CAREER AND TECHNICAL EDUCATION: RIGOROUS AND RELEVANT EDUCATION FOR COLLEGE AND CAREER READINESS

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CAREER AND TECHNICAL EDUCATION RIGOROUS AND
RELEVANT EDUCATION FOR COLLEGE AND CAREER
READINESS

• Carol Zygo and Tim Ott
• CTE Technical Assistance Center of NY

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Agenda

• About the CTE Technical Assistance Center
• New Global Reality
• Vocational v. CTE
• College for All?
• Rigor and Relevance
• Engagement Dividend

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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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Background Purpose

• State Contract
• Federally Funded (Carl Perkins)
• Targeted funds for state support
• 3 years - began in January 2011
• 2 year contract extension possible with
  successful performance

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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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Why What - How
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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 Education To Career
and Technical Education
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1970s
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1980s
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2000
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2014
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Vocational Education vs CTE

• CTE

• VOCATIONAL

• 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

• Doing to learn
• Specific and job intelligence 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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1970s
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2014
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Why - What How
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A RecommendationPathways to Prosperity

• William Symonds Harvard University
• http//www.gse.harvard.edu/news_events/features/20
  11/Pathways_to_Prosperity_Feb2011.pdf

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College for All does not mean everyone needs a
B.A. Even in this decade most jobs do not require
a B.A.
Source March CPS data, various years Center on
Education and the Workforce Forecast of
Educational Demand to 2018.
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In the fast-growing healthcare sector, over 78
of jobs require less than a B.A.
Source Health Careers Futures/Jewish Healthcare
Foundation, Health Careers Pathways Study (2008)
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What are the Trends in New York?

• By 2018, New York is expected to have 9.7 million
  jobs
• 63 OF THESE JOBS WILL REQUIRE PSE
• SOME 36 WILL REQUIRE A 4-YEAR DEGREE OR HIGHER
• BUT 27 WILL REQUIRE AN AA DEGREE OR SOME COLLEGE
• AND 37 WILL REQUIRE A HS DEGREE OR LESS

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Engagement Crisis

• Lack of meaningful exposure to career experiences
  to begin developing personal career aspirations
• Core academic classes that are highly abstracted
  and devoid of engagement and relevance
• Lack hope for future after high school.

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• College and Career Ready
• --the new vernacular regarding
• high school graduation

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• National Governors Association Center for Best
  Practices (NGA Center)
• Council of Chief State School Officers
  (CCSSO)Achieve
• ACT
• and the College Board
• common core of standards that are
  internationally benchmarked, aligned with work
  and post-secondary education expectations, and
  inclusive of the higher order skills that
  students need

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Janet B. Bray, Executive Director of the
Association for Career and Technical Education
stated,

• We are pleased that both college
• and career readiness have been
• considered as the standards were
• developed and view this work as
• foundational in the effort to address
• the full range of academic, employ-
• ability and technical skills that
• students need to be successful.

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What is college and career ready?

• To become college and career ready, students in
  New York should have preparation in three major
  skill areas core academic skills, employability
  skills, and at least some technical, job specific
  skills allowing them to seamlessly transition to
  an entry level position and/or a post-secondary
  credentialing program (apprenticeship, licensure,
  community or 4-year college).
• ,

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.What is college and career ready?

• In order to make this happen students should
• possess the specific academic skills appropriate
  for and foundational to the career they wish to
  pursue,
• be able to apply academic skills to situations in
  the increasingly sophisticated workplace and
  society
• develop individual college and career plans with
  academic core requirements and course choices
  appropriate to their plans.
• explore and understand the academic and skill
  requirements for their selected career cluster.

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Even with high demand for qualified workers, many
of our college graduates are unable to find work
commensurate with their education. What is wrong
with this picture?
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• The future U.S. workforce is hereand it is
  woefully ill-prepared for the demands of todays
  (and tomorrows) workplace.
• Study by The Conference Board, Corporate Voices
  for Working Families, Partnership for 21st
  Century Skills, and the Society for Human
  Resource Management

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• Surveyed over 400 employers across the United
  State
• Articulate the skill sets that recently hired
  entrants need to succeed in the workplace.
• Among the most important skills cited by
  employers
• Professionalism/Work Ethic
• Oral and Written Communications
• Teamwork/Collaboration and
• Critical Thinking/Problem Solving

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The results of this study leave little doubt that
improvements are needed in the readiness of new
workforce entrants,

• High School Graduates are
• Deficient in the basic knowledge and skills of
  Writing in English, Mathematics, and Reading
  Comprehension,
• Deficient in Written Communications and
  Critical Thinking/Problem Solving, both of which
  may be dependent on basic knowledge and skills,
• Deficient in Professionalism/Work Ethic, and
• Adequate in three very important applied
  skills Information Technology Application,
  Diversity, and Teamwork/Collaboration.
•  

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College for All?

• College

• Other Options

• Community College
• Bachelors Programs
• Technical School

• Apprenticeships
• Corporate Training
• Military
• Certificate programs

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College Completion in NYS

• 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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College for all might be the mantra, but the
hard reality is that fewer than one in three
young people achieve the dream

• 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 bachelors degree by their
  mid-20s.
• The College Completion Agenda-Pathways to
  Prosperity

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Value of a Post Secondary DiplomaGeorgetown
Center in Pathways to Prosperity

• Middle Skill with Certificates

• Compensation

• Plumber
• Electrician
• Construction Manager
• Dental Hygienist
• Paralegal
• Policy Officer
• Licensed Practical Nurse
• others

• Premium over High School diploma
• Pay more than many jobs held by BA graduates

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• Only 30 of young adults earn a bachelors degree
  by their mid-20s
• 27 of those with post secondary licenses or
  certificates -credentials short of an associates
  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

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Why - What - How

• Rigor
• Relevance
• Relationships
• All Students

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Relevance Makes Rigor Possible for Most Students

• 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.
• 40 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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Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
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Action Continuum
Acquisition of knowledge
Application of knowledge
Relevance of learningto life and work
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Application Model

1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable situations

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Rigor/Relevance Framework
Thinking /Knowledge
Rigor
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Action/Application
Relevance
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Rigor/Relevance Framework
D
C
Student Think Work
Student Think
RIGOR
High
B
A
Teacher Work
Student Work
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Problems
D
C
KNOWLEDGE
Projects
Activities
B
A
A P P L I C A T I O N
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Common Core State StandardsELA - Six Shifts in
Learning

1. Increase in Nonfiction Texts
2. Content Area Literacy
3. Increase Text Complexity
4. Text-Based Answers
5. Focus on Writing Arguments
6. Academic Vocabulary

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CTE Engagement Dividend

• 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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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.
• Review student-level data.
• 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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Why What - HOW
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Web Site Resources

• Reading in the Content Area
• Rigorous and Relevant Instruction

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Increasing Rigor/Relevance
D
High
C
RIGOR
B
A
Low
RELEVANCE
Low
High
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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 Program Approval Process

• Assures quality technical and academic curriculum
• Evidence of postsecondary articulation agreements
• Work-based learning opportunities
• Established partnerships with local business and
  industry
• Certification of individual programs
  Re-certification every five years

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CTE Approved Programs Examples BOCES vs. LEAs

• BOCES
• Multiple applications each year
• Use of integrated and specialized course credit
• Use of collaborative teaching model
• Majority of programs approved

• LEAs
• Few applications each year
• Minimal use of integrated and specialized course
  credit
• Majority of programs have not been approved

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Web Site Resources

• Aligning CTE with CCSS

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CTE Educators Need to Know

• What are the Common Core State Standards that are
  most relevant to my program area and are most
  applicable to my students?
• How can I create integrated lessons that meet
  these standards?
• How can I increase the rigor and relevance of
  lessons and student assessments?
• How can I build a relationship with academic
  teachers that will also help my students?

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CTE Next Navigator
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Thank You! And remember to visit www.nyctecenter.o
rg
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