Common Core State Standards & Career and Technical Education: Bridging the Divide between College and Career Readiness

The Moment is Here and the Opportunity is Clear:

As states are working to align their education systems with the CCSS in support of the goal of graduating all students ready for college, careers and life, academic and CTE leaders at the state

and local levels can and should maximize this opportunity to finally break down the silos between their disciplines and

collectively find ways to ensure that the new standards rigorously engage all students in both academic and CTE courses.

http://www.achieve.org/CCSS-CTE-BridgingtheDivide

Survey and General Conclusion

Survey administered November 2011– Questions addressed plans, timetables, formation of state

level teams for CCSS, role of CTE in implementing CCSS.

Conclusion? • A substantial gap (or divide) between the need for CTE

involvement and the actual level of CTE involvement.• An implication that CCSS implementation is purely an

academic initiative, despite interest from CTE leaders to be involved.

State Interviews

• Based on survey findings, eight states selected for follow-up interviews: California, Illinois, Kentucky, Mississippi, Missouri, New Jersey, Ohio and Oregon.

• Interviews carried our in December 2011 and January 2012.

• Interviews focused on state agency activities to implement the CCSS within CTE. Did not try to assess local implementation.

• Interview findings were synthesized to identify 8 strategies that were employed.

• Not all states employed all the strategies.• Report draft was completed in March 2012.

Strategies for Bridging the Divide1. Developing a Common Understanding of College and Career Readiness

2. Forming Cross-Disciplinary Teams for CCSS Planning and Implementation

3. Ramping up Communications and Information Sharing

4. Creating or Updating Curricular and Instructional Resources

5. Enhancing Literacy and Math Strategies within CTE Instruction

6. Fostering CTE and Academic Teacher Collaboration

7. Establishing Expectations for and Monitoring CCSS Integration into CTE

8. Involving Postsecondary CTE in CCSS Implementation

Setting a New Standardfor CTE

Kimberly Green, NASDCTEc Executive Director

Reflect, Transform, Lead:

A New Vision for Career Technical

Education• CTE is critical to ensuring that the United States leads in

global competitiveness.

• CTE actively partners with employers to design and

provide high-quality, dynamic programs.

• CTE prepares students to succeed in further education and

careers.

• CTE is delivered through comprehensive programs of study

aligned to The National Career Clusters Framework.

• CTE is a results-driven system that demonstrates

a positive return on investment.

Why do we need to align the CCSS

and CTE?

• CTE is critical to ensuring that the United States

leads in global competitiveness.

– Demands for relevance, increased student

engagement and achievement

– A call for common standards

• CTE actively partners with employers to design

and provide high-quality, dynamic programs.

– Employer involvement in setting standards

– Teaching and learning should model the real world

Why do we need to align the CCSS

and CTE?

• CTE prepares students to succeed in further

education and careers.

– College readiness and career readiness for ALL

• CTE is delivered through comprehensive programs

of study aligned to The National Career Clusters

Framework.

– Program of study is the implementation strategy for

CCSS and CTE alignment

– Achieve pilot study

Why do we need to align the CCSS

and CTE?

• CTE is a results-driven system that demonstrates

a positive return on investment.

– Data-driven decision-making

– Common data elements, measures and reporting

– CTE student performance on academic measures

under Perkins is very strong

The Common Career Technical

Core Initiative

• Common Career Technical Core (CCTC):

– a state-led initiative to establish a shared set of high-

quality Career Technical Education (CTE) standards

– what students should know and be able to do at the

end of a program of study within a particular career

field.

• Forty-two states, the District of Columbia, and one

territory--Palau--participated in the development and

validation of the CCTC.

High Quality CTE Programs

In order for CTE programs to prepare students to

be

college and career ready for the global economy,

CTE programs should include:

•Common Career Technical Core Standards in each of the

16 Career Cluster™ areas (CCTC)

•Career Ready Practices

•Common Core State Standards (CCSS)

Closing: CCSS and CCTC Alignment

• CCSS is critical to enhancing the academic quality of CTE programs.

• CTE partnering with CCSS can add relevance without losing rigor.

• Leadership matters! Break down silos!

Career Readiness

Three key components:• Academic skills• Employability skills• Technical skills

For All Students

For All “Careers”

16 Clusters – 79 Pathways

Aligns / Supports Academics

High School and Postsecondary Partnerships

Career and Technical Education Today

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Flagler Hospital Academy of Medical and Health Centers (St. Augustine, FL)

• Career academy within Pedro Menendez HS• Academic-CTE integrated curriculum• 250 students• Hospital staff teach some courses• Dual enrollment options at nearby CC• Flagler hospital provides classroom

space, lab facilities, internships, teacherexternships, etc.

BRIDGING THE DIVIDE: The Ohio Perspective

Common Core State Standards & Career and Technical Education: Bridging the Divide between College and Career Readiness

For more information, contact Kate Blosveren:

kblosveren@achieve.org / 202-419-1551

www.achieve.org/CCSS-CTE-BridgingtheDivide