Network Team Training Opening Session

Career Clusters and the Louisiana Career Education ModelLouisiana Believes1

Career and Technical EducationSlides 2 34 are used with the permission of Kimberly Green, the Executive Director of the National Association of State Directors of Career and Technical Education. Slides 2 - 25 provide an overview of the shifting paradigm for CTE and the challenges facing CTE. Slides 26 33 provide information about integrating Common Core into CTE.

As you read through the slides, comments in blue were added to the notes pages to expand the information, to align the information with Louisiana, to highlight specific information, or to share where additional resources can be found.

A discussion of the Louisianas Career Education Model begins on Slide 28.The Changing U.S. Workforce Professional20%Professional20%Source: Pathways to Prosperity, Harvard, February 2011

3According to the Pathways to Prosperity Report produced by Harvard University in February 2011, The message is clear - in 21st century America, education beyond high school is the passport to the American Dream. But how much and what kind of post-secondary education is really needed to prosper in the new American economy? Career Clusters can be used to help more students access pathways that lead to viable careers.

A copy of this report is located in Files, under Materials.Perspectives

A copy of the report referenced below is available in Files, under Materials.

According to the Georgetown Report: Career ClustersTM Forecasting Demand for High School through College Jobs 2008-2018 (http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/clusters-execsum.pdf)

For those with high school educations or less, the picture is one of restricted opportunity there will be jobs for them, but in diminishing quantity and only in certain clusters.

Consider: Thirty-seven percent of all jobs in 2018 will be for workers who have either a high school diploma or incomplete high school education with some on the- job training. This number is down from 72 percent in 1973, 44 percent in 1992, and 41 percent in 2007. Of the thirty-seven percent of jobs for workers with high school or less by 2018, only one-third of these will pay the lower limit of the Minimum Earning Threshold (MET( defined as $35,000 per year or better, on average.

This is not just a concern in the K-12 system. Only about 40% of the adult population in the United States has a postsecondary credential thus decreasing the earning potential for many Americans. The Lumina Foundation has identified a big goal to increase the percentage of Americans with high-quality degrees and credentials1 to 60 percent by the year 2025. http://www.luminafoundation.org/goal_2025.html http://www.luminafoundation.org/wp-content/uploads/2011/02/Lumina_Strategic_Plan.pdf

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Globalization

AbundanceAutomationAsia5Daniel Pinks book is a little easier read for most of us than Freidmans the World is Flat. Pink outlines in his book, A Whole New Mind, that the jobs in the 21st Century are not routine. He cites three factors that influence the world of work in America today. Those are Abundance, Automation and Asia.

The same is true with other occupations. If the information or service can be digitized, it can be outsourced or in-sourced. Drive thru customers in California are actually talking with at home telemarketers in South Dakota when placing an order for their hamburger. What can be digitized can be done someplace else in the world where labor is cheaper and more efficient.

Asia plays a HUGE role in our global economy. When we look at the number of people in Asia, which includes China and India over 2 billion people, they are competing for the same jobs as our students and current workers. Therefore we need to maintain a competitive edge over them. Our creativity and innovation in the country prepare our workers for that, but we must remain vigilant and be sure to prepare all of our citizens if we are to be successful.

Check Videos in Albums under Materials. There is a short video entitled Two Questions That Can Change Your Life. This video is from Daniel Pinks book Drive, but you may want to use it to challenge students to think about what they would like their life to say.

Engagement Achievement Transition

Challenges Our Students FaceOne challenge is engagement keeping students engaged so that they complete high school. When we address retention problems, we need to address the issue of student engagement. The days where a high school diploma was sufficient to earn a decent living are gone. The days of working on the same factory line for your whole adult life and then facing an easy retirement are gone.

It is vitally important that students complete high school and are prepared to transition to a lifetime of learning . . .

Engagement

In the past three decades, we have seen a decrease in the number of students ages 15 24 who have dropped out of grades 10-12, but the percentage is still alarming. In 2009, 3.4% of students that equates to more than 370,000 students disengaged in the education system for one reason or another.

In 2009, US DOE reported 10,920,000 students enrolled.

Source: Trends in High School Dropout and Completion Rates in the United States: 19722009 Compendium Report US DOE

Recall previous information about graduation rates in Louisiana. 7Why Do They Leave?

Source: The Silent Epidemic: Perspectives of High School Dropouts Civic Enterprises, 2006

Reference this website for additional resource. http://www.achieve.org/CCSS-CTE-BridgingtheDivide

So why do they leave? The first (red), second (green) and last (orange) categories are linked to lack of a students engagement with the subject matter. Why?

Students lack motivation to learn.Dont see relevanceLack focusAbstract subject matterAcademics that lack rigorStudents need:Awareness of the link between education & the workplaceCareer information that links to education

In addition, policy makers are concerned about:

Growing achievement gap.High drop out rates.High remediation rates.Low completion rates at the postsecondary level.

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Engagement Achievement Transition

Challenges Our Students FaceAnother challenge is student achievement How can we help learners have greater success in their courses, grades, test scores . . .?

When students see the relevance of what theyre learning to the academic context (how will this affect me in the real world?) (how would I apply this in a career?), they are more interested in learning.

The MathinCTE study, conducted by the National Research Center for Career Technical Education, found that students who followed a CTE curriculum enhanced with mathematics outperformed their peers on math assessments, including college placement tests. These students did not take more math electives; they just took a course that applied math to a topic in which they already had interest and placed it within a framework of relevancy. (from Career Technical Education: A Partner For Effective High School Reform)By Ramona Schescke on www.careertech.org

High School Achievement

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Engagement Achievement Transition

Challenges Our Students FaceThe 3rd major challenge relates to transition both to postsecondary education and to the workplace.

Engagement Achievement Transition

Challenges Our Students FaceThe 3rd major challenge relates to transition both to postsecondary education and to the workplace.

Transitions from High School

1313 According to Education Weekly, of every 100 students who begin the 9th grade, 68 graduate high school in 4 years; 40 of them go on to START college; 27 of them make it to their sophomore year in college; and ONLY 18 of the 100 will actually graduate from college.

These statistics hold true for Louisiana as well, for our data shows that of the students who begin college only 19% will complete a degree within 6 years. Below are resources for information about transitioning from secondary to post-secondary.

Here are sources for more statistics regarding transitions:

http://www.bls.gov/news.release/hsgec.nr0.htm

http://www.higheredinfo.org/dbrowser/index.php?measure=23

http://www.pew-partnership.org/pdf/dropout_overview.pdf

Federal investment has been made since late 1800 Always been able connecting industry with education

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System has transformed over time to meet the needs of industry, our economy and our employers.

Today meeting these needs looks very different than those early days of the federal investment. It looks very different than it did just 10 years ago.

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To step up and meet the needs, as well as make the transformation from vocational education to CTE- our organization published a new vision for CTE.

Vision builds on our past but also calls on us to innovate and transform to meet current and future needs, to develop world-class CTE program standards.

A copy of this paper is available in Files, under Materials.16

Today, CTE Acknowledges global economy Provides greater connection to employersAll students need to be college and career ready Vision is data driven and embraces Career Clusters17

Why do we need common state standards for CTE?Consistent, high- quality expectations and rigorous programs of studyCollege and career readinessShare best practices and develop new and better resources

As the economy has changed in the past decade, many CTE programs transitioned from helping students prepare for an entry-level job to helping students prepare for a career. As part of that transition, national organizations, like NASDCTEc, individual states, and even industry-based organizations, created different sets of standards for student learning in CTE programs. The result was a hodgepodge of standards that vary in quality and specificity from one state to the next, putting some students at a distinct disadvantage for competing in the ever-changing global economy.

We need consistent, high quality expectations from one state to another and we need to ensure that all CTE students have access to a rigorous program of study, regardless of where they live or which delivery system they use.

Also, we know the economic realities of local, state and federal budgets will not likely change in the near future. We believe that common standards make good sense from an economic and efficiency standpoint. If we can band together to build common standards, state resources currently dedicated to these efforts can be redirected to support many of the other myriad needs we have whether it be professional development, curriculum, equipment, integration, program articulation, etc.

LEADING CHANGETRANSFORMING EXPECTATIONSMAKING THE DIFFERENCE

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Kimberly Greenkgreen@careertech.orgwww.careertech.org20Career ClustersCareer Clusters: A Bit of History22Louisiana Believes Career Clusters were identified by looking at a variety of other groupings

Career Clusters are organized by common knowledge and skills Career Clusters began in the late 1990s with grants from the U.S. Department of Education to the states

How Were Career Clusters Developed?23Louisiana BelievesGrants were made to states by the USDOEStates working withNational Association of State Directors of Career Technical Education ConsortiumNational Advisory CommitteesBusiness and IndustryLaborGovernmentEducation (secondary and postsecondary) developed the framework for what became the Career ClustersGrants were provided to states who worked with NASDCTE Consortium as well as National Advisory Committees to development the framework which became the Career Clusters.

2316 Career Clusters with Logos

Career Clusters are an organizer for CTE. These career cluster incorporate the full spectrum of career options. They also identify the knowledge and skill requirements common to the occupations within each clusters and organizes them on two levels.

Level One the foundation level (consisting of Knowledge and Skills common to all occupations/career specialties within a cluster) for all learners interested in the broad category of occupations within that cluster

Level two the pathway level(consisting of Knowledge and Skills common to a sub-grouping of occupations/career specialties called a pathway) where cluster occupations are more narrowly grouped.

Since many careers of today will not be here tomorrow, career clusters support transferring skills within the cluster. Career Clusters support exploring different options and assist you with matching skills, interests, etc with occupations. While exploring career clusters can help you to find areas of interests, the exploration can also help to eliminate occupations as well.

http://www.iseek.org/careers/clusters.html is a website maintained by nonprofit and colleges/universities in Minnesota. Is a resource for exploring career clusters as is careertech.org and Louisiana Connect.

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CAREER CLUSTERS:THE MODEL

26How states implement the model varies from state to state.

In Louisiana, we developed the Louisiana Career Education Model and incorporated the sixteen clusters into that model.

As is illustrated above, Career Clusters benefit students byMotivating them to take more rigorous courses; courses grounded in the real world and aligned with the students interestsIncreasing the students awareness of the opportunities available within the career fieldHelping students to make connections between school activities and work expectationsOrganizing the students coursework with a focusAssists with helping to personalize the learning environment. One Model for Understanding CTE Louisiana Believes4

Career ClustersCareer PathwayProgram of StudyIndividual GraduationPlan (IGP)The model begins with awareness of career ready practices; those foundational knowledge and skills that every student needs to be successful in school and in the workplace.

Career Clusters Career Clusters are broad occupational groupings based on a set of commonknowledge and skills (link to a stronger definition of knowledge and skills)required for a specific career. Clusters also serve as a tool for organizing curriculum and instruction. Career Clusters provide opportunities for all students regardless of their career goals and interests.Career Clusters are a tool for a seamless educational system blending rigorous academic/technical preparationprovides career developmentoffers options for students to experience all aspects of a business or industryfacilitates/assists students and educators with ongoing transitions

Career PathwaysCoherent and focused sequence of courses, including rigorous academic and career & technical courses that leads to post-secondary opportunities/employment.Includes opportunities to earn IBCs and/or post-secondary credit as well as the foundation knowledge and skills common to all. In Louisiana, required for graduation with a Career Diploma or under the Basic Core Curriculum.Currently referenced as Area of Concentration (AOC) in Louisiana.

Program of StudyAssists with successful transition post-secondary by providing a sequence of courses to complete a post-secondary degree or an IBC. Is the Big Picture of the expectations.

Individual Graduation Plan (IGP)Is a personalized road map that guides the student toward his/her post-secondary goal (education and/or employment). Includes sequence of courses, and post-secondary expectations/goals,.27Louisiana Career Education Model28Louisiana Career Education Model29Louisiana Believes

There are six career paths or big ideas encompassing the 16 Career Clusters . These career paths are larger groupings of the career pathways. At the center of the model are the Foundation Knowledge and Skills common to all clusters. Additional resources, specifically information about the knowledge and skills common to each Career Cluster, are available at www.careertech.org .

These Career Clusters serve as an organizing tool for tailoring curriculum, for connecting academic, technical and employable skills, for developing Programs of Study, and ultimately assisting the student with aligning interests and skills in the students Individual Graduation Plan (IGP) or a personalized Plan of Study that outlines the students anticipated secondary and post-secondary experiences.

While the Career Clusters provide assistance to secondary students with planning, the six career paths or big ideas facilitate career exploration for younger students.

In Journey to Careers, students will explore all the career clusters and will use assessment instruments to help them narrow their career focus to 3 career clusters that align with their interests, skill sets, and values. Begin with the assessment instrument in Louisiana Connect and add information from additional resources as year progress, perhaps even having the students to re-assess themselves in Louisiana Connect as part of its Career Plan process. This information will be used by the student to develop, in Louisiana Connect, an IGP.

Tab Page 218 of the JTC curriculum. This is a brief overview of the Foundation Knowledge and Skills (FKS)of the Louisiana Career Education Model (LCEM).

Turn to Page 109 of the JTC Curriculum. Note reference to FKS: Employability and Career Development. These FKS will be addressed directly during this lesson.

29Career Pathway/AOC Structure30Louisiana BelievesMultiple Career Pathways/AOCs within the same Career ClusterCareer Pathway/AOC title reflects the career focusTwo requirements for completion of coursesPrimary (4 credits required)Includes a minimum of one competency courseBuilds the foundation for the AOC focusRelated (2 credits required)Supports the foundation for the AOCMust include one technology course3031Louisiana BelievesLouisiana Department of EducationIndividual Graduation PlanIncoming Freshmen 2008-2009 and beyond College and Career Diploma

31Health Science AOC32Louisiana BelievesCareer Cluster:Health ScienceCareer Pathway:NursingPrimary Courses:(must complete a minimum of 4 credits)Allied Health Services IAnatomy and PhysiologyCoop. Health Occ.CTE Internship IEducation for Careers or Journey to Careers or JAGEMT BasicFirst ResponderGeneral Coop. Ed.Health Science I, IIIntro to Emer. Med. Tech.Intro to Health Occup.Medical Asst. I, II, IIIMedical Terminology*Nurse AssistantPatient Care Technician (PCT)Students can only count one work-based learning program toward completion of primary credits. Students must complete at least one competency course credit, as designated by an asterisk. Students can only count one career awareness course toward completion of primary credits.Related Courses:(must complete a minimum of 2 credits, one must be a computer course credit, unless 5 credits are completed from thePrimary Courses and students complete one computer course credit)Adv. Child DevelopmentAdvanced Math I, IIAdv. Nutrition and Food AHECBiology ElectiveBiology IIChemistryChild DevelopmentCommunication Tech. ICustomer ServiceEarly Childhood EducationEntrepreneurshipFinancial MathHealth Occupation Elect. IIntegrated ScienceIntro to Bus. Comp. App.KeyboardingKeyboarding Apps.Mathematics ElectiveNutrition and FoodP.E. IIIPhysical Education Elec.PhysicsPhysics of Tech I (Voc.)Principles of BusinessPsychologySenior ProjectSociologySpeech I, II, III, IVAll computer courses approved by BESEAll foreign language courses Senior Project has to be related to the students career major and area of concentration.Refer to green book p 35Act 1124Regular Legislative Session, 1997Development and implementation of AOCsComplete 5-yr plan (IGP)end of 8th grade yrAct 298Regular Legislative Session, 2009Changed 5-yr plan to IGPAct 704Regular Legislative Session, 2010Utilization of web-based guidance system

3233Louisiana Believes

Career Pathway (AOC)Sample CareersMinimum EducationAverage Wage-LouisianaTherapeutic Services-Nursing StrandLicensed Practical NursePostsecondary Non-Degree Award$18.06/hr.Registered NurseAssociates Degree$29.19/hr.33Industry Based Certification(IBC)34IBC Definitions35Louisiana BelievesAn IBC is tangible evidence that an individual has successfully demonstrated skill competencies in:a specific set of work-related tasks, a single occupational area, or a cluster of related occupational areas as recognized by a specific industry

IBC Credentials issued by an industry or industry group, verifying:an individual has met the skill standards established by that industry or group andminimal requirements to successfully enter the workforce and compete in that particular area have been met.

According to the Workforce Investment Council, an IBC is a credential, usually issued by an industry or industry group, that verifies that an individual has met the skill standards established by that industry or industry group, as minimal requirements to successfully enter the workforce and compete in that particular occupational area.

Certification normally have a finite life and a recertification process must be undertaken to keep the certification in force.35Types of IBCs36Louisiana BelievesInternational [examples: Microsoft Office Specialist (MOS), & T2 Safety Systems]

National [examples: National Center for Construction Education Research (NCCER) & Pharmacy Technician]

State (examples: Certified Nursing Assistant & First Responder)

MOS-RMicrosoft Office Specialist (MOS)Versions 2003, 2007, or 2010

NCCERNational Center for Construction Education & Research

T2 Safety Systemsfor oil and gas production36IBC Matrix37Louisiana BelievesIBCs approved by the Workforce Investment Council (WIC) that are appropriate for secondary studentsProvides the following information:IBC Certification/Certifying AgencyCareer ClusterStudent RequirementsEvidence of Certification-International, National or StateCulminating CourseRequired Text (if applicable)Teacher Certification RequirementsTeacher National and/or State Renewal RequirementsRefer to IBC matrix handout 37IBC Focus List38Louisiana BelievesIs maintained by the Louisiana Workforce Commission of IBCs determined by that commission to beHigh demand occupationsHigh wage jobs or occupations that lead to a career ladderWidely supported and recognized by Louisianas industryProvides guidance for spending funds, for setting up training programs, for occupations aligned with high demand, high wage occupations in Louisiana, and the certifications recognized by industries in Louisiana.Funds--Perkins, Incumbent Worker, WIA, etc.

38Criteria for Inclusion on the Focus List39Louisiana BelievesAccording to the Workforce Investment Council, certifications on list,Fit definition of an IBCBe a demand occupation recognized by the Louisiana Occupational Forecasting ConferenceBe state or nationally recognizedHave the support of at least one (1) association or major employer in LouisianaBe tied to a high-wage career or lead to a career ladderBe generic, not vendor-specific, except in special cases as determined by IBC Leadership Council

IBC Leadership Council has authority to make exceptions to the requirements listed above on a case-by-case basis.3940Louisiana Believes

Click on the hyperlink in the above slide to return to the main PowerPoint. To activate hyperlink, right click on the slide above. Select Open Hyperlink and click on it. Move forward to slide entitled Check Your Understanding of CTE (Slide 23 of main PowerPoint)or click on slide above while in PowerPoint projection mode to go directly to designated slide.40Chart16.16.36.75.85.96.56.76.76.15.95.55.25.15.24.74.14.84.5444.44.55.35.754.64.854.853.644.73.83.83.53.53.4

TotalDropout rates of 15 24 year olds who dropped out of grades 10 12 between 1972- 2009

Sheet1TotalColumn3Column1Column219726.119736.319746.719755.819765.919776.519786.719796.719806.119815.919825.519835.219845.119855.219864.719874.119884.819894.5199041991419924.419934.519945.319955.71996519974.619984.81999520004.82001520023.62003420044.720053.820063.820073.520083.520093.4

Chart10.470.430.420.380.35

Boring classesToo many absencesPeer groupToo much personal freedomFailing in school

Sheet1Boring classes47%Too many absences43%Peer group42%Too much personal freedom38%Failing in school35%