Presentation on theme: "SPECIALIST HIGH SKILLS MAJOR OCTE Conference-May 11 th 2012 Aldo Cianfrini Reece Morgan MINISTRY OF EDUCATION Student Success/Learning to 18-Strategic."— Presentation transcript:
SPECIALIST HIGH SKILLS MAJOR OCTE Conference-May 11 th 2012 Aldo Cianfrini Reece Morgan MINISTRY OF EDUCATION Student Success/Learning to 18-Strategic Policy Branch
Topics: Student Success Initiatives and Specialist High Skills Major Programs The role of Technological Education in Student Success Advice for those new to SHSM
33% to University 18% OSSD to work or apprenticeship 30% Leave Before OSSD 19% to College Grade 9 Enrollment = 100% Double Cohort Study 2005 Ontario Ministry of Education Grade 9 to Post Secondary Destinations after Five Years
Student Success Reach every student SHSM Dual Credits Expanded Coop New Courses E-Learning (OERB) Student Success teams in every school Student Success teachers in every school Promote Student Success culture Grade 8 and 9 transition supports Credit recovery
Specialist High Skills Major A Specialist High Skills Major (SHSM) is a ministry- approved specialized career-focused program that allows students to acquire technical knowledge and skills that are of particular importance in specific economic sectors as they work towards meeting the requirements for an OSSD.
SHSM – Drummond Report 2012 “Similarly, the Commission supports continued emphasis on programs that have proven critical to increasing graduation rates. More students have graduated with the help of the Student Success Strategy. Unique programming to support higher graduation rates, such as dual credits, co-operative education and the Specialist High Skills Majors program, has encouraged a transition to post-secondary education or better employment opportunities. Care should be taken to increase class sizes in a manner that does not jeopardize programs that have helped increase graduation rates and benefited Ontario students.”
2006-07 Year 1 2007-08 Year 2 2008-09 Year 3 2009-10 Year 4 2010-11 Year 5 2011-12 Year 6 2012-13 Year 7 600 students in 27 programs in 44 schools 6000 students in 153 programs in 212 schools 14,000 students in over 480 programs in 335 schools 20,000 students in over 740 programs in 430 schools 28,000 students in over 1000 programs in 540 schools 34,000 students in over 1300 programs in over 630 schools 38,000 students in over 1,500 programs in over 670 schools Sectors: Arts and Culture Construction Hospitality & Tourism Manufacturing Agriculture Forestry Horticulture & Landscaping Mining Addition of: Business Environment Health & Wellness Transportation Addition of: Information Communication Technology Justice, Community Safety and Emergency Services Addition of: Energy Aviation and Aerospace Addition of: Sports Non-profit No new sectors Possible Food Processing – to be confirmed
“Successful new initiatives are 10% policy and 90% implementation. After you have developed the policy, the real work begins.” Premier McGuinty, Sept 14,2010
2010-11 Credit Accumulation Source: SHSM Student Data Reports, 2010
2010-11 Credit Accumulation Source: SHSM Student Data Reports, 2010
% of SHSM students with an IEP Source: SHSM Student Data Reports, 2010 Provincial average – 13%
SHSM Student Survey 2011-12 Current formal reporting requirements (SHSM) and the Dual Credit (DC) programs focus on the retention rate and credit accumulation of students completing the SHSM However, information pertaining to the student’s destination after graduation is not readily available through the information collection systems and protocols between the Ministry of Education, Ministry of Training, Colleges and Universities, and their partners (school boards, colleges and universities).
SHSM Student Survey 2011-12 In order to be able to look at how these students are doing after graduation a SHSM student survey is planned The online survey will require approximately 10 minutes to complete and will be conducted in October – November 2012. Student consent forms will be sent to board leads to pass on to all SHSM students in May 2012 Questions will focus on the student’s status at the time of the survey (e.g. in high school, in university /college/ apprenticeship, working), as well as a few questions on how the SHSM and/or DC program influenced their future educational and career goals.
Highlights: SHSM Tracking Survey Province-Wide Respondents Graph represents percentage of 5,6 and 7 ratings on a scale of 1 to 7 where 1 was “Not at all” and 7 was “A lot”
Specialist High Skills Major The Five Components at a Closer Look…
Policy: overall and by sector Implementation: provides schools and school boards with tools and strategies in planning a SHSM program and includes information about: SHSM Advisory Committees Which SHSM programs to offer Delivery models Marketing and promotion strategies Partnerships Resources: also available online SHSM Policy and Implementation Document
Essential Skills and work habits/OSP Bundle of Credits (8-10 credits) Certifications and Training Programs Experiential Learning & Career Exploration “Reach Ahead” Experiences Specialist High Skills Majors 5 Components
1. BUNDLE OF CREDITS 1 credit = 110 hours of in class instruction Contextualized Learning Activities (CLA) in the ‘other required credits’ link this learning to the sector. * May include dual credits and LDC.
Contextualized Learning Activities (CLAs) in each of the other required credits (English, science, mathematics, business, the arts) enable students to connect their learning in these courses to their SHSM sector minimum 6 hours in length based on curriculum expectations from the other required courses
2. Sector Recognized Certifications & Training Certificates are added to the student’s portfolio
Planned activities that take place outside of the regular classroom and related to the SHSM sector Activities match student goals and interests Give students the opportunities to explore, observe, participate in and reflect on a variety of sector-specific experiences and careers Increase student awareness of, and develop Essential Skills and work habits required in the sector and have their performance of these skills and habits accessed and documented 3. Experiential Learning & Career Exploration Activities
Opportunities for students to experience their selected post secondary pathway May include: –Auditing a college or university class/lecture specific to a SHSM sector –Attending a campus tours (Red Carpet Day) or industrial centre –Interviewing a skilled trades person –Participating in or visiting skills competitions –Attending a conference/event held in the sector –Completing one or more ministry-approved dual credits in a secondary school/college program 4. Reach Ahead Opportunities
5. Development of Essential Skills and work habits and use of the Ontario Skills Passport (OSP) Focus on the development of Essential Skills – as identified through the sector consultations OSP documents demonstration of the Essential Skills identifies work habits required of employees identifies and labels occupations using National Occupation Codes (NOC) each SHSM framework lists careers (with NOC) in each of the four destinations
Specialist High Skills Major Entrance Award The University of Guelph-Humber will award a $500 scholarship to 25 eligible students who have completed a program-related SHSM. These include the following SHSM Red Seal diplomas: Arts & Culture Business Health and Wellness Justice, Community, Safety & Emergency Services Non-Profit All eligible applicants, who have completed the Specialist High Skills Major are automatically considered for this award. No application is necessary.
So what does this mean for you as a Technological Education teacher? The role of Technological Education in Student Success The valuing of all four destinations Getting to 85% Graduation Rate
The Place of Technological Education in the Curriculum Enables students to become problem solvers who are self-sufficient, entrepreneurial, and technologically literate Develops student’s ability to work safely, creatively and competently with technologies that are central to their lives Provides practical contexts and applications that meet the needs of hands-on learners
The Place of Technological Education in the Curriculum Key to providing focussed programs – a building block for Specialist High Skills Majors and the Ontario Youth Apprenticeship Program The only program area that specifically prepares students to enter the program pathway leading to apprenticeship training
Credits and Reach Approximately 710 high schools in 70 schools boards, one education authority and all provincial schools offer technological education programming
Enrolment trends: 2002/03 - 392,024 student credits 2003/04 - 398,560 student credits 2004/05 – 407,454 student credits 2005/06 – 423,360 student credits 2006/07 – 431,636 student credits – 2007-08 – 437,105 student credits – 2008-09 - 421,031 student credits – this drop is a result of the migration of Computer Studies to its own curriculum program area and no longer part of the Technological Education umbrella of programs(08-09 – 34,684 credits in Computer and Information Science) – 2009-10 - 418,000 student credits – Growing enrolment in light of declining secondary school enrolment
Springboard for Student Success & Reaching Higher Goals A strong viable Technological Education program provides students with the experiences they require to pursue opportunities in the Specialist High Skills Major (SHSM) and OYAP: 14 of the 19 SHSMs are directly aligned to Technological Education programs Many of the OYAP program’s 25,000 students are prepared for their placements through Technological Education programs
Many new Student Success strategies are rooted in technological education programs: – 65% of “At Risk” students are enrolled in technological education programs (Source: 2004-05 Principal Survey) – 45% of all “Work Place” courses are technological education courses (Source: ITE Branch, 2006-07) – There is an expectation that capital and facilities required to deliver course expectations continue to be made available
Ontario Chamber of Commerce In the next two decades, 40 per cent of new jobs will be in the skilled trades and technologies. In 1998, that number was less than 20 per cent. (skillswork.com)
“It’s all about expectations. If you expect little from students, they won’t disappoint you. However, if you have high expectations and can provide the required supports you will be amazed with their abilities…” Bill Robinson, Principal General Brock High School 1982 Ensure that what you’re teaching is relevant. This is the first step in engaging students.
Q’s and A’s and for more information please contact firstname.lastname@example.org Rob.email@example.com firstname.lastname@example.org email@example.com Student Success/Learning to 18 Strategic Policy Branch