1. Successful Practices Network www.nyctecenter.org Career and Technical Education Program Approval: Engage Students, Integrate Instruction & Increase Graduation Rates Edward A. Shafer, Director CTE Technical Assistance Center of NY

2. Successful Practices Network www.nyctecenter.org THEMES & IDEAS  What is a TAC?  It is not Vocational Education any more  Value of Integrated Academics  Program Approval  Several rural school examples  Great questions for school board members

3. Successful Practices Network www.nyctecenter.org Background & Purpose State Contract Increases the capacity of SED to Serve, Support, and Expand CTE across the state –BOCES –LEAs –Highest Needs are Highest Priority Federally Funded (Carl Perkins) Targeted funds for state support 3 years beginning January 2011 2 year contract extension possible with successful performance

4. Successful Practices Network www.nyctecenter.org Work Plan 1.Improve CTE data collection to create an accurate picture of career and technical education program performance 2.Assist schools in the integration of the Common Core State Standards with CTE 3.Expand CTE program approvals 4.Use best practices in CTE for high school improvement. 5.Expand CTE programs and student leadership participation 6.Build relationships and networks to strengthen CTE

5. Successful Practices Network www.nyctecenter.org What the United States is! 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

6. Successful Practices Network www.nyctecenter.org A New Reality National and European Fiscal Crisis Embrace of Capitalism and Democratic Institutions across the world Emerging BRIC Economies Global Flattening due to Technology Highly Competitive Education Systems Outsourcing of Blue and White Collar Jobs U. S. must depend on High End Manufacturing and Face-to-Face Services

7. Successful Practices Network www.nyctecenter.org Vocational Education vs CTE Vocational Education 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 Career and Technical Education Doing to learn Specific and “soft” job 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

8. Successful Practices Network www.nyctecenter.org Not a New Label for an Old System Career and Technical Education is:  Adapted to meet the dynamic demands of the Global Economy  Career Clusters and Common Career Technical Core  Reflects the modern workplace  Rigorous academic and technical standards  Critical workplace intelligence or “soft” skills

9. Successful Practices Network www.nyctecenter.org Improved learning: students learned faster and retain concepts better when taught rigorous and relevant academic material in a context of real world application. Higher academic achievement: CTE students have increased graduation rates and improved exit exam passing rates than students from the general population. Higher wage earning potential: postsecondary students who participated in high school CTE combined with integrated curriculum and work-based learning achieved higher wages Lower dropout rates: risk of dropping out was four times higher when students took no CTE courses than when students completed three such courses for every four academic courses. www.connectedcalifornia.org/linked_learning/evidencewww.connectedcalifornia.org/linked_learning/evidence National Longitudinal Study Why the Renewed Focus on CTE? CTE Programs with High Quality Integrated Curriculum Result in: 9

10. Successful Practices Network www.nyctecenter.org Expand CTE program approvals Identify schools and districts undersubscribed in approved CTE programs Site visits to districts and explore potential for 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

11. Successful Practices Network www.nyctecenter.org 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 of informational and literature text arriving at 70 to 30 % in Grades 12 –Engagement of students in text complexity consistent with that which they will encounter in entry level work, college, the military and life

12. Successful Practices Network www.nyctecenter.org Reading Framework for NAEP 2009 Grade Literary Informational 4 50% 8 45% 55% 12 30% 70%

13. Successful Practices Network www.nyctecenter.org Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

14. Successful Practices Network www.nyctecenter.org Rigor/Relevance Framework ® 14

15. Successful Practices Network www.nyctecenter.org 15 Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

16. Successful Practices Network www.nyctecenter.org Acquisition of knowledge Application Action Continuum Relevance of learning to life and work

17. Successful Practices Network www.nyctecenter.org 1 1 2 2 3 3 4 4 5 5 Action/Application Thinking /Knowledge 1 1 2 2 3 3 4 4 5 5 6 6 Rigor/Relevance Framework Relevance Rigor

18. Successful Practices Network www.nyctecenter.org 18 14 RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework Rigor/Relevance Framework Routine Memorization Four Quadrants of Learning Complex Analytical Challenging Real World Practical Hands On High Low Acquisition A Application B Adaptation D Assimilation C

19. Successful Practices Network www.nyctecenter.org RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low TeacherWork StudentThink Student Think & Work StudentWork

20. Successful Practices Network www.nyctecenter.org KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

21. Successful Practices Network www.nyctecenter.org NYS Approved Program Development Self Study and External Review Approvals are for five years, currently 1000 programs, with some programs entering their third approval Certified by local officials approved by the State Education Department Result in students receiving distributed academic credit and a technical endorsement on their diploma

22. Successful Practices Network www.nyctecenter.org CTE Program Quality Criteria Worksheet Do it on your own Discuss with a person sitting behind or in front of you Group Process

23. Successful Practices Network www.nyctecenter.org NYS Approved Programs A coherent sequential program of study Curriculum aligned to CCSS and technical learning standards Post secondary articulations with a direct benefit to the student State‐certified faculty with academic and/or technical certification Technical assessment that meets industry standards Work‐based learning opportunities for all students A data infrastructure

24. Successful Practices Network www.nyctecenter.org Visitation Protocol Preliminary documents and agenda Two day onsite interviews with leadership, faculty, students, self study and external reviewers and other business and post secondary partners Data collection: documents, classroom observations and student performance Debrief for leadership and staff and clarification Development and submission of a written report to program leadership To date: 3 BOCES, 3 Big 5 CTE, 2 Suburban, 2 Small Rural, 1 Small City

25. Successful Practices Network www.nyctecenter.org Thanks To Walton Central School-Agriculture Stockbridge Valley Central School-Agriculture Oswego BOCES-Nurse Assisting and Health Careers Nassau BOCES-Home Network Installation Levittown Central School-Cosmetology Ulster BOCES-Aviation/Private Pilot Saunders T & T HS-HVAC (Yonkers CSD) Edison High School-Commercial Arts (New York City) Emerson School of Hospitality-Culinary Arts (Buffalo CSD) Binghamton HS - Accounting Central Square Central School-Marketing and Entrepreneurship Program

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27. Successful Practices Network www.nyctecenter.org Integrated Literacy is the Key Ulster BOCES-Private Pilot Teacher is Certified Aviation and Flight Instructor Distributed Credit for ELA, Math and Science Consulting/Direct Instruction Model with Academic Integration Specialist Challenging text, reading material & opportunity to fly FAA Examination (pass written to enter second year) 20 % of students with IEPs Regents English 11 option with 85% pass rate TABE score increases in grade levels, 2.7 reading, 2.2 math

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29. Successful Practices Network www.nyctecenter.org It Takes a Village Walton CS-Agricultural Science Broad support from board of education, superintendent, secondary principal, employers and non profits. Faculty is aligned CTE/academics/special education Work based learning at Seed and Feed, Peace Plantation, and National Resources Conservation Services All students have Supervised Agricultural Experience Student ownership of program, grant writing and analysis of options for equipment purchases Student Profile: 67% IEP, 63% FR Lunch Results 100% graduation of concentrators, 93% attendance

30. Successful Practices Network www.nyctecenter.org What We Have Learned Strong and highly engaged facilitator or teacher who demonstrates a rigorous and relevant approach in instruction High level program support from administration, faculty, guidance and others across the school who value the integrated approach. Clear student expectations, data driven decision making and measurement to support student achievement and improve outcomes Active understanding of program goals and outcomes by school faculty, guidance, parents and business and post secondary partners Curriculum is aligned to CCSS and CDOS standards.

31. Successful Practices Network www.nyctecenter.org What We Have Learned Integrated curriculum and instruction with a focus on literacy throughout the program Passing rate is higher when all students are expected to challenge the technical assessment Teachers with trade and technical credentials out perform their non credentialed peers in students passing the technical assessments High levels of learner engagement is apparent and measurable in the classroom Highly structured and well supported work based learning experience

32. Successful Practices Network www.nyctecenter.org Gaps – More Study Required Inconsistent post graduation outcomes % of students who benefit from articulation agreements % of work-based learning internships/apprenticeships Student engagement and impact on learning/achievement Commitment from both CTE and academic teachers toward rigorous and relevant integrated curriculum development Measuring advisory council engagement and impact on CTE program Value and use of employability profile

33. Successful Practices Network www.nyctecenter.org Instructional Leadership Use research to establish urgency for higher expectations Align curriculum to standards Integrate literacy and math across all content areas Provide opportunities for focused professional collaboration and calibration of assessment criteria Facilitate data-driven decision making to inform instruction

34. Successful Practices Network www.nyctecenter.org Organizational Leadership  Build leadership capacity  Establish a shared vision  Create a culture  Align organizational structures and systems to vision  Align teacher/administrator selection, support, and evaluation  Support decision making with a comprehensive data system

35. Successful Practices Network www.nyctecenter.org TEACHERS  Embrace rigorous and relevant expectations for all students  Build strong relationship with students  Possess depth of content knowledge and make it relevant to students  Facilitate rigorous and relevant instruction based on how students learn  Use assessments to guide and differentiate instruction  Demonstrate expertise in use of instructional strategies, technology, and best practices

36. Successful Practices Network www.nyctecenter.org Questions Board Members Should Ask What are the challenges the district confronts to transform existing CTE courses to an approved program model? What are the leadership and staff doing to foster student engagement and passion in their learning? Where should the district focus its attention on to strengthen the rigor, relevance, and measurement of student success? How are the board, leadership and faculty building relationships between CTE staff their academic peers and business and post- secondary partners to drive Career and College readiness for our students?

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40. Successful Practices Network www.nyctecenter.org Student Data Outcomes Approved CTE Program Factors School Conditions Success Factors Regents/AspirationActive Team-Industry Participation Policy and Budget Alignment Technical AssessmentsCurriculum Development and Integration Strong School-wide Leadership & Coordinated Support Completers/Technical Endorsements Instructional DesignOngoing Curriculum Development GraduatesLearner EngagementContinuous Improvement Special Education Completers Technical AssessmentDiversity in Marketing and Student Participation 11 th Graders on TrackArticulation AgreementInstructional and Program Evaluation AttendanceWork-based LearningStudent Centered Career Development Postsecondary Tracking Employability Profile Data Governance

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