revision establishing a clear vision for nebraska career education

reVISIONEstablishing a clear vision for Nebraska Career Education

Partners• Nebraska Legislature

• NDE/Commissioner/State Board/C & I Team

• Department of Labor

• Department of Economic Development

• Nebraska Economic Development Association

• Postsecondary Education

• Educational Service Units

• State/Local Chambers of Commerce

Purpose• Align CTE with Nebraska’s labor market

needs and economic initiatives

• Develop Nebraska’s talent pipelines for economic growth and workforce development

• Strengthen secondary CTE to align with postsecondary entrance expectations

• Create a common language between employers and education

Outcomes• Alignment with workforce and

economic development priorities

• Engage local/regional businesses in career education programming

• Analyze and update current programs of study and curricular offerings

• Evaluate K-12 career guidance and career exploration curricula

ONE YEAR

Part 1: School’s

Assessment of Current

Career Education Programs

Part 2: Meeting

Facilitated by

Nebraska Career

Education Staff

Part 3: Community Engagement

Meeting

Part 4: Meeting

Facilitated by

NCE Staff

Part 5: Technical

Assistance by

NCE Staff(As requested by the school)

Step A: Participate

in and Complete

the reVISION

Orientation

Step B: reVISION

Grant Application

preWORK The reVISION process

• Perkins Reserve –Submit competitive grant for

participation–When completed eligible for Action

Grant

• Competitive Action Grant– Implement plan–Must be aligned to H3, Labor

Market Demands and Economic Priorities

Funding

• Program of Study change

• Refocusing/elimination of courses/programs

• Reprioritizing CTE in districts

• Significant community involvement

• Image/perception change

• Statewide recognition

Impact

It’s about:– Data– Right people at the table– Clear mission– Leadership

Lessons Learned

Transforming CTE in Tennessee

Danielle Mezera, Ph.D.Assistant Commissioner

The Challenge

How do we define educational success?

How do our students define success?

How do we ensure all of these align?

How do we define career success?

Realizing Postsecondary & Career Readiness Through CTE

Ultimately, how do we ensure that our students experience rigorous and robust learning pathways that provide real options

upon graduation?


Responding to the ChallengeCTE in Tennessee

Redefining Student Learning

To meet the needs of Tennessee, our state’s Career & Technical Education must be a Robust, Aligned Academic/Career 7th-16th Learning Pathway

Image Credit: Corporate Voices for Working Families


14

University or College (B.A./B.S)

Community College (A.A./A.S)

Middle School

Technology College (Industry Certification)

What Should a Student Pathway Look Like?

High School

RELEVANT• Work-Based Learning (grades 7-14)• Early Postsecondary Opportunities/

Obtained Credits (Grades 9-12)• Career Awareness (Grades 7-14)• Stackable Credentials (Grades 9+)

SUSTAINABLE• Secondary & Postsecondary Academic

Seamless Alignment (“On/Off Ramps”)• Industry Engagement • Community Engagement


Rigorous, Relevant

Courses and Student Plan

Secondary/ Postsecondary

Program Alignment

“Data Mining” to Drive Decision

Making

Education/ Career

Transition Supports

Sustainable Student

Pathways

Early Postsecondary Opportunities

Student PathwayComponents

Education and Industry

Alignment


Career & Technical Education

Work-Based

Learning

DC/DE

Project Based Learning

Student Activities

SAE

STEM

Technical Skill Attainment

Tenn

esse

e St

ate

Stan

dard

s

Standards / InstructionAssessments

PD / TrainingLearning Environment

Sequential Courses

General Education

Citizenship

Math Courses

ELA Courses

Social Studies Courses

Science Courses

Communication Skills

Writing Prompts

Industry Certifications

Career ClusterPrograms of

Study

Academic Learning

Robust, Aligned Academic/Career 7th-16th

Learning Pathway21st Century

Skills

Team Work / Collaboration

Work Ethic

Technology Fluency

Problem Solving

Creativity

CriticalThinking


Reforming our Courses

Moving from Misalignment to Alignment from Competencies to Course Standards

Multi-Phased, Multi-Year Approach: OverviewPhase Goal Implementation

Phase I Streamline our existing courses and programs of study 2013-2014 SY

Phase II Add relevant new courses and new programs of study, revise courses to align to higher student expectations

2014-2015 SY

Phase III Measure success of students with rigorous assessment options for all courses

2015-2017 SY

Immediate Wins:Eliminate redundanciesStreamline for greater

flexibilityOrganize curriculum in POS

using existing courses

Deeper Dive:Revise existing coursesDevelop new courses

Increase relevance of POS to reflect stronger alignment

Measuring Success:Provide opportunities to

evaluate student achievement using assessment options

2013-14 2014-15 2015-17


Summary of Phase I and Phase II Revisions


20

Course Standards Reform: Look and Feel


Side-by-Side: The New Look and Feel

Old: Family and Consumer Sciences (FACS)

New: Introduction to Human Studies

5.0 Apply nutrition and food principles that enhance individual and family well being across the life span. 5.1 Analyze factors that influence personal and family nutrition and meal management across the life span.5.2 Examine basic nutrition needs and results of dietary practices across the lifespan. 5.3 Demonstrate table service and dining etiquette. 5.4 Acquire 100% mastery of safety and sanitation standards necessary to ensure a safe environment for laboratory experiences. 5.5 Select and prepare nutritious foods applying the current federal dietary and safety and sanitation guidelines.

4. Cite specific textual evidence from U.S. Food and Drug Administration and U.S. Department of Health and Human Services to analyze necessary dietary practices and specific recommendations for physical health, including dietary guidelines and meal plans. Research the importance of balanced nutrition on human development and productivity, and the correlation to mental health and wellness. (TN Reading 1, 2; TN Writing 2, 7, 9; FACS 14)

Old course standards often relied on vague wording and multiple competencies to convey student expectations, providing little guidance for how teachers should approach instruction…

…while new standards are “meatier,” outlining concrete expectations without limiting teacher flexibility to design tasks appropriate for his/her students.


Old Standard and Competencies:

Landscaping and Turf Management

6.0 Investigate different aspects of management of turf grasses.6.1 Evaluate the functions and

components of a turf grass.6.2 Evaluate different turf grasses as

… to particular hardiness zones.6.3 Determine site selection and preparation for turf grass establishment. 6.4 Evaluate the methods of lawn installation.6.5 Determine ph and nutrient needs…

establishment and maintenance6.6 Identify equipment …6.7 Determine pest control methods

for the maintenance of turf grasses6.8 Evaluate special needs in the

management of residential, commercial and sports turf.

New Standards: Landscaping and Turf Science

7. Cite specific textual evidence to compare and contrast the functions and components of turf grasses of common turf grass species. Demonstrate the ability to visually identify and distinguish between turf grass species and cultivars and compose an argument justifying their applications for specific uses. (TN Reading 1; TN Writing 1, 9)

8. Describe methods for the establishment and maintenance of turf grasses, including soil preparation, installation, water, nutrient and pH needs, and fertilizing techniques, attending to appropriate ratios and calculations. Draw conclusions about the importance of site selection, site preparation, and consideration of hardiness zones in the selection of turf grass species and cultivars. (TN Reading 3, 9)

Side-by-Side

8 competencies


Additional Sample Standards

Study a schematic plan of a typical municipal water distribution system. Citing evidence from a technical description or actual observation of a system, explain how water travels from a water treatment plant to a fixture in a residence. Create a graphic illustration to represent the movement of water from one component to the others in the system. For example, sketch an isometric drawing of a simple water distribution system and label its components. (TN Reading 1, 2, 3, 4, 7; TN Writing 2, 9)

—Mechanical, Electrical, & Plumbing Systems II

Describe the components and purpose of a basic contract document for a residential project. Recognize the relationship and responsibilities of various parties to a contract. Write a basic contract for a construction job, such as a carpenter’s contract to complete a deck addition for a residential client. (TN Reading 2, 3, 4, 5; TN Writing 4)

—Residential & Commercial Construction I


Additional Sample Standards

Review drawings and interpret American National Standards Institute (ANSI) symbols to explain the function of a basic industrial hydraulic system. Develop a written text that outlines, describes, and logs recommended regular preventative maintenance on hydraulic equipment and controls. Use the text as a guide to execute the recommended procedures and record the details of the maintenance, explaining how the preventative maintenance will minimize failures in hydraulic equipment. (TN Reading 2, 3, 4, 9; TN Writing 1, 4)

—Advanced Electromechanical Technology

Research and explain Mendel’s model of inheritance. Using this model, trace the pattern of appearance within a family for a heritable disease that is on the recessive allele and one that is on the dominant allele. Develop an argumentative essay regarding how a certain biotechnology could genetically modify a gene to prevent this disorder, citing information from textbooks and/or professional journals and websites. (TN Reading 2, 3, 4, 9; TN Writing 1, 4, 8, 9; AP Biology E.U. 3.A, 3.B.) —Biomedical Applications


Programs of Study

Highlights:• A total of 58 programs of study are slated for the 2015-16 school year,

representing all 16 national career clusters.• This tally includes brand-new programs of study in majority of career clusters.• In addition, the programs of study have been streamlined to focus on coherence

and sequence within a pathway, with significantly less reliance on plug-in electives and confusing multiple options.

High-Level Changes:• In response to feedback from educators and research into state and national

employment trends, Construction pathways have moved toward an integrated model, while still retaining options for specialization at the higher levels.

• Welding has transitioned to the Advanced Manufacturing cluster based on research into industry employment needs.

• Majority of programs of study have Level 4 practicum courses that infuse new work-based learning standards and intensive performance-based standards intertwined with on-the-job experiences.


Robust, Integrated Learning Approach 1. General Education Courses 2. Lab Science Credit 3. Personal Finance Credit

4. Work-Based Learning Opportunities5. Early Postsecondary Opportunities (Statewide/Local Dual Credit, Dual Enrollment, AP, etc)

Career Cluster Program of Study Level 1 Level 2 Level 3 Level 4

Health Science Diagnostic Services

Health Science Education Diagnostic Medicine

Anatomy and Physiology-and/or-Medical

Terminology

Cardiovascular Services

-and/or-Clinical Internship

Advanced Manufacturing Mechatronics Principles of

Manufacturing Digital Electronics Mechatronics I Mechatronics II

STEM Technology Principles of

Engineering and Technology

Digital ElectronicsRobotics & Automated

Systems

Engineering Practicum-and/or-

AP Physics

Agriculture AgribusinessAgriscience Principles of

AgribusinessOrganizational Leadership and

CommunicationsAgricultural

Business & Finance

Supervised Agricultural Experience

Student Pathway: Anatomy of Programs of Study


Looking Ahead

Establishing End-of-Course Assessments and the Implementation of a Robust Portfolio of Outcome

Measures

Currently in the exploration and development phase of offering authentic assessment options for CTE courses

Assessment options will present opportunities for LEAs to:• Effectively measure and reward student learning • Effectively measure and give productive feedback to improve

teaching• Identify and share best practices and lessons learned across

the state

Implementation2016-2017

Field Test & Pilot

2015-2016

Exploration & Development

2014-2015

Research & Proposal

2013-2014

Multi-Phase Reform: Phase III


CTE Outcome Measures


Outcome-Based Measures (by Explorer, Completer, and Concentrator and by demographics – as applicable, depending on grade level) Student Achievement

o Previous student achievemento End-Of-Course scores (Other)o ACT scores

Early Postsecondary Opportunities (DE, DC, AP)

Industry Certifications (transferable - leading to immediate employment or

postsecondary credit/hours)

Secondary and Postsecondary Remediation (Math/ELA)

Postsecondary Enrollment upon Graduation

CTE Teacher Data

CTE End-of-Course Assessments (currently in development process)o Envision: EOC exams for all Level 1 courses; version of formative exams for

Levels 2 & 3; Level 4 courses will take various forms (e.g. EOC exams, EPSOs, portfolios, certifications)

o Timeline: Field test specific assessments for 2015-2016SY; Operationalize other existing identified assessments

KansasCareer Technical Education

Blake Flanders, Ph.D.

Vice President Workforce Development

Statute

Policy

Procedure

K.S.A. 72-4482

review existing and proposed postsecondary technical educational programs and program locations …for approval or disapproval of such programs for state funding purposes;

K.S.A. 72-4482

…develop strategies and programs for meeting needs of business and industry…

RecommendCredentials

& Exit Points2

- Endorse Third-partyNationally RecognizedIndustry (Student) Credential- Identify Value-addedExit Points, including A.A.S.

Review Research

1

Review Research

1

Staff Research- Survey Results- College Programs- Third Party StudentIndustry Credential- Industry Accreditation

Program Alignment Procedure

Select A RepTo Serve On

The CurriculumCommittee

3

State Curriculum Committee- Identify Competenciesand Skills SupportingB&I Identified Exit Points- Determine MaximumProgram Length- Develop Courses for K-12 Articulation

State Curriculum Committee- Identify Competenciesand Skills SupportingB&I Identified Exit Points- Determine MaximumProgram Length- Develop Courses for K-12 Articulation

Select A RepTo Serve On

The CurriculumCommittee

3

Review CurriculumCommittee

Plan & Endorse Alignment

4

Review CurriculumCommittee

Plan & Endorse Alignment

4

- Review Alignment Outcomes (e.g., map, letter, etc.)- Provide Letter of Endorsement- Follow Approval Process (TEA, BAASC, & KBOR)

Program Alignment Procedure

Career Technical Program Alignment

Credit hour programs aligned with industry-recognized credentials

Common courses Common exit points Common length

Industrial Machine Mechanic Program Alignment – Kansas Board of Regents CIP 47.0303 Industrial Machine Mechanic Program Alignment – Kansas Board of Regents CIP 47.0303

2014 5/15/2014

Industrial Machine Mechanic Degree

CMRT Credential15 Credit Hours of General Education (minimum)

Industrial Machine Mechanic Degree

CMRT Credential15 Credit Hours of General Education (minimum)

Industrial Machine MechanicCMRT Credential

Industrial Machine MechanicCMRT Credential

Certificate CMaximum of 57 Credits

Certificate CMaximum of 57 Credits

A.A.S.Maximum of 68 Credits

A.A.S.Maximum of 68 Credits

Required Courses within Program Common Courses 13 credits:OHSA 10 1 creditIndustrial Programmable Logic Controls (PLC) 3 creditsMechanical Systems 3 creditsMechanical Systems Reliability 3 credits Industrial Process Control 3 credits Support Courses 14-19 credits:Direct & Alternating Current/Basic Electricity3-4 creditFundamentals of Motor Control/

Electrical Control Systems I 2-3 creditsVariable Speed Motor Controls/

Electrical Control Systems III 2-3 creditsIndustrial Fluid Power/Fluid Power I & II 4-6 creditsMath 3 credits Course list sequence has no implication on course scheduling by colleges. Institutions may add additional competencies based on local demand.

Notes

Specifics pertaining to Industrial Machine Mechanic programs: 1. Graduates will take and are expected to

earn the Certified Maintenance and Reliability Technician (CMRT) certification through the Society for Maintenance and Reliability Professionals Certifying Organization (SMRP).

2. Educational Competencies align with

CMRT requirements.

3. The common course may represent opportunities for colleges to connect to K-12 CTE pathways.

4. Level C certificates that do not include any

general education course and lead to the AAS degree cannot be greater than 53 credit hours to maintain the 68 credit hour maximum for the AAS degree.

Notes

Specifics pertaining to Industrial Machine Mechanic programs: 1. Graduates will take and are expected to

earn the Certified Maintenance and Reliability Technician (CMRT) certification through the Society for Maintenance and Reliability Professionals Certifying Organization (SMRP).

2. Educational Competencies align with

CMRT requirements.

3. The common course may represent opportunities for colleges to connect to K-12 CTE pathways.

4. Level C certificates that do not include any

general education course and lead to the AAS degree cannot be greater than 53 credit hours to maintain the 68 credit hour maximum for the AAS degree.

Industrial Machine Mechanic Program Alignment – Kansas Board of Regents CIP 47.0303 Industrial Machine Mechanic Program Alignment – Kansas Board of Regents CIP 47.0303

2014 5/15/2014

K.S.A. 72-4489Excel in Career Technical Education

SB 155 passed by Legislature

Provided funding for:• Tuition for secondary students enrolling in college-level tiered technical

courses• Incentives to local districts for graduates earning industry certifications• Transportation reimbursement to districts providing student access to

postsecondary technical programs• Marketing to increase student participation in career technical programs

Success of SB155

0

2,000

4,000

6,000

8,000

10,000

3,475 3,870

6,101

8,208

Number of High School Partic-ipants (Headcount)

2011 2012 2013 2014

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

28,00028,161

44,087

60,799

2011 2012 2013 2014

College Credit Hours Earned by High School Students

0200400600800

1,0001,2001,4001,600

548711

1,419

2012

Industry Credentials Earned by High School Students

K.S.A. 72-4482

develop benchmarks and accountability indicators of programs to be utilized in the awarding of state funding …;

Outcome Metrics Pilot Project

Benchmarks Industry recognized credential attainment benchmark for pilot:

90 percent of technical program concentrators exiting postsecondary education at an approved exit point will have attained an industry credential

Student employment after exiting benchmark for pilot:80 percent of technical program concentrators exiting postsecondary education at an approved exit point will be employed

Wages of students employed after exiting benchmark for pilot:Wages of those employed program will be at or above 95 percent of the statewide entry level wage for the occupation corresponding to the student’s field of study

80% Employment

Selected Programs *Occupational Therapist Assistant was not included due

to small cell suppression

GraduatesGraduates

Exited

Graduates Exiting and Employed

% Graduates Exiting and Employed

Automotive Collision 155 115 95 82.61%Automotive Tech (Mechanics) 287 195 166 85.13%Construction 103 54 46 85.19%Dental Hygienist 61 60 53 88.33%Diesel Tech 103 80 74 92.50%Electrician 100 72 52 72.22%HVAC 173 148 130 87.84%Medical Assisting 97 71 56 78.87%Nursing (Practical) 943 401 283 70.57%Nursing (Registered) 1,021 852 777 91.20%Physical Therapist Assistant 52 52 45 86.54%Respiratory Therapy 68 56 50 89.29%Welding 235 195 176 90.26%

Totals 3398 2351 2003 85.20%

95% of Entry Level Wage *Note: The average Kansas wage in 2012 was $40,630 annually.

Selected Programs *Occupational Therapist Assistant was not included due

to small cell suppression

Average Wage Graduates Exited

and Employed

State Entry Level Wage

(2012)

95% of State Entry Level Wage (2012)

Automotive Collision $20,586 $25,480 $24,206Automotive Tech (Mechanics) $23,762 $23,290 $22,126Construction $20,289 $28,320 $26,904Dental Hygienist $39,387 $48,990 $46,541Diesel Tech $32,423 $29,520 $28,044Electrical $29,616 $29,990 $28,491HVAC $29,052 $27,940 $26,543Medical Assisting $17,958 $21,010 $19,960Nursing (Practical) $33,031 $32,240 $30,628Nursing (Registered) $42,568 $42,720 $40,584Physical Therapist Assistant $35,238 $39,820 $37,829Respiratory Therapy $34,486 $39,880 $37,886Welding Tech $27,470 $24,870 $23,627

Programs Exceeding Both Employment and Wage Targets

Selected Programs *Occupational Therapist Assistant was not included

due to small cell suppression

Graduates Exiting

Graduates Exiting

and Employed

% Graduates Employed

Average Wage

Graduates Exited and Employed

State Entry Level Wage (2012)

95% of State Entry

Level Wage (2012)

Automotive Tech (Mechanics) 195 166 85.13% $23,762 $23,290 $22,126Diesel Tech 80 74 92.50% $32,423 $29,520 $28,044HVAC 148 130 87.84% $29,052 $27,940 $26,543Nursing (Registered) 852 777 91.20% $42,568 $42,720 $40,584Welding Tech 195 176 90.26% $27,470 $24,870 $23,627

Accelerating Opportunity: Kansas

Delivers career/technical education at the same time as adult basic skills instruction in a career pathways framework

Partnership between Regents and Commerce, with Department for Children and Families

Accelerating Opportunity: KansasAO-K Year 1 Totals Year 2 Totals Year 3 To-Date** Cumulative*

Enrollments 1,069 994 1055 3,118

College Certificates 184 456 710 1,350

Industry Recognized Credentials Awarded 1,191 1,086 1,514 3,791

Individuals Completing a 12-Credit Hour Pathway 341 450 325 1,116

Number Employed 366 247 229 842

* Enrollment headcount is unduplicated ** Initial reporting period not complete until 9-30-2014

Senate Substitute for House Bill 2506

Supported by legislation effective July 1, 2014: • AO-K Proviso: tuition support for students in Accelerating

Opportunity Pathways

• GED Accelerator: college incentives for GED participants and industry recognized credentials

Questions

revision establishing a clear vision for nebraska career education

Documents

career success

career guidance

career awareness grades

career exploration curricula

economic initiatives

economic growth

purposealign cte

secondary cte