IS CTE THE NEW VOC ED? MI CAREER EDUCATION CONFERENCE FEBRUARY 2016

AN ELEPHANT IN THE ROOM As CTE has responded to industry demands for well trained highly skilled workers by ramping up program expectations and requirements, a gap has formed between “Old School” VocEd and 21 st Century CTE.

WHAT IT IS & WHAT IT ISN’T! CAREER TECHNICAL EDUCATION

Federal Vocational Education Act – 53 years ago Perkins – 1984, 1990, 1998, 2006 Michigan 2007 – Transition year No reauthorization to date 2016 – Bi-partisan support for reauthorization Best chance in years History:

WHAT CTE IS: PURPOSE OF CTE Today’s cutting edge rigorous and relevant career and technical education (CTE) prepares youth and young adults for a wide range of high wage high skill and high demand careers. Association for Career and Technical Education (ACTE)

WHAT CTE IS: CTE OVERVIEW  Clusters  Programs Association for Career and Technical Education (ACTE)

SHARED UNDERSTANDING One page summary of CTE designed to support fundamental understanding

WHAT CTE IS: THE FACTS Perkins Grant Funding Secondary General Education Program 6 Special Populations Groups National Industry Standards (NIS) CTE State Adopted Standards Delivery Decision: programs or clusters Completers & Concentrators

WHAT CTE IS: PERKINS OPPORTUNITIES Federal/State interest in high quality CTE programs Possible increase in funding Flexibility within the MMC for CTE participation Increased opportunities for students  Apprenticeships  Early College

WHAT CTE IS: PERKINS CHALLENGES Administration’s proposal for reauthorization based on rigor, relevance and results CTE programs aligned with college-career readiness standards Increased rigor: academics integrated with technical skills Industry certifications or licenses Postsecondary certificates or degrees Programming within high skill, high wage, high demand industry sectors

WHAT IT ISN’T: 1.Entry level training –low skill (high skill) 2.Wages that do not provide family wage/competitive employment (high wage) 3.Job specific (high skill) 4.Jobs that require no additional education, skill training (high skill) 5.Training that does not require the integration of academics (high skill) 6.Training that is in demand – not nice to know (high demand)

WHAT CTE IS: SPECIAL POPULATIONS Individuals with disabilities Individuals from economically disadvantaged families, including foster children Individuals preparing for nontraditional fields Single parents, including single pregnant women Displaced homemakers Individuals with limited English proficiency CTE Clearinghouse: Serving Special Populations

WHAT CTE IS: CURRICULUM Michigan Adopted

WHAT CTE IS: INSTRUCTION

WHAT CTE IS: ASSESSMENT

COMPLETERS All 12 segments Participated in State Assessment Minimum 2.0 GPA in each segment PASS

7 Segments Participated in State Assessment 2.0 GPA in each Segment CONCENTRATORS PASS

WHAT CTE IS: APPLICATION AND ENROLLMENT Criteria Tools that assist students in selection of the program, learning content and experiences they need to get to their desired end point of education  O*net (Occupational Information Network)  Essential Skills

STATE DEMOGRAPHICS

STATEWIDE CTE ENROLLMENT

HIGH ENROLLMENT CLUSTERS

LOW ENROLLMENT CLUSTERS

IS CTE THE NEW VOCED? FEBRUARY 2016

AN ELEPHANT IN THE ROOM As CTE has responded to industry demands for well trained highly skilled workers by ramping up program expectations and requirements, a gap has formed between “Old School” VocEd and 21 st Century CTE.

GAP IN VOCATIONAL CAREER READINESS OPPORTUNITIES District Work Based Learning Project SEARCH Vocational Training Career & Technical Education

THE GAP What has caused the gap? Who is getting caught in the gap? Why is this creating tension points?

STUDENT BY STUDENT DECISION POINTS ALL Students Counseling Process Special Education/IEP Team  Supplemental Aids & Services  Specialized Instruction  Related Services  Transition Services  Career Exploration  Course of Study  General Curriculum  Location for General Instruction

Guidance Document for supporting students with IEPs in CTE programs Shared Understanding

What occurs within the classroom for all students? What Special Education and Related services will facilitate access to and progress within the CTE general curriculum? What supplemental aids and services are necessary for the student to make progress in the curriculum? MODIFYING FOR IMPACT OF A DISABILITY: STUDENT WITH IEP

CURRICULUM MODIFICATION AccommodationAdaptationParallel Curriculum Outcomes Overlapping Curricula Modification in the delivery of instruction or method of student performance; does NOT change the content or conceptual difficulty of the curriculum Modification to the delivery of instructional methods and intended goals of student performance that DOES change the content ; slightly changes the conceptual difficulty Modifications to the delivery of instruction & intended goals of student performance; curriculum outcomes do NOT change the content knowledge; involves SIGNIFICANT CHANGE to conceptual difficulty Modification creates overlapping or common goals for learning outcomes; curriculum is an incorporation of specific individual goals & expectations for student; promotes idea of partial participation Extent modified curriculum differs from the general curriculum King-Sears 2001

AS IEP TEAMS MAKE CURRICULUM DECISIONS THEY MUST ACCOUNT FOR Perkins performance MMC requirements  Students substituting CTE credits for MMC credits are at risk of not graduating if they don’t complete the requirements for CTE credit  Students must then complete the original MMC credits

VERACITY Decisions made with the veracity of the diploma in mind Align Content to post secondary goals IEP is a student focused process  It’s not about the adults! Having the guts and the glory to keep the focus on the student’s learning and support needs

IS CTE THE NEW VOCED?

CONTACT Mary Kaye Aukee Executive Director, Career Focused Education