Welcome to the Career Technical Education In-Service

August 2010

By PresenterMedia.com

•Today’s Agenda

Career Technical Education GoalsWelcome Back, Introductions, Overview of CTE, and Five District Focus Areas

Program Assessment ToolOverview – LEA Plan, CTE Plan; Self-Assessment; Overview of Tool and Implementation

DataOverview, ACTE Career Readiness

Future Job TrendsWrap up

8:00am

8:45am

1:15pm

10:00am

12:15pm

Curriculum Direction Overview; Counseling and QuestionsWhat to Expect , Goals, Articulation, a-g

• Welcome Back! (Betsy McKinstry, CTE Director)

• Introductions

• Pop Quiz!

• How Well Do You Know CTE?

Welcome Back and Introductions

Betsy McKinstryCTE Director

Career Technical Education Goals

“The task before us is an enormous one, and it is clear that we must embrace new, innovative approaches to educational transformation that are likely to lead to highly successful outcomes for students, families and communities.”-State Superintendent of Instruction Jack O’Connell

• Introduction• Name • School Site • Course • Did you take a CTE course in high school? • What was the course? • How is that high school CTE course related to your current job?

We Are Here!

RealitiesRealities

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1950 1990 2000 2010

Required Education and Training Increases for Employment - 1950 through 2010

Required Education and Training Increases for Employment - 1950 through 2010

High School Diploma or Less

Post-High School Training or Education

4 - Year Degree or More

20

20

60

National College Enroll-mentLine 1950

20

45

35

20

65

15

20-25

65 to70

10California College Enroll-ment Line 1990

California College Enroll-ment Line 1999

Academic and

Workplace Skills

Shortfall Area

Community College

Area

UC and CSU Area

a-g

It’s an economic issue when the unemployment rate for folks who’ve never gone to college is almost double what it is for those who have gone to college. It’s an economic issue when eight in 10 new jobs will require workforce training or a higher education by the end of this decade. It’s an economic issue when countries that out-educate us today are going to out-compete us tomorrow. – President Obama, July 2010

Education Requirements 2025Public Policy Institute of California

05

1015202530354045

LessHS

HSGrad

SomeCol

ColGrad

projected adulteducation

projectedeconomicdemand

21st Century Student Outcomes and Support Systems

District Five Focus Areas

• Math • English • Special Education • AVID • English Language Learners

The Engineering programs have already demonstrated a high post-secondary educational enrollment rate as compared to all Career Technical Education programs in the district as well as in comparison to the AVID program that has been implemented district-wide. The data is repeated below in chart form to further illustrate this significant achievement.

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

2008/2009 Post-SecondaryEnrollment of Graduated

Seniors

AVID

All CTE Programs

EngineeringPrograms

• Our Career Technical Education Programs have effectively supported the closing of the achievement gap for all sub-groups qualifying as “at risk” or “underrepresented”. • Students in our programs have consistently improved their standardized test scores and have more than doubled the achievement rates in the State of California. • The chart below illustrates this growth and compares our programs’ students to the State of California’s data as demonstrated through the California High School Exit Exam (Cahsee):

CTE Concentrator Students, CAHSEE Scores Proficient or Above

43.08%

32.90%

46.12% 45.75%

23.00% 22.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Academic Achievement Reading/Language Arts Academic Achievement Mathematics

Subject Area

2007-08 CTE

2008-09 CTE

State Level 2008-09

Diane Walker CTE Coordinator

CTE Program Assessment Tool

California State CTE Plan - Timeline• 2005 Model CTE Standards• 2006 Needs Assessment by Stakeholders• 2006 Framework for CTE Standards• 2007 Draft CTE Plan (required to receive federal

Perkins funding for state)• 2007 Public Hearings on Draft• 2008 Adopted by State Board of Education• Dec. 2008 Approved by US Dept. of Education

California State CTE Plan

• Major elements:• CTE Delivery Structure and Enrollment• Workforce Development and Industry Partnerships• Context for CTE in California

• Demographics, Economics, Education, Policy• Vision for Building a High-Quality CTE System

• Mission, Guiding Principles, Goals, Indicators• Responses to US Dept. of Education Guide on Perkins

Funding• State Policies on Perkins Funding• http://www.schoolsmovingup.net/cs/ctep/print/htdocs/cte

p/home.htm

Local CTE Plan – 2008 Timeline• Required for each LEA to receive Perkins funding for CTE

• Stakeholder meetings• Draft plan• Revisions• Board approval – submitted Oct. 2008• CDE approval

Local CTE Plan• Major elements:

• Status of CTE Offerings Locally• Program Goals and Objectives• Alignment and Sequencing (including programs of

study)• Support for Special Populations Students• Guidance and Counseling• Comprehensive Professional Development• Accountability and Evaluation• Use of Funds

Self-Assessment

• Please take a few minutes to pre-assess how successful you feel your CTE program is in meeting the 11 indicators for a high-quality program

• Scale of 1-5

11 Elements of High-Quality CTE System*• Leadership at All Levels• High-quality Curriculum and Instruction• Career Exploration and Guidance• Student Support and Student Leadership Development

• Industry Partnerships

• * from Ch. 3 of State CTE Plan

11 Elements - continued• System Alignment and Coherence• Effective Organizational Design• System Responsiveness to Changing Economic Demands

• Skilled Faculty and Professional Development• Evaluation, Accountability, and Continuous Improvement

• CTE Promotion, Outreach, and Communication

Program Assessment Tool

• Drafted by staff at Solano County Office of Education

• Based upon State CTE Plan 11 Elements• Revised and supplemented locally• Elements and minimum examples of evidence to be gathered to support each section

• Timeline for completion of each section

Program Assessment Tool - continued

• At the end of each quarter, submit gathered evidence and completed comments for assigned sections

• Industry sector meetings (one sub day) during a two-week window to work collaboratively through each element and receive additional professional development

• Working document

Program Assessment Tool

• Sections 1, 2, 3, 4 – due 10/8/2010• Sections 5, 6, 7, 8 – due 12/17/2010• Sections 9, 10, 11 – due 3/11/2011• Fourth quarter review/evaluation

• Results compiled• District and community review• Drive future activities, improvement, program decisions

Preview

• Calendar during wrap-up session• Related events (including future furlough days in

October and March)• Information regarding funding opportunities for professional development, field trips and/or supplemental equipment/instructional materials

Q & A

BREAK!Scheduled Break from 9:45am to 10:00am

Curriculum Direction Overview

Mariane DoyleCTE Coordinator

“Bring on the learning revolution”

What are your thoughts?

What’s coming? Reform? Revolution?

www.dangerouslyirrelevant.org

• California Signs On to Common Nationwide Education Standards (08/03/10) http://www.latimes.com/news/local/la-me-standards-20100803,0,3569884.story

• University of California’s “a-g” requirements for college freshmen entering in 2012

• Program Assessment Tool: each program will meet in curriculum direction meetings to ensure high quality, rigorous curriculum and instruction.

•What’s New with Curriculum in 2010/2011?

• Career Technical Education Standards• http://tinyurl.com/CTEStandards

• Foundation Standards (Core Academics)

• Nationwide “Common Core Standards”• http://www.corestandards.org/

• High Quality, Rigorous Curriculum (“a-g Ready”)

Standards

University of California’s “a-g”

• “a-g” Ready Courses include:

• Theory for the academic credit; Application for the CTE side

• Are standards-aligned

• “a-g” Timeline for Approval:

• Must be submitted by September 3, 2010 to Mariane in order to meet 2010/2011 deadline.

• For 2011/2012 credit, submit after February 1st to Mariane

University of California’s “a-g”

• Evaluate Curriculum

• Provide Guest Speakers

• Provide Work-Based Learning Opportunities

• Scholarships, Financial Support, Equipment

• How do industry professionals contribute to

your program?

Industry Connections

• Integrate High-Yield, Research-Based Instructional Strategies (e.g., AVID)

• Cornell Notes• Collaborative Learning Groups• Inquiry; Costas’ Levels of Questioning

• Use technology that is appropriate to the instructional content

• Web 2.0 (see handout)• Provide Opportunities for students to Create

• Use daily lesson planning strategies

High Quality Instruction

More Shift Happens…Integrating Technology with Pedagogy

• “Given the realities of our modern age and

the demands of our children’s future, is it

really okay to allow educators to choose

whether or not they incorporate modern

technologies into instruction?”• From www.dangerouslyirrelevant.org

•Your Thoughts?

• Form a PLC with teachers in your industry sector/pathway

• Meet with CTE Coordinator to review/evaluate current curricula

• Align curricula to State Standards and make “a-g” ready

• Submit to CTE Director and University of CA’s “a-g” office for approvals

• Obtain Industry Approval through Advisory Board Meeting

• Obtain Governing Board Approval

• Make course available. Work with counselors to promote.

The Curriculum Direction Process 2010/2011

Counseling and Questions

LUNCH!Scheduled Lunch from 11:30am to 12:15pm

Please return promptly!

Diane WalkerCTE Coordinator

Data

Carl D. Perkins Career and Technical Education Improvement Act of 2006

• Supplemental federal funding for career-technical education

• Nine mandatory program goals:• Integration of core academic

and CTE skills• Integration of All Aspects of

the Industry and work-based learning

• Embedded use of technology (both industry and computer) for teachers and students

• High-quality, sustained, intensive professional development for teachers, counselors, and administrators to meet program goals

• Assessment of the programs, including meeting needs of special populations students (6 types)

• Prepare special populations students for high-wage, high-skill, or high-demand occupations leading to self-sufficiency

• Initiate, improve, expand, or modernize quality CTE programs

• Provide effective CTE services of sufficient size and scope

• Create and maintain post-secondary connections

Core Indicators to Review Effectiveness of CTE Programs

• 1S1, Academic Attainment- Reading/Language Arts (proficient or above on CAHSEE): state level 23.0%

• 1S2, Academic Attainment- Mathematics (proficient or above on CAHSEE): state level 22.0%

• 2S1, Technical Skill Attainment (grade of “C” or better): state level 53%

• 3S1, Secondary School Completion (12th grade grads/certificate/GED): state level 85.5%

Core Indicators - continued

• 4S1, Student Graduation Rate: 83.20% state level

• 5S1, Secondary Placement: 78% state level• 6S1, Non-traditional Participation (under-represented genders in specific occupational areas): 23% state level

• 6S2, Non-traditional Completion: 18% state level

Carousel Activity• In groups, take a marker with you, and visit

each of the “data stations” • Write down a factual statement about one of

the following elements for each station (try to add something new to what’s already there):

• What the data “say” or mean; or • What the data don’t “tell” us; or• What additional info would you need or like to see

to analyze? or• What is the good news depicted? or• What needs improvement?

Follow-up Discussion• Return to your tables• Take a “role” card – don’t share its contents

with others at your table• With the data statements provided, go through

each of the five “framework” questions from the carousel activity, and review – does anything else need to be added?

• Be “in character” as you discuss• Choose a “reporter” for the group• Share out your group’s results with the rest of

the room (not “in character”)• What are the most important points surfaced

during your discussions?

Data Follow-up• Using Data to Improve Learning for All• Five-step data cycle:

1 - Build FoundationsShared vision, values, parameters

2 - ID Student Learning Issue

Focus for reviewData Research

3 - Verify CausesData Research4- Generate

SolutionsResearch, best prax, Logic Model

5 - ImplementMonitor

Achieve ResultsData Research

Data Research

Why Are the Data Important?• Evidence of successes• Evidence of need for

improvement – help begin collaborative inquiry, not blame

• Preparation for college and career readiness benchmarks

“We use data to move from a culture of blame to a culture of wonder. We wonder why something is – or is not – occurring rather than ascribing blame. This wonder leads us to ask better questions and attempts to get at the causes of behavior.”

• Kay McClenney

What Is Career Readiness?

• ACTE White Paper• Achieve White Paper• Jigsaw reading activity – in groups, then share out

Jigsaw Activity Framework Questions• What are 3 recommended skill sets for students to acquire in order to be career-ready?

• How do these skills differ from those required for college readiness?

• How do students benefit from being both college and career ready?

• How will you act to prepare students for both college and career readiness?

Quick-Write Write free-form for 3 minutes on your response to this prompt:

• How will the “career readiness” movement affect the day-to-day lives of my students in the coming five years? Will it prepare them for jobs of the future? Why or why not?

Mariane DoyleCTE Coordinator

Future Job Trends

• Top Innovations that Changed the World:• The iPod• Social Networking (Facebook)• “Death of the Land-line”• Twitter• Expansion of Broadband in U.S. and Abroad• The Web on your Phone!• It’s okay to buy things online (a.k.a., financial

transactions on the web are accepted as secure)• Emergence of online work

Looking back at 2000-2009

• Environmental• Traceability Manager• Cloud Controller

• Renewable Energy• Hydrogen Fuel Station Manager• Uranium Recycler

• Advanced Manufacturing• Mechatronical Engineer• Metal Skin Consultant

• Augmented Reality• Digital Architect• Avatar design-security consultant

• Robots and Artificial Intelligence• Personal Bot Mechanic• Powered Exoskeleton Engineer

• Business• Simplicity Consultant• LocaPreneur

• Nanotech and Biotech• Bioinformationist• Geomicrobiologist

• Social Services• Experimental Therapist• Home Companion-Caretaker

• Education• Online Education Broker• Space Tour Guide

• Food• Farmer• Personal Food Shopper

• http://www.guardian.co.uk/money/2010/jan/09/jobs-of-the-future

Looking Forward: 2010 - 2020“A huge portion of the highest paying jobs in the next 10 years will be served across the wire, with

less and less dependence on physical location.” - Brent Frei, www.xconomy.com

Jobs that are at risk by 2020…

• Store Clerks – replaced by online shopping, self-service scanners, robotic shelf-stackers

• Soldiers – replaced by unmanned combat vehicles, air and ground. But, fighter pilot job may be the first to go.

• Bank Tellers – replaced by ATM’s and online banking

How do you identify future jobs in your industry?• Google – it’s magic!

• Innovations of the past decade that will change the future course of your industries:

http://tinyurl.com/2000innovation

How do you identify future jobs in your industry?• Bureau of Labor and Statistics

• Occupational Outlook Handbook: http://www.bls.gov/oco/

• California’s Employment Development Department• http://www.labormarketinfo.edd.ca.gov/

• Local Industry Members• Advisory Board• Antelope Valley Board of Trade (www.avbot.org) • Chambers and Cities’ Websites

How do YOU identify future jobs in your industry?

What does this mean for your classes, programs, curricula? Changes?

• Funding• Equipment Requests• Trip Requests

• Timeline• Final Comments and

Questions

Wrap-Up

Funding Requests • Does an increase in funding= improvement in the quality of a program

Each table will be assigned a positionEach table will debate the position Five minute preparationFive minute debate

This is our challenge Activity

• Suggestions to request funding that is in alignment with the discussions today

Request for Funding • Write down three goals for your program• Prioritize them by numbering 1, 2, 3 • Underneath each goal write request and approximate funding amount

• Program Goals: consistent with mission, aligned with values, describe desired performance

Industry Sector POC’s Betsy: Health Science, Ag and Auto Diane: Public Services, Engineering, Building, Trades and Construction, Foods

Mariane: Business, Arts, Media and Communications, Education

Timeline• October 8-Section 1 Due • October 11-29, Meet with Industry Groups • October 13: Furlough Day, “Jobs of the Future” • PLC Training TBD • December 7-Section 2 Due • December, January-Curriculum meeting review with Industry Groups

Timeline cont’d• March 11-Section 3 Due • March 30-Furlough Day-Final curriculum review • PLC Pending • March, April: Advisory Meeting • May, Articulation Meetings

• Questions• Complete KWL Document

• Add any comments or feedback on the document

• HAVE A GREAT SCHOOL YEAR!!!!!!

HAVE A GREAT YEAR!Thank you for your attention today. We look forward to working with each of you this year to increase student achievement through CTE!

Adult Program Teachers – Meet with Andra in D-2