1. Successful Practices Network www.nyctecenter.org NYC CSA Presentation New York City School District October 26, 2011 Dr. Constance Spohn, Lead Technical Assistance Specialist Carol Ann Zygo, Field Associate Central and Northern NY

2. Successful Practices Network www.nyctecenter.org Agenda PART I CTE Technical Assistance Center Work Plan & Resources PART 2 College and Career Ready—What does it mean for your school?

3. Successful Practices Network www.nyctecenter.org CTE TAC Background & Purpose State Contract to assist SED 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.

4. Successful Practices Network www.nyctecenter.org Background & Purpose State Contract Federally Funded (Carl Perkins) Targeted funds for state support 3 years - began in January 2011 2 year contract extension possible with successful performance

5. Successful Practices Network www.nyctecenter.org CTE Technical Assistance Staffing Director Dr. Edward Shafer Assistant Director Tim Ott 4 Center Specialists Dr. Constance Spohn Dale Eggebraaten Jerry Pedinotti Stephen J. Russell 5 Regional Staff 1.5 FTE (NYC) – Marsha Iverson and Ted Gershon.5 FTE (LI and Yonkers) – Ellen Palazzo 1 FTE (Southern tier) -- Keith Babuszczak 1 FTE (Western) – Charlie Crumb 1 FTE (Central and Northern) -- Carol Zygo

6. Successful Practices Network www.nyctecenter.org Our Website

7. Successful Practices Network www.nyctecenter.org 1. Improve CTE Data Collection Collaboration - Regional Information Centers (RIC), - SED, - large city Directors of Technology Establish calendar for LEAs to collect and report CTE data. Conduct webinars to inform staff on CTE data requirements and to increase participation in data collection. Website - answer questions and provide online forms for convenient collecting CTE data collection Improve CTE and data collection on NYC schools. Assist SED staff with on-site grant monitoring and implementation of SED initiatives

8. Successful Practices Network www.nyctecenter.org 2. Integrate Common Core State Standards with CTE Complete a curriculum matrix crosswalk: - CTE program areas and the Common Core State Standards - ELA and Math Website to provide curriculum matrix data and core academic standards related to each program area available to every CTE teacher in NYS. Conduct webinars on the CTE curriculum matrix by CTE subject area. Conduct professional development - CTE curriculum matrix - CTE in implementing Common Core Standards.

9. Successful Practices Network www.nyctecenter.org 3. Use Best Practices in CTE for High School Improvement. Best practices in CTE aligned to SED’s school accountability model - Support the school improvement initiatives - Persistently low performing high schools. Develop self-paced professional development tutorials Face-to-face and online professional development to support CTE teachers in persistently low performing high schools. Evaluations of Perkins Act fund recipients - determine the effectiveness of the funding - impact on student achievement. Assist SED with research and data needs on CTE related topics

10. Successful Practices Network www.nyctecenter.org 4. Expand CTE Programs and Student Leadership Participation Establish communication systems and websites to promote CTE and support student leadership organizations. Provide professional development on student leadership for persistently low performing high schools to create and/or expand student leadership chapter formation and participation. Provide statewide leadership to seek business partners to support student leadership organizations and foundations support and expand student leadership in CTE in NYS. Identify and disseminate model CTE programs and best practices.

11. Successful Practices Network www.nyctecenter.org 5. Build Relationships and Networks to Strengthen CTE Engage With: Leadership of administrator and teacher professional organizations Leadership of career and professional organizations in business and industry Institutions of higher education and business/industry associations Directors of CTE in the Big 5 Cities CTE Leaders in the BOCES and LEAs Leaders of regional technical assistance centers District Superintendents

12. Successful Practices Network www.nyctecenter.org 6. Expand CTE Program Approvals Identify targeted schools and districts undersubscribed in approved CTE programs. Site visits to identify districts and explore potential for CTE program approvals. Work with NYC DOE to assess potential for increasing CTE program approvals. Develop model applications that can be used with program approvals. Develop enhanced website component to support schools seeking CTE program approval and selection of certification tests.

13. Successful Practices Network www.nyctecenter.org “College and Career Ready” --the new vernacular regarding high school graduation

14. Successful Practices Network www.nyctecenter.org In his Address to the Joint Session of Congress on February 24, 2009, President Barack Obama stated: “I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a four-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma.”

15. Successful Practices Network www.nyctecenter.org  National Governors Association Center for Best Practices (NGA Center)  Council of Chief State School Officers (CCSSO) Achieve  ACT  and the College Board “common core of standards that are internationally benchmarked, aligned with work and post- secondary education expectations, and inclusive of the higher order skills that students need…”

16. Successful Practices Network www.nyctecenter.org April 2009--Governor David Paterson and former Education Commissioner Richard P. Mills signed an agreement to participate September 2009--the first draft of the national College and Career Readiness Standards were released for public feedback.

17. Successful Practices Network www.nyctecenter.org “…We are pleased that both college and career readiness have been considered as the standards were developed and view this work as foundational in the effort to address the full range of academic, employ- ability and technical skills that students need to be successful.” Janet B. Bray, Executive Director of the Association for Career and Technical Education stated,

18. Successful Practices Network www.nyctecenter.org “What knowledge, skills, and dispositions should students have when they graduate from high school? Should our expectations be the same for all students? Dr. John King, Jr., Sr. Deputy Commissioner

19. Successful Practices Network www.nyctecenter.org Janet D. Bray, ACTE …view this work as foundational in the effort to address the full range of academic, employability, and technical skills that students need to be successful.”

20. Successful Practices Network www.nyctecenter.org What does College and Career Ready Mean? On the pink card, take a few moments to write your personal definition of college and career ready.

21. Successful Practices Network www.nyctecenter.org http://vimeo.com/27195570 What is the current conversation?

22. Successful Practices Network www.nyctecenter.org The Image of CTE CTE is still widely perceived as vocational education, a great program “for somebody else’s child, because my child is going to college.”

23. Successful Practices Network www.nyctecenter.org Even with high demand for qualified workers, many of our college graduates are unable to find work commensurate with their education. What is wrong with this picture?

24. Successful Practices Network www.nyctecenter.org Activity Time to Read and Reflect Each group will read one article and share As a group, what three points would help everyone understand what your article is about?

25. Successful Practices Network www.nyctecenter.org Are They Really Ready To Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce 2006 by The Conference Board, Inc., the Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management

26. Successful Practices Network www.nyctecenter.org “The future U.S. workforce is here—and it is woefully ill- prepared for the demands of today’s (and tomorrow’s) workplace.” Study by The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and the Society for Human Resource Management

27. Successful Practices Network www.nyctecenter.org ►Surveyed over 400 employers across the United State ►Articulate the skill sets that recently hired entrants need to succeed in the workplace. Among the most important skills cited by employers: Professionalism/Work Ethic Oral and Written Communications Teamwork/Collaboration and Critical Thinking/Problem Solving

28. Successful Practices Network www.nyctecenter.org The results of this study leave little doubt that improvements are needed in the readiness of new workforce entrants, High School Graduates are: “Deficient” in the basic knowledge and skills of Writing in English, Mathematics, and Reading Comprehension, “Deficient” in Written Communications and Critical Thinking/Problem Solving, both of which may be dependent on basic knowledge and skills, “Deficient” in Professionalism/Work Ethic, and “Adequate” in three “very important” applied skills: Information Technology Application,Diversity, and Teamwork/Collaboration.

29. Successful Practices Network www.nyctecenter.org

30. Successful Practices Network www.nyctecenter.org Written Communications Stands Out Among Applied Skill “Deficiencies” for New Entrants with a High School Diploma Written Communications (80.9 percent) Leadership (72.5 percent) Professionalism/ Work Ethic (70.3 percent) Critical Thinking/Problem Solving (69.6 percent) Lifelong Learning/Self Direction (58.2 percent) That Written Communications is at the top of the applied skill Deficiency List is significant. It reinforces the earlier finding that lack of basic writing skills, including grammar and spelling, is also the most frequently reported among basic knowledge “deficiencies.”

31. Successful Practices Network www.nyctecenter.org Employers Place Responsibility on Educational Institutions and New Entrants Pawlowski, Brett, Notes from the 2005 Business Education Network Summit, October 2005. U.S. Chamber of Commerce, DeHavill and Associates.

32. Successful Practices Network www.nyctecenter.org Critical Thinking/Problem Solving, a “Very Important” Skill “Deficiencies” in Critical Thinking/Problem Solving may be related to earlier findings that over half the employer respondents (53.5 percent) report deficiencies in Mathematics, and more than a third (38.4 percent) report “deficiencies” in Reading Comprehension. 2005 Skills Gap Report—A Survey of the American Manufacturing Workforce, November 2005. National Association of Manufacturers, Manufacturers Institute, and Deloitte Consulting LLP. Rosow, Jerome M., Casner-Lotto, Jill; and Hickey, John V. Participation, Achievement, Reward: Creating the Infrastructure for Managing Continuous Improvement, Part II: Achievement, 1997. Work in America Institute.

33. Successful Practices Network www.nyctecenter.org “ The numbers don’t bode well for the future—the future of our workforce. It is in our interest to help solve the problem. And business has the capacity to help solve the problem by partnering with education and community leaders to create opportunities for young people to practice the skills they need to be successful.” Bill Shore, Director, U.S. Community Partners, GlaxoSmithKline

34. Successful Practices Network www.nyctecenter.org For CTE to Flourish CTE Leaders Must develop and reinforce with both rigor and relevance the academic standards that are tested on state assessments by embedding and reinforcing these skills in CTE courses find meaningful ways to equip students with the competencies that employment requires

35. Successful Practices Network www.nyctecenter.org “As technology takes over jobs for the unskilled that pay good wages and benefits are disappearing; unskilled labor is no longer an economic commodity in the 21 st century. The tasks that remain for humans to do involve unpredictable elements that the technology cannot deal with directly.” Dr. Willard Daggett, Ed.D. International Center for Leadership in Education

36. Successful Practices Network www.nyctecenter.org “Strong academic skills and the ability to apply those skills to solve real-world predictable and unpredictable problems and situations has become a minimum requirement for the vast majority of American jobs.” Dr. Willard Daggett, Ed.D. International Center for Leadership in Education

37. Successful Practices Network www.nyctecenter.org “The academic skills underpinning our tech- nologically driven, increasingly global and competitively intense workplace are higher than and different from the requirements for entry into most four-year postsecondary programs.” Dr. Willard Daggett, Ed.D. International Center for Leadership in Education

38. Successful Practices Network www.nyctecenter.org Rigor, Relevance and Relationships with Dr. Willard Daggett

39. Successful Practices Network www.nyctecenter.org 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.

40. Successful Practices Network www.nyctecenter.org Approved CTE Programs: Incorporate secondary education and postsecondary education elements; Include rigorous content aligned with challenging academic standards, and relevant career and technical content in a progression of courses that align secondary education with postsecondary education to prepare students for success in postsecondary education and beyond ;

41. Successful Practices Network www.nyctecenter.org Approved CTE Programs: Include articulation agreements between secondary and postsecondary programs— including the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits;

42. Successful Practices Network www.nyctecenter.org Approved CTE Programs: Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Since the adoption of the CTE Policy in 2001, over 900 CTE programs have received approval under the Regents Policy.

43. Successful Practices Network www.nyctecenter.org Key Elements of the Approval Regulation Include: A program approval process Flexibility in the delivery of core academic courses A work skills employability profile Technical assessments based on industry standards Technical endorsement on the regents diploma and regents diploma with advanced designation

44. Successful Practices Network www.nyctecenter.org CTE Program Approval Process Assures quality technical and academic curriculum Evidence of postsecondary articulation agreements Work-based learning opportunities Established partnerships with local business and industry Certification of individual programs; Re- certification every five years

45. Successful Practices Network www.nyctecenter.org 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

46. Successful Practices Network www.nyctecenter.org Specialized courses: Can be developed in ELA, mathematics, science, economics and government and applied to a range of CTE program areas; Combine both academic and technical skills and knowledge; Are individual courses which fulfill both an academic requirement and a unit of study credit within a CTE sequence.

47. Successful Practices Network www.nyctecenter.org Specialized courses: Counts as one unit of credit on the student’s transcript; Jointly planned and/or delivered by academic and/or career and technical education teachers.

48. Successful Practices Network www.nyctecenter.org Examples of specialized courses: Anatomy and Physiology (science), Avionics (mathematics), Business Communications (ELA), and Economics and Government Policy Related to Health Care (economics and government).

49. Successful Practices Network www.nyctecenter.org Integrated courses; Can provide the greatest flexibility; Deliver academic content within a CTE context; Fulfill core academic graduation & CTE program sequence requirements through integrated and/or applied courses which include academic content; jointly planned and/or delivered by academic and/or career and technical education teachers.

50. Successful Practices Network www.nyctecenter.org Integrated courses; Examples Technical reading and report writing, as part of an Automotive Technology course; Applied mathematics as part of an Electricity/Electronics course; Business economics as part of a Retailing course; and Applied physics as part of an Aviation Flight Dynamics course.

51. Successful Practices Network www.nyctecenter.org Approval Process

52. Successful Practices Network www.nyctecenter.org Dr. Constance Spohn 518-723-2138 Connie@SPNet.us Carol Ann Zygo Cell: 315-717-3463 Carol@SPNet.us Our Contact Information

53. Successful Practices Network www.nyctecenter.org NYC Contacts Marsha Iverson Cell: 516-606-7016 Marsha@SPNet.us Ted Gershon Cell: 609-314-1400 Ted@SPNet.us

54. Successful Practices Network www.nyctecenter.org Questions Thank You! And remember to visit www.nyctecenter.org