Rural Schools and Career and Technical Education:How to Use Resources Efficiently to Engage Students, Raise Academic Achievement and Improve Graduation Rates

Edward A. Shafer, DirectorCareer and Technical Education Technical Assistance Center of NYwww.nyctecenter.orged@spnet.us

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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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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

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National and European Fiscal Crisis Developing embrace of Capitalism and

Democratic Institutions across the world Emerging BRIC (Brazil, Russia, India &

China) Economies Hyper-connected World Highly Competitive Education Systems Outsourcing of Blue and White Collar Jobs Developed economies must depend on High

Imagination Manufacturing and Services

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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

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BusinessFamily and Consumers SciencesHealth SciencesTechnologyAgricultureTrade and Technical Education

The vast majority of CTE is offered in the home school in Business Education, Agriculture,Family and Consumer Sciences and Technology

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Career and Technical Education is:

Adapted to meet the dynamic demands of the Global Economy

Career Clusters , Common Career Technical Core and Career Ready Practices

Reflects the modern workplace

Rigorous academic and technical standards

Critical workplace intelligence or “soft” skills-Career Ready Practices

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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 Grades 10-12

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

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Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

600

800

1000

1400

1600

1200

Text

Lexile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

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Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Engagement Crisis -when students speak of boredom they refer to the lack of engagement in class and lack of connection between what is presented and how it applies to their life or future

The Silent Epidemic -high school dropouts reported that the most frequent reason for leaving school was that classes were not interesting.

46 percent of high-school students were bored in school because the curriculum was not relevant to the real world.

Just 26 percent thought that high school provided skills necessary for work after graduation.

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0%5%10%15%20%25%30%35%40%45%50% Boring classes

Too many absences

Peer group

Too much personalfreedom

Failing in school

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

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Lack of meaningful exposure to career experiences to begin developing personal career aspirations;

A highly technological environment with lots of immediate distractions and alternative access to information;

Family and neighborhood stresses which make it difficult to learn and envision a positive future; and

Core academic classes that are highly abstracted and devoid of engaging teaching and learning strategies.

"we have to build a positive, engaging culture inside of education that trumps the negative culture kids experience in other parts of their

lives."

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Hans Meeder, National Center for College and Career Transitions

The underlying assumption has been that an academic, classroom-based approach is capable of preparing nearly all adolescents and young adults for success in the 21st century

But after 20 years of effort, and billions of dollars the time has come for an honest assessment.

Marginal gains in the bottom line measure of success-college completion. We have still been unable to get more than 30 percent of young adults to earn a bachelor’s degree by their mid-20s.

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The College Completion Agenda-Pathways to Prosperity

Only 30% of young adults earn a bachelors degree by their mid-20’s

27% of those with post secondary licenses or certificates -credentials short of an associate’s degree – earn more than an average bachelors degree recipient

By 2018 there will be 8 million openings in blue collar fields and 2.7 million will require a post secondary credential. This type of education-as opposed to a BA-is a ticket to a well-paying job and more education

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COLLEGE

Community College Bachelors Programs Technical School

OTHER POST SECONDARY OPTIONS

Apprenticeships Corporate Training Military Certificate

programs

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23% who enter complete community college in 3 years (2004 Cohort)

Only 61% entered the second semester

34% who enter community college complete in 10 years (1997 Cohort)

58 % who enter a four year college complete bachelors degree programs in 6 years

NYSED and the College Board

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MIDDLE SKILL WITH CERTIFICATES

Plumber Electrician Construction

Manager Dental Hygienist Paralegal Police Officer Licensed Practical

Nurse others

COMPENSATION

Premium over High School diploma

Pay more than many jobs held by BA graduates

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“Career readiness is not synonymous with college readiness. They can be complementary as there is a clear interface between career and college readiness. “The ideal high school curriculum would incorporate the best aspects of both tracks: academic rigor and cutting-edge career preparation…pathways that ‘include both academically rigorous, college-preparatory requirements and challenging professional and technical knowledge grounded in industry standards.”

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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, improved exit exam passing rates and higher levels of persistence in post secondary education 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

www.connectedcalifornia.org/linked_learning/evidenceNational Longitudinal Study

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Students reported: they liked working in teams indicated improvements in both attitude and work

habits

Students demonstrated: better self-direction higher attendance improved levels of homework completion

Students at schools with highly integrated rigorous academic and CTE programs have significantly higher student achievement in reading, mathematics, science, and social studies than students at schools with less integrated programs.Gene Bottoms, High Schools that Work, SREB (2008) See also Developing College and Career Ready Students at TAC

web site22

Student Outcomes improve when CTE programs use a robust integrated curriculum aligning core academics and Career and Technical Education

National Education Longitudinal Study and ConnectEd: California Center for College and Career

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Transitions A Career Plan Pathways to Graduation Project-Based Learning Work-Based Learning Support Services

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1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis 5. Synthesis

6. Evaluation

AcquisitionAcquisitionof knowledge of knowledge

ApplicationApplicationof knowledgeof knowledge

Action Action ContinuumContinuum

Relevance of learningRelevance of learningto life and workto life and work

11 22 33 44 55

Action/Action/ApplicationApplication

Thinking Thinking /Knowledge/Knowledge

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22

33

44

55

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Rigor/Relevance Rigor/Relevance FrameworkFramework

RelevanceRelevance

RigorRigor

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1

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

RoutineMemorization

Four Quadrants of Learning

ComplexAnalytical

ChallengingReal World

PracticalHands On

High

HighLow

Low Acquisition

A

Application

B

AdaptationD

Assimilation

C

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

HighHigh

HighHighLowLow

LowLowTeacherTeacher

WorkWork

StudentStudentThinkThink

StudentStudentThink & Think & WorkWork

StudenStudentt

WorkWork

21st Century Graduation Outcomes Academic ability to succeed and persist in

post secondary education (corporate training, apprenticeships, certificate programs, associate degree, bachelor degree, etc.) opportunities without remediation

Earning power in the form of an industry approved entry level certificate

Demonstration of Career Ready Practices as assessed by an employability profile

Career Path Plan Earned college advanced standing and /or

dual credit

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Act as a responsible and contributing citizen and employee

Apply appropriate academic and technical skills

Attend to personal health and financial well-being

Communicate clearly and effectively and with reason

Consider the environmental, social and economic impacts of decisions

Demonstrate creativity and innovation.

Employ valid and reliable research strategies

Utilize critical thinking to make sense of problems and persevere in solving them

Model integrity, ethical leadership and effective management

Plan education and career paths aligned to personal goals

Use technology to enhance productivity

Work productively in teams while using cultural global competence

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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

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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

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• 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: 20 program reviews at local schools, BOCES and Big 5

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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

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With thanks to Jessica Williams FACS teacher

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Designed with academic/technology teachers Career Academies that clustered students with similar interests into groups: Engineering & Technology Human Performance & Nutritional Science Applied Design Social Science Medicine

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What do people with an interest in this area (for example, film making) do?

What kind of products do they create and/or what services do they provide?

What knowledge, materials, and other resources do they provide?

What methods do they use to carry out their work?

How, and with whom, do they communicate the results of their work?

In what ways can we use the product or service to affect the intended audience?

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Student or Groups of Students following two smaller projects develop a big project that:

provide opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study,

acquire advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies,

develop authentic products that are primarily directed toward bringing about a desired impact upon a specified audience,

develop self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making, and self-evaluation,

develop task commitment, self-confidence, and feelings of creative accomplishment.

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LUNCH AND LEARNS

7th grade 5th and 6th periods: Cornell’s Biofuels

Department Binghamton University’s

Art Gallery A professional Architect A cardiac nurse The Binghamton Zoo SUNY at Cortland – Sports

Management Cornell University’s Fabrics

& Textile Program Binghamton University –

Engineering Research BAE – Engine Controls

AFTER SCHOOL

Lectures in students area of interest.

High School teachers visit and share special interests and areas of expertise

Community Members – PTS President “hires” culinary arts students to manage sale of baked goods.

Students organizing “documentary night” in their area of expertise.

Students have planned after school clubs for students with particular interest in their

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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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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.

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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

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Inconsistent data on 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 an employability profile

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Higher attendance rates Reduced remediation, summer school and

course repeats The two for one credit opportunity in

integrated and specialized courses Time savings by overlapping academic and

career content Student based school resources re:

technology infrastructure Partnerships with local business and non

profits49

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 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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Questions????

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

Students will be studying the election through the eyes of their own specialty. (Mental health care policies for future psychologists, Education reform for future educators, green energy for engineers and so on…)

Groups of students will be expected to endorse one candidate over another based on proposed policies related to his/her career interest.

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Students will be studying statistics through the lens of their own specialty. For example, XX% of students from poverty

graduate from high school (for future teachers) or XX% of the United States energy is gathered from solar energy (for future engineers) or XX% of the children living in the United States do not have access to adequate nutrition (for future culinary artists or nutritionists).

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Students will be writing their first major research paper on a topic related to their career discipline: For example, a future psychologist might

write a paper on trauma in childhood and a future architect might write a paper on the design of the Empire State Building.

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