Next Generation Manufacturing and the Connecticut Technical High School System

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Next Generation Manufacturing and theConnecticut
TechnicalHigh School System

• John Murphy
• Educational Consultant for the Manufacturing,
• CADD, and Architectural Technologies programs
• October 27, 2008

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• "In order to sustain a strong manufacturing
  climate, we must continue to develop partnerships
  with educational institutions and manufacturers
  to ensure that Connecticut students are
  graduating with the skills needed to be
  successful in the future, while providing the
  manufacturing industry with the robust labor pool
  it needs to be innovative and thrive in the
  future.
• --Lauren Weisberg Kaufman,
• CBIA vice president of education and job training
• and executive director of the CBIA Education
  Foundation

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2007 Survey of Current and FutureManufacturing
Jobs in Connecticut

• A shortage of skilled workers and concern
  over the impending retirements of baby boomers
  are threatening Connecticut 's manufacturing
  industry, which is vital to the state's overall
  economic health.
• Connecticut Business and Industry Association
• Press Release (October 2007)

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Manufacturers responding to the survey said the
top five most difficult positions to fill are

• CNC programmers 56
• CNC machinists 54
• Tool and die makers 54
• Machinists 39
• Engineers 31

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Keeping the curriculum real

• Emphasis on more CNC/CAM concepts, principles,
  and outcomes. (pacing guide)
• Part inspection and methods of Quality Control
• Embedded lessons on reading engineering drawings
  and blueprints.
• Integrated math principles and concepts

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National Institute for Metalworking Skills

• The National Institute for Metalworking Skills
  (NIMS) was formed in 1995 by the metalworking
  trade associations to develop and maintain
  globally competitive American workforce. 
• NIMS operates under rigorous and highly
  disciplined processes as the only developer of
  American National Standards for the nations
  metalworking industry accredited by the American
  National Standards Institute (ANSI).

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National Institute for Metalworking Skills

• The NIMS credentialing program requires that
  the candidate meet both performance and theory
  requirements.
• Both the performance and knowledge examinations
  are industry-designed and industry-piloted

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NIMS credentials

• Part I Machining Level I Bench work (no
  METTEC)
• Part II Machining Level I Layout (no METTEC)
• Part III Machining Level I Vertical Milling
• Part IV Machining Level I Drill Press
• Part V Machining Level I Surface Grinding
• Part VI Machining Level I Turning - Between
  Centers
• Part VII Machining Level I Turning - Chucking
• Part VIII Machining Level I CNC Milling
• Part IX Machining Level I CNC Turning

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These are Common Formative Performance
Assessments based on National Industry
Standards supported bybusiness and industry.
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2008-2009 school year

• Implement the NIMS skill standards in all 14
  CTHSS manufacturing programs
• Begin the process of site accreditation at three
  schools
• Oliver Wolcott, Torrington
• E.C. Goodwin, New Britain
• Platt Tech, Milford
• Expand the Kaynor NIMS program

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Why implement NIMS?

• Standards based performance assessments
• On-going formative assessments that measure
  individual student progress over four years
• Students can earn college credit for achieving
  credentials
• Earning credentials will provide apprentice hours

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Why NIMS?

• Increase the rigor of instruction
• Establish a higher level of accountability from
  the students and teachers
• Improve the effectiveness of the Trade and
  Technology Advisory committees
• Strengthen communication between our schools and
  business and industry

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Minimum Requirementsfor all Students
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GRADE 12

• All 08-09 seniors by graduation
• Measurement, materials, and safety credential
• One other credential as determined by the
  Department head
• (It does not have to be the Benchwork
  credential)

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GRADE 11

• All Juniors by graduation (2009-10)
• Measurement, materials, and safety credential
• One other credential as determined by the
  Department head
• (It does not have to be the Benchwork
  credential)

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GRADE 10

• All sophomores by graduation (2010-11) will be
  required to complete 3 credentials
• Measurement, materials, and safety credential
• One milling credential (can also be the CNC
  milling job)
• OR
• One turning credential- (Chucking, On centers, or
  the CNC turning)
• One other credential as determined by the
  Department head
• (It does not have to be the Benchwork
  credential)

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GRADE 9

• All sophomores by graduation (2011-12) will be
  required to complete 4 credentials
• Measurement, materials, and safety credential
• One milling credential (can also be the CNC
  milling job)
• One turning credential- (Chucking, On centers, or
  the CNC turning)
• One other credential as determined by the
  Department head
• (It does not have to be the Benchwork
  credential)

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Monitoring Student Progress

• Graduation Portfolio (See checklist)
• Trimester Progress Reports
• Include strategies in cycle lesson plans
• Embed concepts in trimester assessments

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Definitions

• Sponsor- The department head and teacher are
  sponsors for their students. They register
  students for the on-line assessments.
• Proctor- Proctors can be any school staff member
  other than the teacher or department head.
• Each school should have more than one proctor for
  online assessments.
• Proctors should be staff members with flexibility
  in their schedule necessary to support the
  on-line assessment. It is recommended that the
  department head collaborate with the assistant
  principal to determine the best scenario for that
  manufacturing program and school.
• Proctors must be on file with NIMS- AP sends to
  Murphy?
• Participant- Participants are anyone (students or
  teachers) who take the on-line assessments.
• Teachers can be a sponsor and a participant

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Plan your work work your plan

• Together the department head and teacher
  determine the online assessment schedule each
  year. This schedule should be based on the
  pacing guide, class, and individual student
  progress aligned to the curriculum.
• It is recommended, whenever possible, to
  initially administer the online assessment to the
  entire class.

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Other suggestions

• Stagger or group the student performance
  assessments by ability.
• Send all performance parts out at one time for
  inspection.
• Use the TTAC meetings as inspection night.
  Invite members in to inspect parts.
• Invite other TTAC members on Open House to
  inspect parts

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Other suggestions

• Stagger or group the student performance
  assessments by ability.
• Send all performance parts out at one time for
  inspection.
• Use the TTAC meetings as inspection night.
  Invite members in to inspect parts.
• Invite other TTAC members on Open House to
  inspect parts

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CCAT Connecticut Center for Advanced Technology,
Inc.

• Mission The Connecticut Center for Advanced
  Technology, Inc. provides services and resources
  to entrepreneurs and businesses, and through
  collaboration with industry, academia, and
  government, helps companies innovate and compete,
  thereby strengthening our nation in the global
  market.
• -- CCAT website

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Our partnership

• Implementing CNC web-based training using the
  Immersive software platform
• On-line courses in CNC and CAM
• Integrated curriculum model in science and math
• Virtual 3D machine simulation
• Supporting the CTHSS with staff professional
  development
• Formation of an industry advisory council to stay
  current with trends in the manufacturing sector.

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Tooling University

• Web based instructional tool using a range of
  carefully integrated online learning components.
• Effective way to differentiate instruction for
  students with special needs- self pacing
• All lessons are aligned with NIMS and customized
  for the CTHSS
• Uses extensive tracking and reporting
  capabilities for teachers and students

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The next generation

• Viable curriculum aligned with current national
  standards
• High level of accountability from students and
  teachers
• Differentiating instruction to maximize student
  success
• Incorporating innovative instructional technology
  
• Continually monitor and assess student progress
• Instituting nationally accredited performance
  standards

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The results
the best technical high school students in the
United States.
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Thank you!For more information please
contactJohn Murphy - 860-807-2170jmurphy_at_ct.g
ov