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Successful Practices Network
www.nyctecenter.org
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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Successful Practices Network
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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 - HowWhy – 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 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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WhyWhy - - WhatWhat – – HowHow
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A Recommendation:
Pathways to Prosperity
William Symonds Harvard Universityhttp://www.gse.harvard.edu/news_events/
features/2011/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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“…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.”
Janet B. Bray, Executive Director of the Association for Career and Technical Education stated,
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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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Successful Practices Network
www.nyctecenter.org.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 here—and it is woefully ill-prepared for the demands of today’s (and tomorrow’s) 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
• Community College• Bachelors Programs• Technical School
Other Options
• 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 Board37
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www.nyctecenter.org“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 bachelor’s degree by their mid-20s.
The College Completion Agenda-Pathways to Prosperity38
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Value of a Post Secondary DiplomaGeorgetown Center in Pathways to Prosperity
Middle Skill with Certificates
• Plumber• Electrician• Construction Manager• Dental Hygienist• Paralegal• Policy Officer• Licensed Practical Nurse• others
Compensation
• 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-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
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WhyWhy - - WhatWhat - - HowHow
RigorRigor RelevanceRelevance RelationshipsRelationships All StudentsAll 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 TaxonomyKnowledge Taxonomy
1. Recall Knowledge2. Comprehension
3. Application 4. Analysis
5. Synthesis 6. Evaluation
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AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action Action ContinuumContinuum
Relevance of learningRelevance of learningto life and workto life and work
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Application Model
1.1. Knowledge of one disciplineKnowledge of one discipline
2.2. Application within disciplineApplication within discipline3.3. Application across disciplinesApplication across disciplines4.4. Application to real-world predictable Application to real-world predictable
situationssituations5.5. Application to real-world unpredictable Application to real-world unpredictable
situationssituations
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11 22 33 44 55
Action/ApplicationAction/Application
Thinking /KnowledgeThinking /Knowledge
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22
33
44
55
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Rigor/Relevance FrameworkRigor/Relevance Framework
RelevanceRelevance
RigorRigor
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RRIIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
HighHigh
HighHighLowLow
LowLowTeacherTeacher
WorkWork
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
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Common Core State StandardsELA - Six Shifts in Learning
1. Increase in Nonfiction Texts2. Content Area Literacy3. Increase Text Complexity4. Text-Based Answers5. Focus on Writing Arguments6. Academic Vocabulary
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Increase in Nonfiction Texts
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INT
ER
DIS
CIP
LIN
AR
Y
Content AreaLiteracy
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Incr
ease
Tex
t C
ompl
exity
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Focus
on
Text-
Based
Que
stion
s
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Focus o
n Writi
ng
Arguments
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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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WhyWhy – What– What -- HOWHOW
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Web Site ResourcesWeb Site Resources
• Reading in the Content Area
• Rigorous and Relevant Instruction
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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 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 ResourcesWeb 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
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