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Career and Technical Education in the future

Career and Technical Education in the future. Charlie Crumb Western NY Field Team Associate. What are Your Challenges for 2011-14. The Big Four. National Common Core State Standards Next Generation Assessments Changes in Graduation Requirements

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Career and Technical Education in the future

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  1. Career and Technical Education in the future Charlie Crumb Western NY Field Team Associate

  2. What are Your Challenges for 2011-14

  3. The Big Four • National Common Core State Standards • Next Generation Assessments • Changes in Graduation Requirements • New York State Teacher and Principal Evaluation

  4. Not a New Label for an Old System

  5. Vocational Education vs CTE • CTE • VOCATIONAL • 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 • 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

  6. CTE Prepares students to succeed in further education and careers Personalized learning plan for each student on how to achieve their education and career goals Achieve career and college ready standards embodied in the National Common Core State Standards and National Career Clusters Essential Knowledge and Skills Statements CONVERGENCE Performance based and student centered programs Use of rigorous national technical assessments resulting in a recognized and portable credential

  7. Convergence The blending of academic and CTE content and instructional design and delivery to create a new contextual way of learning • Integrated academics aligned to the NCCSS in CTE • Application of student engagement strategies used in CTE in academic disciplines • Balance across all instruction of informational and literature text at 70% to 30 % in Grades 10-12 • Engagement of students in all disciplines in text complexity consistent with that which they will encounter in entry level work, college , the military and life

  8. Rigor/Relevance Framework Rigor Thinking /Knowledge 6 5 4 3 2 Action/Application Relevance 1 1 2 3 4 5

  9. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge

  10. Action Continuum Acquisition of knowledge Application of knowledge Relevance of learningto life and work

  11. Rigor/Relevance Framework D C Student Think & Work Student Think RIGOR High B A Teacher Work Student Work Low Low High RELEVANCE

  12. Rigor/Relevance Framework Problems D C KNOWLEDGE Projects Activities B A A P P L I C A T I O N

  13. What are the Common Core Learning Standards (CCLS)?

  14. The National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) started the Common Core State Standards initiative to develop a common content focus at each grade level, starting with mathematics and English/language arts. Two major reasons for this effort are: • the adverse effects of a lack of curricular consistency from state to state and district to district on students’ learning—particularly as a result of an increasingly mobile population; and • a concern that students are leaving high school without demonstrating college and career readiness.

  15. NYS Common Core Standards New York’s Common Core is the foundation upon which we are building the statewide curriculum and assessments essential to the Board of Regents goal of college and career readiness for every one of our students.

  16. Implementation CCLS • Implementation of the New York State Common Core Learning Standards will begin in all schools in 2011-12.  • The reporting of state assessment results for 2011-12 will include performance mapped to both the existing NYS standards and the new NYS standards (inclusive of the Common Core).

  17. Instruction and Assessment • In school year 2012-13, classroom instruction is expected to be fully aligned to the new Common Core Learning Standards.   • Assessments that year will test achievement of the New York State P-12 Common Core Learning Standards for English Language Arts & Literacy and Mathematics.

  18. Common Core Standards State Lead- coordinated by National Governors Association Center and Council of Chief State School Officers • Fewer • Clearer • Higher • Rigorous • Clear and specific • Teachable and learnable • Measurable • Coherent • Grade by grade standards • Internationally benchmarked

  19. Instructional Shifts for the Common Core State Standards Six Shifts in ELA/Literacy • Balancing Informational and Literacy Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary

  20. Instructional Shifts for the Common Core State Standards Six Shifts in Math • Focus • Coherence • Fluency • Deep Understanding • Applications • Dual Intensity

  21. Next Generation Assessments PARCC-Partnership for Assessment of Readiness for College and Careers Next-Generation Common Assessment Systems Will: • Measure students’ mastery of Common Core State Standards • Provide a common measure of college and career readiness • Include a range of item types that allow for the assessment of higher-order skills • Leverage new technologies in assessment and reporting to get actionable student data to educators and parents in real time • Mitigate challenges associated with student mobility by ensuring students will have the same expectations wherever they live

  22. Next Generation Assessments

  23. Text Types and Purposes • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  24. Next Generation Assessment ELA Writing CCSS Conduct an investigation to learn about the steps that must be taken to go to college, beginning with identifying a college to attend. What must you do first, second, and so on? To find the answers, use different sources of information, such as the Internet, older brothers or sisters, your school counselor, advisors at your local college or university. Once you've gathered your information, create a step-by-step flow chart or other graphic organizer to indicate each step in the process and the order in which it must be taken. Be sure your organizer clearly states what must be accomplished during each step.

  25. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

  26. Next Generation Assessment Compare and contrast two job search engines. Some possibilities include Monster.com, CareerBuilder.com, USAjobs.gov, and Indeed.com. Examine each search engine and take notes on what you find. Look at how the web site is set up and how easy it is to use. Create and answer five questions that apply to both sites. Write a summary of what you learn about the two job search engines.

  27. Math Analyze and solve linear equations and pairs of simultaneous linear equations. Solve real-world and mathematical problems leading to two linear equations in two variables. Math CCSS - Expressions and Equations

  28. Next Generation Assessment Claire and Emily are renting a hall for a party. They have called a few halls in town and have narrowed it down to two possible locations. One hall charges a rental fee of $200 plus $40 per hour for the wait staff. The cost of the second hall can be represented by the equation C = 150 + 50h where C represents the total cost of the hall rental and h represents the number of hours for which it is rented. Compare the total costs of the two halls. Which hall should Claire and Emily choose for their party? Write a one-paragraph summary of your comparisons.

  29. Next Generation Assessment Rob and his friend bought hot dogs and soft drinks at the baseball game. • Rob spent $24.75 on 3 hot dogs and 2 soft drinks. • His friend spent $33.00 on 2 hot dogs and 5 soft drinks. Write a system of linear equations to represent the problem. Let h represent the cost of one hot dog and d represent the cost of one soft drink. Solve the system. What is the value of h and d? Show or explain your work.

  30. CCSS Tools and Resources nyctecenter.org • Common Core State Standards • Interactive Digital Curriculum Matrix • Webinars – Podcasts – News/Press Releases • Sample NGA - Strategies www.nysed.gov • EngageNY www.achieve.org/PARCC • Next Generation Assessments

  31. Changes in Graduation Requirements-Strategies for Consideration • Four years of math and science • “College and Career ready” credit - a career and technical education (CTE) course - a college course- an advanced course (i.e., AP, IB) • A second Regents exam in mathematics • Aspiration Levels-passing scores on the English and math Regents exams college and career-readiness level (75 in ELA; 80 in Math)

  32. Flexibility-Strategies for Consideration • Student choice in one or more of their five required Regents exams • Successful completion of a CTE technical assessment (as part of an approved CTE program) to substitute for one of the five required Regents exams • Increase the maximum number of academic credits that students can earn through integrated CTE programs and specialized CTE courses • Allow students to earn additional credits through demonstration of competency

  33. Increase the number of credits that students can earn through integrated and specialized CTE programs • Option: Increase the availability of CTE integrated courses from 4 to 10, including all ELA, Math, and Science • Currently: Only four academic credits can be earned through approved integrated CTE programs • Benefits: • Allows students the opportunity to pursue an interest-based education • Increases opportunities to learn by application • Earlier access to CTE program (9th grade) may increase engagement and high school completion

  34. Integration of Common Core Learning Standards in CTE Curriculum

  35. CTE Integrated Curriculum 101 • What are the steps of creating the integrated Curriculum?

  36. Three Approaches • Specifically, the three approaches to fulfill academic requirements through approved CTE programs are: • specialized CTE courses • integrated academic/CTE courses • a combination of the above approaches

  37. Specialized Courses • Specialized courses can be developed in English Language Arts, mathematics, science and economics and government and applied to a range of CTE program areas.  These courses, which combine both academic and technical skills and knowledge, are individual courses.  Each specialized course fulfills both an academic requirement and a unit of study credit within a CTE sequence.  However, this course would count as one unit of credit on the student’s transcript.  These courses would be jointly planned and/or delivered by academic and/or career and technical education teachers.  Examples of specialized courses include: Anatomy and Physiology (science), Avionics (mathematics), Business Communications (ELA), and Economics and Government Policy Related to Health Care (economics and government).

  38. Integrated Credit • The integrated course approach can provide the greatest flexibility.  An integrated course is one that delivers academic content within a CTE context.Students will be able to fulfill core academic graduation and CTE program sequence requirements through integrated and/or applied courses which include academic content.Examples include technical reading and report writing, as part of an Automotive Technology course; applied mathematics as part of an Electricity/Electronics course; business economics as part of a Retailing course; and applied physics as part of an Aviation Flight Dynamics course.  These courses would be jointly planned and/or delivered by academic and/or career and technical education teachers.  Programs which use this approach will need to create a curriculum map to document how the content of the integrated courses meets the Regents academic core requirements.

  39. Combined Approach • The combined approach would be one that delivers a combination of both specialized and integrated courses.  An example of this approach would include courses in Pre-Engineering, Mathematics, Science and Technology (MST), and a New Vision(s) Engineering program. 

  40. Curriculum Matrix http://www.nyctecenter.org

  41. What needs documentation • As part of the CTE program approval process, districts/BOCES will describe the flexibility approaches they wish to pursue and the appropriate documentation which will assure that the core academic requirements are being met within the CTE program for which they are seeking approval.  

  42. What does this mean for CTE? • All CTE program approvals and re-approvals will need to be aligned with the Common Core State Standards starting September 2011. • College and Career Ready for all students. • Increase number of approved CTE programs in the state.

  43. CTE of The Future • Curriculum aligned to Common Core Standards • CTE programs must be viewed as a instructional strategy to meet AYP. • CTE programs must be focused for College and Careers • CTE programs must create flexibility credit for students based on increased graduation requirements.

  44. CTE Programs of the future will: • Improve AYP at the school and subgroup level • Improve graduation & college going results • Show that students were more highly engaged • Improve your faculty student relationships • Help your students to meet the aspiration standards on the Regents Examinations • Improve school relationships with the parents, community and employers

  45. Data • Everyone hates DATA but we use it every day in our lives. • Examples: • Alarm Clock • GPS • Weather Forecast • Speedometer • Cars Today use data to operate • Bank Accounts Statements

  46. Are We Doing a Good Job? • What is the % of CTE students taking the Technical Assessment? • What % of CTE students passing the Technical Assessment? • What questions on the assessments were answered incorrectly? • What is the success rate of our students on assessments ( ALL ASSESSMENTS)? • What % of our students receive a Technical Endorsement?

  47. More Questions? • How do our students compare across campuses? • How do we compare with other CTE programs in the state? • What % of students take advantage of articulated credit with local colleges? • What % of students are College and Career Ready? • What % of our students enter the workforce? % related, % unrelated? % Military, % who finish college?

  48. Career and College Ready CTE has the NYS Board of Regents taking notice…… Lets not let our students down!

  49. Questions!

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