Edward A. Shafer, Director, CTE Technical Assistance Center of New York,

A Little Background

What the United States has been! Leading economy in the world Propelled by:  High Quality K-12 and Post Secondary Education  Innovation  Competitive Character of Capitalism  Thrived by Setting Standards and Pace for the World Economy

Vocational Education vs CTE VOCATIONAL CTE 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, and Centers Doing to learn Specific and job “intelligence” skills (21 st Century 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

Not a New Label for an Old System Career and Technical Education is:  Adapted to meet the dynamic demands of the Global Economy  Prepares students for a wide variety of careers (Bio-medical, renewable energy, nanotechnology, engineering, logistics, information technology)  Reflects the modern workplace  Rigorous academic and technical standards  Critical workplace “Intelligence” or 21 st Century skills

Prepare CTE Students to Succeed in College and Further Education 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

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 across the school 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 Embedded numeracy standards across the school

Action/Application Thinking /Knowledge Rigor/Relevance Framework Relevance Rigor

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

Acquisition of knowledge Application Action Continuum Relevance of learning to life and work

RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low TeacherWork StudentThink Student Think & Work StudentWork

The Big Five 1. National Common Core State Standards 2. Next Generation Assessments 3. Changes in Graduation Requirements 4. New York State Teacher and Principal Performance Assessment 5. Shifting Policy Discussion

Common Core State Standards Fewer Clearer Higher Rigorous Clear and specific Teachable and learnable Measurable Coherent Grade by grade standards Internationally benchmarked

Everyone is a Literacy Teacher P-12 English Language Arts and Literacy Appendix A, English Language Arts and Literacy for History/Social Studies, Science and Technical Subjects Appendix B, Text Exemplars and student performance tasks Appendix C, Samples of Students Writing

Everyone is a Numeracy Teacher Recapitulation of Han’s Point Call on students to practice applying mathematical ways of thinking to real world issues and challenges Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

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

Next Generation Assessments Fewer Multiple Choice Constructed Response Extended Response Performance Assessments

Changes in Graduation Requirements? What is College and Career Ready?  What is the content?  What are the delivery models (seat time, integrated, online)?  What are the assessments and student choices (demonstration and mix)?  Standards for performance-Aspiration levels? How to address the focus on STEM

Teacher Leader Evaluation Based on Student Achievement Standard assessment of student performance to determine “value added” Academics? Technical? What are the models, tools and measures? What are the pedagogic rubrics to be use to assess teacher classroom performance? What is the role of your organization in the policy discussion? More tomorrow on this.

The shifting policy discussion The old discussion The new discussion College or Career Ready Mandates Seat Time Requirements Explain the Value Local Program Design and Technical Standards Antidotal Student Success Stories College and Career Ready Contribution to AYP and Graduation Rates New models of delivery and assessment Academic Convergence and meeting the Aspiration Standards Technical Assessment based on national Standards Hard Data on Student Success

Are You Ready? What assets do your members have to address these challenges? What resources will they need? What is the potential of CTE Professional Organizations to engage in the new policy discussions?

Where is the time going to come from? With thanks to Tim