partnerships)
We can’t go it alone
Networks are universal – we all belong to them
Networks can be small- and large-scale
Networks are invaluable – allows for shared ownership of common goals
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Playing Your Part
Target Audiences: Identifying support and opposition
Primary target audiences – those that make decisions
Secondary target audiences – those that can influence the decision makers
Determine levels of support or opposition and understand why
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Playing Your Part
Messaging: Tailored to your target audience
Know your target audience
Deliver a clear, concise, and consistent message tailored to that audience
Personal relationships
Personal story – teachers and students
What is the ask? What specific action do you want them to take?
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Playing Your Part
Implementation: Developing an Action Plan
Determine specific activities for implementation
What resources are available
Who is responsible for what
What are the appropriate timeframes for each activity
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Playing Your Part
What We Need From You
Get involved on the state or local level
The more advocates we have the better
Take ownership
Our students need us to advocate on their behalf
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Playing Your Part
Questions?
Contact information:Peter CarrBarrett Associates95 Columbia StreetAlbany, NY 12210518-465-5340 (o)518-649-6701 (m)[email protected]
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