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NYC CSA PresentationNew York City School District
October 26, 2011
Dr. Constance Spohn, Lead Technical Assistance Specialist
Carol Ann Zygo, Field Associate Central and Northern NY
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Agenda
PART I•CTE Technical Assistance Center Work Plan & ResourcesPART 2•College and Career Ready—What does it mean for your school?
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CTE TACBackground & 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.
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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
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CTE Technical Assistance Staffing Director Dr. Edward Shafer Assistant Director Tim Ott
4 Center Specialists Dr. Constance SpohnDale EggebraatenJerry PedinottiStephen J. Russell
5 Regional Staff 1.5 FTE (NYC) – Marsha Iverson and Ted Gershon .5 FTE (LI and Yonkers) – Ellen Palazzo1 FTE (Southern tier) -- Keith Babuszczak1 FTE (Western) – Charlie Crumb1 FTE (Central and Northern) -- Carol Zygo
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Our Website
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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
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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.
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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
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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.
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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
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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.
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“College and Career Ready”
--the new vernacular regarding
high school graduation
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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.”
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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…”
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•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.
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“…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,
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• “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
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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.”
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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.
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http://vimeo.com/27195570
What is the current conversation?
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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.”
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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?
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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?
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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
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“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
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►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
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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.
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42.4% 45 .6% 11.7% 10.8 70.1 10.3 8.8 8.7 64.5 23.9
C hart 1
Preparation level of workforce entrants
0.2%
H igh school graduates or G .E.D. equivalency
Tw o -yea r co llege or technica l school graduates
Four-year co llege graduates
Deficient Adequate Excellent N.A.
N um ber of respondents varied for each question, rang ing from 401 to 423.
N.A . selected w hen com pany does not hire in se lected category.
Percentages m ay not add to 100% due to rounding.
2.8
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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.”
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Employers Place Responsibility onEducational Institutions and New Entrants
A r e T h e y R e a l l y R e a d y t o W o r k ? 54
75.6%
68.4
C hart 3
K –12 schoo ls , tw o -year and four-year co lleges, and new entrants them selves
considered to have prim ary responsibility for workforce read iness N=431
49.7
45.2
19.0 13.7 11.4
8.1 7.0 6.7 4.4
1.2
K-12 schools
4 -year college/
univers ity
Recent entrants
2-year college/ technical schools
The hiring employer
Other The business community
State govts
Local govts
Federal govt
C om m un ity agencies
Labor unions
Pawlowski, Brett, Notes from the 2005 Business Education Network Summit, October 2005. U.S. Chamber of Commerce, DeHavill and Associates.
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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.
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“ 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
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For CTE to FlourishCTE 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
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“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 21st 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
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“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
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“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
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Rigor, Relevance and Relationships
with Dr. Willard Daggett
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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.
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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;
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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;
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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.
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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
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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
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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
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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.
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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.
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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).
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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.
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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.
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Approval Process
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Dr. Constance Spohn• 518-723-2138 • Connie@SPNet.us
Carol Ann Zygo• Cell: 315-717-3463• Carol@SPNet.us
Our Contact Information
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NYC Contacts Marsha Iverson
Cell: 516-606-7016
Marsha@SPNet.us
Ted Gershon
Cell: 609-314-1400
Ted@SPNet.us
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Questions
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