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Next Generation Manufacturing and the Connecticut Technical High School System

Next Generation Manufacturing and the Connecticut Technical High School System. John Murphy Educational Consultant for the Manufacturing, CADD, and Architectural Technologies programs October 27, 2008.

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Next Generation Manufacturing and the Connecticut Technical High School System

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  1. Next Generation Manufacturing and theConnecticut TechnicalHigh School System John Murphy Educational Consultant for the Manufacturing, CADD, and Architectural Technologies programs October 27, 2008

  2. "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

  3. 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)

  4. 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 %

  5. 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

  6. 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 nation’s metalworking industry accredited by the American National Standards Institute (ANSI).

  7. 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

  8. NIMS credentials Part IMachining Level I – Bench work (no METTEC) Part IIMachining Level I – Layout (no METTEC) Part IIIMachining Level I – Vertical Milling Part IVMachining Level I – Drill Press Part VMachining Level I – Surface Grinding Part VIMachining Level I – Turning - Between Centers Part VIIMachining Level I – Turning - Chucking Part VIIIMachining Level I – CNC Milling Part IXMachining Level I – CNC Turning

  9. These are Common Formative Performance Assessments based on National Industry Standards…… supported bybusiness and industry.

  10. 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

  11. 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

  12. 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

  13. Minimum Requirementsfor all Students

  14. 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)

  15. 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)

  16. 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)

  17. 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)

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

  19. 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

  20. 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.

  21. 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

  22. 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

  23. 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

  24. 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.

  25. 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

  26. 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

  27. The results… …the best technical high school students in the United States.

  28. Thank you!For more information please contact:John Murphy - 860-807-2170jmurphy@ct.gov

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