The Future of CTE Charlie Crumb Western NY Field Team Associate

1. The Future of CTE Charlie Crumb Western NY Field Team Associate CTE Technical Assistance Center of NY charlie@spnet.us

2. Charlie Crumb Career Path Lives in Albion, NY • High School not his thing • Enrolled as a CTE student in Auto Technology BOCES • HVCC Community College Auto Tech • Employed in a Dealership as Technician • Hired as TA in Auto at DCMO BOCES • Teacher of Auto Tech 15 years • Coordinator of Work Based Learning • Coordinator of Adult Education • Principal DCMO BOCES • Director of CTE DCMO BOCES Retired 35 years @ DCMO • Interim Principal then Director CTE OCM BOCES 2 years • Western NY Field Team Associate CTE Technical Assistance Center 4 years

3. NY Career and Technical Education Technical Assistance Center • The CTE Technical Assistance Center operates as a State Contract to assist NYSED 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. • The CTE Center Increases the capacity of SED to Serve, Support, and Expand CTE across the state • BOCES and LEA programs will be served • The highest needs as determined by NYSED will be the Center’s highest priority • The CTE Technical Assistance Center has a 5 year contract beginning December 2010

4. Contractor: Successful Practices Network (SPN) Notable Work • Schools, school districts, regional providers and individual educators in 41 states are members of SPN • Gates Foundation: Five-year initiative with 10 SEAs and 75 high schools to identify, analyze, enrich, and disseminate the nation’s most successful school wide practices and policies for achieving a rigorous and relevant curriculum for all students, with a particular focus on classroom instruction and effective learning • Comprehensive Initiatives in Florida, Texas, Michigan, Hawaii, Iowa and Nevada to share research-based best practices and provide technical assistance • Researched-based student, faculty, leadership and community surveys that measure rigor, relevance, relationships and key indicators of school leadership • Interactive Web site featuring webinars, podcasts, online professional development courses, high rigorous and relevant lessons plans and case studies of successful schools and CTE programs

5. CTE Technical Assistance Staffing • Director Tim Ott • Dr. Edward Shafer (now a senior consultant) • 4 Center Specialists • Dr. Constance Spohn • Peter McBride • Jerry Pedinotti • Tom Venezio • 5 Regional Staff • 1.5 FTE (NYC) – Marsha Iverson and Ted Gershon • 1FTE (LI and Yonkers) – Ellen Palazzo • 1 FTE (Southern tier) -- Vacant • 1 FTE (Western) – Charlie Crumb • 1 FTE (Central North East) -- Carol Ann Zygo

6. CTE Technical Assistance Center Work Plan • Improve CTE data collection to create an accurate picture of career and technical education program performance • Assist schools in the integration of the new national common core academic standards with CTE. • Expand CTE program approvals. • Use best practices in CTE for high school improvement. • Expand CTE programs and student leadership participation • Build relationships and networks to strengthen CTE.

7. www.nyctecenter.org

8. ? • College and Career Ready • Common Core and APPR • Career Clusters • Blue Ribbon 13 CTE Tech Assessments • Program of Study • CTE Diploma • CTE Pathway • STEM

9. The 2001 Regents CTE Policy The use of Career and Technical Education as a means by which students can achieve state academic standards is a core concept underpinning the 2001 Regents Policy on Career and Technical Education. The Policy created the Program Approval Process, which has raised the bar for program quality.

10. Improved Flexibility for CTE Students Applied academic credits can be earned for Math, English, Science, Social Studies, and Physical Education using a variety of approaches 3 Model Approach Specialized Courses Integrated Courses Combined Approach

11. 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.

12. 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.

13. Growing Gap • Changing World • School Improvement • Readiness

14. Highly Effective School Leaders Fair & Rigorous Accountability Statewide Standards-based Curriculum Demanding Assessments College and Career Ready Students Highly Effective Teachers Regents Reform Agenda Path to College & Career Readiness • Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace • Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time • Recruiting, developing, retaining, and rewarding effective teachers and principals • Turning around the lowest-achieving schools

15. College and Career Ready ELA and mathematics are now be incorporated into accountability determinations for elementary and middle schools, and measures of high school performance in ELA and math will now be based on college- and career-readiness standards (i.e., a score of 75 or higher on the ELA Regents and a score of 80 or higher on a math Regents).

16. Domains of College and Career Readiness Defines the academic knowledge and skills students need to be successful in college and careers. Specifies the non- cognitive, socio-emotionalknowledge and skills that help students successfully transition from high school to college or careers. Describes the career- specific opportunities for students to gain the knowledge, skills, and competencies they need to pursue and succeed in their chosen career. 16

17. Career Ready Practices • Act as a responsible and contributing citizen and employee • Apply appropriate academic and technical skills • Attend to personal health and financial well-being • Communicate clearly and effectively and with reason • Consider the environmental, social and economic impacts of decisions • Demonstrate creativity and innovation • Employ valid and reliable research strategies • Utilize critical thinking to make sense of problems andpersevere in solving them • Model integrity, ethical leadership and effective management • Plan education and career paths aligned to personal goals • Use technology to enhance productivity • Work productively in teams, using cultural global competence National Association of State Directors of Career Technical Education Consortium (NASDCTEc)

18. NYS Graduation Rate 2014 While the overall statewide graduation rate increased to 74.9 percent from the previous year’s 74 percent, large achievement gaps remain, particularly with respect to the Regents with Advanced Designation diploma, which requires the completion of additional rigorous course work in preparation for college and careers.  The groups at biggest risk of falling into this gap are black and Hispanic males in large city schools.   

19. Graduation RatesJune 2014 Graduation rates reported statewide and for Big 5 Districts have generally increased slightly for the 2009 cohort.  Graduation rates in the Big 5 for the 2009 cohort are as follows: 74.9 % sate-wide • New York City: 61.3% (60.4% for the 2008 cohort) • Buffalo: 53.4% (46.8% for the 2008 cohort) • Rochester: 43.0% (43.4% for the 2008 cohort) • Syracuse: 48.8% (48.0% for the 2008 cohort) • Yonkers: 66.4% (66.0% for the 2008 cohort) Graduation rates for high need urban-suburban and rural districts have increased over the past five years, however the performance gap between high need and low need districts continues to be nearly 30 percentage points.  More than 94 percent of students from low need districts graduate with a high school diploma as opposed to only 65.9 percent of students from high need urban-suburban districts.

20. In the districts outside of NYC,82.6% of students who started 9th grade in 2009 graduated by June2013, while 9.1% of students were still enrolled. 2009 Total Cohort Students = 139,748 All Students in Public Schools outside of NYC 20

21. Aspirational Performance The count and percentage of students in the cohort who graduated with a local, Regents, or Regents with Advanced Designation diploma AND scored 75 or higher on the English Regents examination AND scored 80 or higher on a Regents examination in mathematics as of June of the 4th year are shown below. Students who are enrolled in portfolio variance schools are excluded from this calculation.

22. Aspirational Performance Measures (APMs) as a Percentage of the Cohort Compared to Graduation Rate for Charter Schools Results Through June After 4 Years Cohort Membership Charter Schools 2008 1,6282009 2,215 22 22

23. The Graduation Rate for Charter Schools Percentage of Students Graduating with a Local, Regents, or Regents with Advanced Designation Diploma After 4 Years Results Through June, All Students • Cohort Membership • 2005 807 • 2006 1,011 • 1,115 • 1,628 • 2,215 23 23 23

24. Four Largest BOCES2012 Students in Dist. • Nassau 56D 201,077 • Suffolk 1 (Eastern Suffolk) 51D 162,051 • Southern Westchester 35D 106,302 • Erie 1 21D 100,594 • Cattaraugus-Alleghany 22D 17,889

25. Erie 1 BOCESCTE Students 2012 BOCES Report Card All CTE Students • ELA Regent Success 94% • Math Regents Success 95% • CTE Tech Assessment 75% • High School Completion 99% Students w /Disabilities • ELA Regents Success 80% • Math Regents Success 84% • CTE Tech Assessment 52% • High School Completion 100 %

26. Erie 2 BOCESCTE Students 2012 BOCES Report Card All CTE Students • ELA Regent Success 90% • Math Regents Success 90% • CTE Tech Assessment 76% • High School Completion 91% Students w /Disabilities • ELA Regents Success 60% • Math Regents Success 65% • CTE Tech Assessment 57% • High School Completion 92%

27. Cattaraugus-Allegany-Erie-Wyoming BOCESCTE Students 2012 BOCES Report Card All CTE Students • ELA Regent Success 86% • Math Regents Success 87% • CTE Tech Assessment 73% • High School Completion 92% Students w /Disabilities • ELA Regents Success 36% • Math Regents Success 35% • CTE Tech Assessment 43% • High School Completion 38%

28. Data Summary • Graduation Rates are Increasing • Aspirational performance Increasing however, only 37% of students are college and career ready • High Dropout Numbers • Almost 10% Still in School After 4 Years • Charter Schools Growing

29. Gaps • 9.1 % Of Students Still In School After 4 Years Of High School • 6.2 % Dropout Of School • Big Five Still Struggling • State Goal: All Students Graduate College and Career Ready We Are At 37.2% • Large 30% Gap Between High Need And Low Need Districts • More Failing Schools Operated By EPO’s

30. College Completion % Data http://collegecompletion.chronicle.com/state/#state=ny&sector=public_two

32. College and Career Ready • 10 students enter 9th grade • NYS graduation rate is 75% or 25% (3) do not graduate • 7 students graduate however only 37% are college and career ready (3) students are CCR if you round up • Of the 3 students entering college only 37.8 % Graduate in 4 years. (2) Students do not graduate in 4 years. • 1 student is ready for the workforce in four years

33. Top Five Reasons Dropouts Identify as Major Factors For Leaving School From The Silent Epidemic Bridgeland, John, John DiIulio Jr., and Karen Burke Morison, p. 3 • Classes were not interesting 47% • Missed too many days and could not catch up 43% • Spent time with people who were not interested in school 42% • Had too much freedom and not enough rules in my life 38% • Was failing in school 35%

34. Career & Technical Education CTE Program Approval NYS Board of Regents Approved New Regulations for Career and Technical Education on February 6, 2001. Regulations Became Effective in September 2001

35. What is CTE? • Career and technical education prepares students to be college- and career-ready, expanding both their academic and work options • Prepares high school students and adults alike with a strong academic foundation to pursue postsecondary certificates and two- and four-year degrees • Emphasis on core academic skills (reading, writing, math), employability skills (critical thinking, project planning, time management), and job-specific, technical skills (career pathways)

37. CTE Provides a Solution • Application of Rigorous Academics • Relevance Increases Student Engagement • Building Positive Relationships • Providing Alternative Delivery Method

38. Stackable Credential Part of a sequence of credentials that can be accumulated over time to build up an individual’s qualifications and help them to move along a career pathway or up a career ladder to different and potentially higher-paying jobs. (Source: TEGL 15-10, www.doleta.gov)

39. Sample Stackable Credentials Champlain Valley BOCES for all Allied Health Students • First Aid • EKG • Phlebotomy • C.N.A.

40. 2014Recent Flexibility Options for Students in Approved CTE Programs Considered By Board of Regents

41. Integrated and Specialized Credit • Current Regents CTE policy permits approved programs to offer students based on the technical content of the program, up to 4 academic credits (one in each area) in, ELA, math, science and social studies. • In addition to allowing credit for integrated academic content in existing approved programs, Commissioner’s Regulations allow, with approval by the local board of education, the use of specialized courses for academic credit. This option is employed in approved CTE programs to strengthen the academic content where it may be lacking in the technical program. • Graduation requirements require multiple academic credits in ELA, math, science and social studies for graduation. It is conceivable that CTE approved programs could justify additional integrated credits in their programs.

42. Recommendation VOTED: That the Board act to allow additional integrated academic credits in approved CTE programs up to the number currently required for the academic subject area for graduation purposes and direct staff to draft regulations expanding the number of allowable integrated credits to 8 applied to respective core areas as determined at the local level.

43. Recommendation BOR Mtg. June 2014 Students who demonstrate college and career readiness by passing rigorous CTE examinations in one of the 13 Blue Ribbon Panel-approved CTE content areas for a variety of reasons may not have passed the Regents examinations in English language arts and a Regents examination in mathematics at a level that earns their school and district “full credit” for these students’ performance on the High School Performance Index used for institutional accountability. In these cases, schools and districts are not receiving appropriate acknowledgement for the efforts that have made to successfully prepare students for college and careers as demonstrated by students passing rigorous CTE examinations and completing the associated CTE coursework.

44. 13 CTE Technical Assessments With Rigor of Regents Exam • Pro-start Culinary Arts • National Certificate of ASE Student Certification • A+ Certification • Network+ Certification • NIMS Skills Certification • PrintED • Student Electronics Technician • NCCER Carpentry Level 1 • Certification Assessment of Skills and Knowledge for Business (ASK) • NOCTI Advertising and Design • NOCTI Accounting Basic • NOCTI Agricultural Mechanics • NOCTI Hospitality Management-Food and Beverage

45. Research for the Commission was provided by Cornell University. Cornell subcontracted with the National Research Center for Career and Technical Education (NRCCTE) at the University of Louisville to conduct technical reviews of CTE examinations. The reviews were based on the criteria and recommendations from an Expert Advisory Board. The NRCCTE gathered information from key stakeholders, including higher education institutions, employers and employer organizations, state and federal agencies, and organizations not represented on the Expert Advisory Board that produced CTE examinations. The Expert Advisory Board developed the following questions for CTE assessment providers: .

46. 1. Do you have evidence that employers use the assessment when making hiring decisions? Do applicants who have achieved the cut scores get preferential treatment, all else equal, in the application process (e.g., more likely to get an interview) and in hiring? • 2. How are Subject Matter Experts selected? What is the proportion from industry, from education? • 3. Can you give detail on alignment with standards? Which specific standards? What is your definition of alignment? • 4. Can you provide sample test items to demonstrate depth and complexity for comparison with Regents examination questions? Some of the same items could illustrate alignment with standards. • The Expert Advisory Panel determined 13 technical exams to be equal in rigor to a Regents Exam. In July 2013, the Blue Ribbon Commission approved the recommendations of the Expert Panel. All of the exams required a rigorous multi-course program of study

47. Consequently, staff recommends that the Board of Regents direct staff to: Prepare an amendment of New York’s approved ESEA Flexibility Waiver for public comment and subsequent submission to the United States Department of Education that revises the computation of New York’s High School Performance Index so that a student who passes the Regents examinations in English language arts, mathematics, science and two social studies examinations, and a Regent’s Technical Assessment Advisory Panel-recommended technical assessment will receive a college and career ready designation and earn a school and district “full credit” on the High School Performance Index in English language arts and mathematics, even if such student did not achieve 75/80 (i.e., Level 3) or higher on the associated Regents examinations.

48. U.S. Senator Pushes for CTE and STEM Diplomas in New York Over the last few years, the mismatch of the skills gained by students versus those needed on the job has become an urgent issue. In New York, industry leaders in areas such as high-tech manufacturing, nanotechnology, and biosciences have struggled to staff their workforces because students simply are not equipped with the right skills. To help close this skills gap, U.S. Senator Charles Schumer of New York has launched an initiative in his state to provide a Career Technical Education (CTE) diploma and a Science, Technology, Engineering, and Mathematics (STEM) diploma. CTE has increasingly been recognized for delivering relevant knowledge and skills that prepare college- and career-ready students for in-demand careers. Senator Schumer’s initiative shows recognition that CTE, including STEM, is vital to meet changing regional economic demands. Schumer’s proposed CTE diploma is focused specifically on skills needed for success in New York’s manufacturing industry. The path to a CTE diploma would incorporate career-focused classes and curriculum that could replace an elective or a core class. Each diploma would require rigorous assessments to ensure students’ college and career readiness. Altogether, New York high school students would have three options for a diploma: traditional, STEM, or CTE. In light of the urgent need for qualified workers in CTE and STEM areas, Senator Schumer is urging the New York State Board of Regents to approve these options and move forward with the process to implement the initiative beginning in September 2013.

49. A08189 Summary: BILL NO A08189C SAME AS SAME AS S05966-C SPONSOR Brindisi (MS) COSPNSRLupardo, Morelle, Hennessey, McDonald, Stirpe, Ryan, Roberts, Santabarbara, Bronson, Barrett, Braunstein, Rozic, Goldfeder, Gunther, Jaffee, Montesano, Blankenbush, Schimel, Magnarelli, Russell, Clark, Zebrowski, Colton, Steck, Lupinacci, Graf, Raia, Skoufis, Miller, Goodell, Tenney, Gantt, Titone, Moya, Abbate, Quart, Camara, Heastie, Sweeney, Pichardo, Ortiz, O'Donnell, Rodriguez, Cusick, Crespo, Borelli, Thiele, Perry, Palmesano, Johns, Fahy, Giglio, Solages, Markey MLTSPNSR Arroyo, Barclay, Brennan, Crouch, Duprey, Jacobs, Kearns, Magee, Mayer, Mosley, Ra, Rivera, Schimminger, Simanowitz, Skartados, Weisenberg Add S817, Ed L Establishes a career and technical education (CTE) diploma; a CTE pathway to a diploma shall be based on a curriculum designed to provide students with technical skills and shall demonstrate that the student is ready for a career as determined by regulations of the commissioner.

50. District SuperintendentsJuly 2014 “We appreciate the focus given to CTE by the Assembly and support a comprehensive, multiple pathways approach as the preferred approach to address the College and Career Readiness needs of our students. We believe that this approach needs to be developed by the Board of Regents. Such pathways have already been discussed by the Board of Regents and include CTE, STEM and the Arts.”