cte career and technical education december 4, 2010 building a system of college & career...
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CTE CAREER AND TECHNICAL EDUCATION
December 4, 2010
Building a System of College & Career Academies in Chicago Public Schools (CPS) –
The Chicago CTE Story
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CTE CAREER AND TECHNICAL EDUCATION
What we’ll share today
1. CPS CTE context
2. What’s changing: Our vision, key strategies, and critical success factors
3. How we’re doing so far
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CTE CAREER AND TECHNICAL EDUCATION
Chicago Public Schools – The Big Picture
Student Population
Schools
Elementary = 293,509High School = 115,770Total = 409,279
Elementary = 524 (42 charter)High Schools = 151 (29 charter)Total = 675 (71 charter)
African-American: 45% Latino: 41% Caucasian: 9% Asian/Pacific Islander: 3.6%Native American: 0.2%
Low-income: 86%ELL: 12%
Enrollment:
Demographics:
Additional Info:
Overview:
CPS At a Glance
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CTE CAREER AND TECHNICAL EDUCATION
What is CTE at CPS?• Most programs a 3-year course sequence (10th through 12th grade)• Serves ~20K CPS high school students in 11 industries with 40 types of programs• In 2008-09, 250+ programs open across over 60 high schools (~300 teachers citywide)
A/V Technology &
Comm.
A/V Technology &
Comm.
Agriculture & Horticulture
Agriculture & Horticulture
Architecture &
Construction
Architecture &
Construction
Business& Finance
Business& Finance
Health Sciences
Health Sciences
Hospitality & Tourism
Hospitality & Tourism
Broadcast Technology
Digital Media (Graphic Design & Communications)
Horticulture Production
Food Science
Landscape Arch.
Electricity
Carpentry
Welding
HVAC
Entrepreneurship
Accounting
Finance
Culinary Arts
Hospitality Mgmt.
Plumbing
Arch. Drafting/Design
Pre-Engineering
Allied Health
Medical & Health Careers Academy
Human Services
Human Services
Child Care & Early Childhood Education
Teaching
Cosmetology
Game Computer Programming
Bus. Systems Networking/Cisco
Certified Internet Webmaster
Network Cabling
Oracle Database Programming
Information Technology
Information Technology
TransportationDistribution, & Logistics
TransportationDistribution, & Logistics
Auto Body Repair
Auto Technology
Logistics
Diesel Technology
ManufacturingManufacturing
Electronics
Machine Technology
Equip. & Tech. Institute
Law &Public Safety
Law &Public Safety
Chicago Police & Firefighter Training Academy (CPFTA)
Law & Public Safety Academy
Medical Assisting
Citywide LPN Program
Agr. Business & Finance
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CTE CAREER AND TECHNICAL EDUCATION
CPS CTE Goals = Increased Graduation & Postsecondary Success
CTE Goals
1. Engage students in career-focused curriculum and work-based learning to drive increased graduation rates
2. Prepare students for multiple pathways to postsecondary success Higher college enrollment rates
(4-year, 2-year, etc.) Higher earnings levels for
students who choose to work while attending college
Higher employment rates and earnings levels for students who do not go to college
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CTE CAREER AND TECHNICAL EDUCATION
How We Measure Success in CTE
Support Students & Teachers Drive Outcomes
PROGRAM INPUTS
Student enrollment
Certified teachers
Externally validated curriculum and third party skill assessments
Infrastructure, supplies, and materials
College & Career Coaches
Counselors
Academy Coordinators
Professional development for all staff
Postsecondary articulation
Business partnerships
STUDENT OUTPUTS
Program retention and completion
Skill-attainment
Academic attainment
Certification and licensure
College planning activities
Career awareness and exploration activities
College credit earned in high school
Work experience
Concrete postsecondary plans
STUDENT OUTCOMES
High school graduation
Postsecondary education enrollment and completion (certificate, associate's, bachelor's)
Apprenticeship enrollment and completion
Employment and earnings
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CTE CAREER AND TECHNICAL EDUCATION
What we’ll share today
1. CPS CTE context
2. What’s changing: Our vision, key strategies, and critical success factors
3. How we’re doing so far
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CTE CAREER AND TECHNICAL EDUCATION
Best practice research highlights CTE critical success factors
2008 MDRC report• 15-year longitudinal study of career academies across the US• Found that it is difficult to implement models “with fidelity “ but those
that do prepare young people – in particular young men of color who: Got better paying jobs Were more likely to live independently with children and a spouse Were more likely to be married and have custody of their children
James Rosenbaum (Northwestern) research
Select examples of successful schools internationally and in the US, including:• Worcester Technical High School (Worcester, MA)
1600 students; 67% low-income; 25% special education Students graduate with HS diploma and technical certification Nearly 100% graduation rate; 75-80% go on to further education
• William H. Turner Technical Arts HS (Miami-Dade County, Florida) 1800 students; 96% students of color (black and Hispanic); 68%
low-income 2% English Learners Students graduate with HS diploma and occupational certificate Close to 100% complete high school; majority self-report going on
to postsecondary education• Chicago High School for Agricultural Sciences
• Led by principals focused on and supportive of career preparation
• Are schools of choice for students
• Use a mixture of faculty with core academic, technical, and contextualized learning skills
• Maintain a market-driven focus to train students for high-demand sectors
• Provide industry-validated curriculum and credentials based on market standards, with linkages to postsecondary
• Build strong business partnerships and provide significant work-based learning experiences
• Offer facilities equipped to industry standards
CTE Program Critical Success FactorsSample Research
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CTE CAREER AND TECHNICAL EDUCATION
Historical CPS CTE outcomes not good enough
Relative to the average CPS graduate, research
suggests that CTE graduates should have
significantly…
• Higher graduation rates
• Higher college enrollment rates
• Higher employment rates and earnings levels
But we are not there yet in CPS – despite some pockets of excellence…
Majority of CTE students do not complete (~30% of ~8K potential completers in 2008)
College Enrollment
Employment
Annual Earnings
2007 CPS Grads
50%
49%
$11,439
2007 CTE Grads
53%
51%
$11,473
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CTE CAREER AND TECHNICAL EDUCATION
The Solution = CPS CTE Reinvention Strategy (Launched in March 2009)
Strategy: Focus on quality vs. quantity via site consolidation.
The Problems How Reinvention Strategy Will Solve the Problems
Diffuse resources • Target resources to fewer ‘College & Career Academy’ sites• Bigger, more sustainable academies at each school site • Geographically distribute academies
Uneven Principal and school-wide commitment
• School buy-in (RFP selection process, SOPs, shared costs)• Integrated instruction / SLCs, core teacher PD, counselor PD
‘Dumping grounds’ • Citywide programs of choice, students must apply
Curriculum not rigorous or relevant enough, and insufficient college and career linkages
• Develop/offer standard technical curriculum and assessments• Launch employability skills curriculum and assessment• Establish college & career pathways (certs., articulation, etc.)• Focus on priority industries (e.g., IT, Healthcare)
Not enough highly qualified teachers • Raise the bar for teacher certification• Offer more teacher PD
Not enough industry engagement or student work-based experiences
• More focused goals / “asks” for partners• City-level support
Sub-par facilities • State of the art labs
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CTE CAREER AND TECHNICAL EDUCATION
CTE Reinvention Strategy Timeline
# of ‘Legacy’ Programs Remaining
# of New Academies Built
0
50
100
150
200
250
300
Strategy: Focus on quality vs. quantity via site consolidation From 250+ programs in 60+ schools to 100 College & Career Academies across ~35 schools
- Build 10-15 College & Career Academies across 5 schools per year
- Close 30-40 programs per year
2009 2010 2011 2012 2013 2014 2015 2016
Higher quality means…
• Focus on priority industries
• Geographic distribution
• Citywide enrollment, and students must apply
• Committed school leadership
• Curriculum and assessments aligned w/industry and colleges
• Students obtaining industry certifications and college credit
• Teachers are industry-certified
• More teacher support
• State of the art labs
• Stronger industry partnerships
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CTE CAREER AND TECHNICAL EDUCATION
Priority Industries for Academy Development
Priority industries have been identified (circled in bold) based on job market opportunities – these are areas where we plan to build the greatest number of academies.
$20,000-$24,900 $25,000-$29,900 $30,000-$34,900 $35,000+
4,000+
1,000-3,999
300-999
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Transportation
Human Services (Cosmetology)
InformationTechnology
Business & Finance
Healthcare
Construction & ArchitectureHospitality
Human Services (Child Care)
Manufacturing
Agriculture &Horticulture
Art, A/V Technology & Communications
Automotive
Law and Public Safety
Average Annual Median Salary for Chicago MSA Region
Note: Transportation and Green Technology have been identified as priorities based on CPS and Chicago Workforce Investment Council analysis; however, CTE expertise in these areas is limited, so the Office of New Schools has been asked to prioritize these areas in its RFP process for the near-term, while CTE builds expertise over the long-term.
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CTE CAREER AND TECHNICAL EDUCATION
Geographic Distribution of Academy Schools(with citywide / magnet admissions)
Map includes
• Fall 2009, Fall 2010, and Fall 2011 academy school launches
• Existing all-CTE schools likely slated for future academy investment (Chicago Vocational, Simeon, Prosser, Chicago Ag)
• Note: Additional academy school launches to be determined in future years (not shown here)
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CTE CAREER AND TECHNICAL EDUCATION
Revamping / Standardizing Curriculum to Meet 21st Century Standards
2009-10 Curriculum Developed• IT – Oracle• IT – Game Programming• Culinary Arts• Hospitality• Early Childhood Education• Law & Public Safety• Auto Body Repair• Broadcast Technology• Logistics• Freshman ‘College and Career
Readiness’ foundations course
Goal: Develop 40 standardized curriculums over 4 years, aligned with industry and postsecondary standards, and integrating core academic and employability skills
2010-11 Curriculum in Development• IT – Cisco• IT – Certified Webmaster• IT – Network Cabling• Medical Assistant• Allied Health• Medical & Health Careers• Auto Technology• Construction• Digital Design• Business• Cosmetology
Approach• Step 1: Convene Developing a Curriculum (DACUM) committee, in which industry and
postsecondary partners define course standards• Step 2: Expert teachers & Curriculum Specialists backward map curriculum from;
complement with purchased/existing curriculum where appropriate• Step 3: Establish postsecondary articulation agreements with college partners involved
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CTE CAREER AND TECHNICAL EDUCATION
Example: Revamping IT Programs• 6K students in CTE IT programs, many outdated (e.g., keyboarding)• Upgrading CTE IT courses to reflect 21st century economy• Fall 2010 Launches: Crane, Harlan, Orr, Washington, Westinghouse
New IT Program Portfolio Highlights
Cisco/ Business Systems
Networking
Oracle Database
Programming
Certified Web Design
Game Programming
Network Cabling
• Computer hardware support, Network design and support; A+, Net+, Cisco CCENT certifications
• SQL and database foundations, database programming; Oracle certification
• Site development foundations, Site design; Certified Internet Webmaster certification
• Game design and development technology
• Basic wiring and fiber optics, Voice over IP, Phone service and video architecture
Key Partners
Oracle
Cisco
Dell
Microsoft
IBM
i.c. stars
Best Buy-Geek Squad
Abbott Labs
Advocate Hospital
Northwestern Hosp.
Northwestern Univ.
DePaul University
DeVry University
Moraine Valley
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CTE CAREER AND TECHNICAL EDUCATION
Emphasis on Industry Certification
Why certification and licensure
More emphasis on certification• Established clear
goals by program for certifications expected
• 60% of eligible programs now offering certification, expect 80% by June (significant teacher training underway)
• Expect to reach 100% in 2011-12 school year
Where we were in 2008-09
• ~ 3/4 of CTE programs offered in CPS should have been offering certification
• Of these, only 40% were offering certification. Issues:
Lack of standard curriculum or certification goals in programs
Need for teacher training
• External validation through objective assessment
• Higher employment rand earnings outlook
• Postsecondary articulation
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CTE CAREER AND TECHNICAL EDUCATION
CTE Cluster CTE Program Industry Available
Agriculture & Horticulture Food Science Food Handler Sanitation
Arts, A/V Technology & Communications
Broadcast Technology Final Cut Pro Level 1 Editing
Graphic Communications, Graphic Design Adobe Level 1 Photoshop
Business & Finance Accounting, Finance, Entrepreneurship None currently
Construction & Architecture
Architectural Drafting Autodesk AutoCAD
Cabinet Making, Carpentry, Electrical, Painting , Plumbing, Welding Occupational Safety & Health Administration (OSHA)
HVAC & Refrigeration Mechanic OSHA, HEAT and Refrigeration
Healthcare
Allied Health Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License
Medical & Health Careers Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License
Medical Assistant Bloodborne Pathogens, CPR, First Aid, RMA
Licensed Practical Nursing CPR, CNA, First Aid, LPN
Hospitality & Tourism Culinary Arts Food Handler Sanitation, ProStart
Human ServicesCosmetology Cosmetology State License
Early Childhood Education CPR, First Aid
Information Technology
Business Systems Networking A+, N+
Computer Programmer None
Information Processing Microsoft Certified Application Specialist (MCAS)
Law & Public SafetyLaw and Public Safety None Currently
Chicago Police & Firefighter Training Academy AED (Defibrillator), CPR, EMT, First Aid
Manufacturing
Electronics IPC, MSSC (Safety)
Equipment Technology Institute MSSC (Safety)
Machine TechnologyMSSC (Safety), NIMS (Job Planning, Bench Work & Layout; Manual Drill Press Operations; Manual Milling; Measurement, Materials & Safety)
Pre-Engineering None currently
Transportation
Auto Body Repair MAST (Steering and Suspension; Brakes; Engine Repair; Electrical)
Automotive Technology MAST, ASE, AC Delco (Steering &Suspension; Brakes; Engine Repair; Electrical)
Diesel None Currently
Logistics None Currently
Industry Certifications Available by Program
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CTE CAREER AND TECHNICAL EDUCATION
Establishing 3-Dimensional Approach to Assessment, Supported by PD
EMPLOYABILITY
• Fundamentals• Character/ Work Ethic• Problem Solving• Interpersonal• Computer Literacy
TECHNICAL
• Occupation-specific skills
ACADEMIC
• Reading• Writing• Math• Science
Note: These skill categories are used by Association for Career and Technical Education to segment work-readiness skills.
• CPS / Chicago Workforce Investment Council (CWIC) Employability Assessment
• CPS CTE grades / unit assessments
• Industry certifications• National Occupational
Competency Testing Institute (NOCTI) student assessments
• CPS core grades• EPAS scores• WorkKeys scores
Ski
lls
Ass
essm
ents
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CTE CAREER AND TECHNICAL EDUCATION
Technical Assessment –Example: NOCTI Culinary Arts Pilot
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Culinary Arts Prep Cook Level 1
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10
20
30
40
50
60
70
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32.4
37.6
42.1
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69.168.1 69.1 68.9
Group Avg- Duty (Pre-Test)- CPS Juniors Group Avg- Duty (Post-Test)- CPS Seniors National Avg- Duty (Post-Test)- Seniors
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CTE CAREER AND TECHNICAL EDUCATION
CPS / CWIC Employability Assessment – Launched in Fall 2010
• CPS and Chicago Workforce Investment Council (CWIC) partnered in 2010 to develop a customized Employability Assessment to measure 21st century essential skills not easily captured in paper assessments
• Based on feedback from employers, needed to formalize assessment and curriculum around these skills, in order to:
Inform classroom instruction and student developmentScreen for ‘work-ready’ students to place in internships
• Employability Assessment: Subjective rating of students by teachers, targeting 16 essential skills in 5 categories:
1. Fundamentals2. Work Ethic Character3. Problem Solving4. Interpersonal5. Computer Literacy
• Assessment roll-out supported by aligned curriculum and PD
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CTE CAREER AND TECHNICAL EDUCATION
Employability Assessment – Why Custom Built?
1. CTE and its partners needed something free and practical to promote city-wide adoption
2. There was no clear market leader in soft skill work-readiness assessment as compared to academic and occupational skill validation
3. Assessment needed to focus on only a core set of skills to allow for more emphasis on skill development versus lengthy, complicated evaluation
4. Assessment had to be developmental not simply an single output measure; having teachers heavily engaged in assessment implementation, curriculum development and evaluation makes the assessment a change management tool
5. The majority of work-readiness skills need to be identified by a teacher/person versus a computer self-assessment despite the cost and training requirements; every future work evaluation will be done by a manager not a computer
6. Assessment has to be able to be completed in under 5 minutes per student to have any viability on the front lines; many other assessments were too long or complicated
7. Assessment needed to be competed by as many people as possible and other systems may not allow for the necessary flexibility without adding serious cost
8. Many existing programs are designed around recommendations versus specific assessments; many promote local assessment development
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CTE CAREER AND TECHNICAL EDUCATION
Employability Assessment – 16K assessed in initial launch (80% of CTE pop.)
FUNDAMENTAL YES OR NO
Appearance/Hygiene
Timeliness
Oratory/Speaking
WORK ETHIC / CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation
Attitude
Accountability/Integrity
Self Control
Ambition/Initiative
PROBLEM SOLVING
Supervision
Procedure/Rule Following
Problem Solving Approach
Information Management
INTERPERSONAL
Verbal Communication
Active Listening
Feedback
Teamwork ≥2 people
COMPUTER
Computer Literacy
CWIC reviewed all major work-readiness and employability assessments to create a core set of 21 st Century Skills aligned to youth capability and entry-level employment requirements. The source data was derived from over 10,000 employer interviews.
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CTE CAREER AND TECHNICAL EDUCATION
Comprehensive Professional Development – Engaging Everyone in the School
CTE Teachers
Principals, Core Teachers, CTE Academy Coordinators
Focus Areas• Integrated instruction
• Student recruitment
• Retention & completion
• Parent engagement
• CTE key performance indicators, data tools, and intervention strategies
Counselors in CTE Schools
Focus Areas• Student recruitment
• Individualized planning and Programs of study
• 3-course sequence
• Retention and completion
• Employability skills
• Industry certification
• College and career planning
• Postsecondary articulation
Focus Areas• Instructional pedagogy• Use of assessment data• Industry best practices• Integrating core and CTE
PD Delivery Vehicles• 1 on 1 coaching
• Small group PD sessions
• Large group PD sessions Annual beginning of year CTE Institute –300+ school attendees Annual CTE Teacher Symposium (100+ teacher attendees)
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CTE CAREER AND TECHNICAL EDUCATION
Establish Measures of Success
Build Data Tools
• Program Inputs (e.g., certified teachers, functional labs, student enrollment)
• Student Outputs (e.g., industry certification, articulated credit earned)
• Student Outcomes (e.g., graduation, college enrollment)
• Program / site visit monitoring tool (to observe instruction, lab operations, student engagement, etc.)
• Annual program scorecards (tracking all success metrics)
• ‘Early Warning System’ ongoing intervention tool (enabling monthly / real-time response to issues identified)
Comprehensive Professional Development – Increase Use of Data to Improve Performance
Build School Staff Awareness & Train on Intervention Strategies
• Site visit monitoring tool launched this year, driving awareness and action on issues identified
• Annual program scorecards to be published in Dec. 2010
• ‘Early Warning System’ to be launched in early 2011 in conjunction with staff PD
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CTE CAREER AND TECHNICAL EDUCATION
Strengthening Industry Engagement
How Our 300+ Partners Engage with CTE
Chicago Workforce Investment Council (CWIC) Role in Supporting CTE
• Paid and unpaid internships (1300+/year)• Job shadows (1000+/year)• Class field trips• Guest speakers• Career fairs• Mentoring• Project-based learning• Certification prep• Curriculum development• Teacher training• Teacher recruiting• Industry Advisory Councils (established
common goals/best practices in 2010, growing # councils from 3 to 10 this year)
• Forecasted priority labor market needs• Developed externally validated
employability assessment tool for evaluating CTE students
• Codified industry advisory council best practices to facilitate more effective business engagement
• Helped set targets for student internship placements, creating projection model to set targets by sector
• Launched CWIC Board student internship pilot program
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CTE CAREER AND TECHNICAL EDUCATION
Critical Success Factors
CEO-level support
City-level Support
District culture of
performanceFunding!
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CTE CAREER AND TECHNICAL EDUCATION
What we’ll share today
1. CPS CTE context
2. What’s changing: Our vision, key strategies, and critical success factors
3. How we’re doing so far
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CTE CAREER AND TECHNICAL EDUCATION
Year 1 Outcomes Review
*College enrollment baseline data is based on previous year’s graduates.** Employment baseline data is from 2007 graduates who did not enroll in college and worked 4 continuous quarters.
Success Metric
2008-09 Actual
(Baseline)2009-10 Target
2009-10 Actual
1-Year Change
# of Industry Certifications Earned 994 1,188 2,768 +1,774
# of Internships 1,005 1,218 1,382 +377
% CTE Completion 35.8% 37.3% TBD Fall ’10 TBD Fall ’10
% of CTE Retained Year 1 to Year 2 51.3% 53.3% TBD Fall ’10 TBD Fall ’10
% of CTE Retained Year 2 to Year 3 53.8% 55.8% TBD Fall ‘10 TBD Fall ‘10
% of CTE Grads Enrolled in College* 54.3% 55.4% 56.6% +2.3%
% of CTE Grads Employed** 35.8% 38.3% TBD Fall ‘10 TBD Fall ‘10
2009-2010 CTE Enrollment = 23K students enrolled in 226 programs district-wide
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CTE CAREER AND TECHNICAL EDUCATION
Year 1 Strategy ReviewChallenges
• Improve brand and increase enrollment, particularly in historically lower performing schools
• Raise teacher credential requirements
• Increase CTE student completion (e.g., via more credit recovery options)
• Investigate the potential role of technology / online learning in CTE
• Increase student input and engagement
• Consolidation: Closed 50+ low-performing programs
• More student access: Established citywide admissions; 75% of offers accepted were from out-of-area students
• Rigorous and Relevant Curriculum: Developed 10 of 40 curriculums; Tripled number of industry certifications earned; Articulation agreements in development
• Teacher Support: Enhanced instructional & industry PD
• Work Experience: Grew # student internships by 37%
• Facilities: Built 12 ‘College and Career Academy’ sites; overall, $8M+ in new labs and existing lab repairs
• Principal buy-in / School engagement: Established CTE SOPs and cost sharing; Hired in-school Academy Coordinator FTEs; Launched application process for schools to request academies, & many schools applied
Key Successes to Date
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Questions?
Aarti DhupeliaDirector, Career & Technical Education
Chicago Public Schools773.553.3903
Johnnie TurnerCTE Curriculum & Assessment Specialist
Chicago Public Schools773.553.5404
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CTE CAREER AND TECHNICAL EDUCATION
Appendix
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CTE CAREER AND TECHNICAL EDUCATION
Employability Assessment – Overview of Skills Assessed
FUNDAMENTAL YES OR NOAppearance/Hygiene
Timeliness
Oratory/Speaking
WORK ETHIC / CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation
Attitude
Accountability/Integrity
Self Control
Ambition/Initiative
PROBLEM SOLVINGSupervision
Procedure/Rule Following
Problem Solving Approach
Information Management
INTERPERSONAL Verbal Communication
Active Listening
Feedback
Teamwork ≥2 people
COMPUTERComputer Literacy
CWIC reviewed all major work-readiness and employability assessments to create a core set of 21st Century Skills aligned to youth capability and entry-level employment requirements. The source data was derived from over 10,000 employer interviews making the assessment industry-validated.
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CTE CAREER AND TECHNICAL EDUCATION
Employability Assessment – Detailed Rubric
FUNDAMENTAL YES or NO
Appearance Dresses according to the defined norms of the workplace or school activity. Categories are business casual, business (coat and tie), and business formal (suit). Understands that appropriate appearance impacts cultural fit at the workplace.
Timeliness Arrives on time and is rarely absent without cause. Understands the relationship between punctuality and how people perceive them.
Oratory/Speaking Uses appropriate language, volume, clarity and tone based on the norms of the environment. Uses friendly tone and smiles when conversing with others.
WORK ETHIC/ CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation
Attitude
Is often negative and struggles to reorient negative outlook into a positive outlook. Does not understand or is not concerned with how attitude affects performance and group dynamics.
Is usually optimistic and can reorient negative outlook into a positive outlook. Understands how attitude affects performance and group dynamics.
Is optimistic and quickly reorients negative outlook into a positive outlook. Values how attitude affects performance and group dynamics and tries to positively influence conditions.
Accountability/Integrity
Rarely acknowledges responsibility for own actions and decisions. Does not complete assignments and is not concerned with quality of work. Has a generally low standard of performance.
Acknowledges responsibility for own actions and decisions. Completes assignments and is concerned with quality of work. Works towards a high standard of performance for self.
Assumes responsibility for actions and decisions. Completes assignments and is concerned with quality of own work and that of peers. Works towards a high standard of performance.
Self Control
Does not have control over emotional reactions. Responds to difficult individuals or situations with an agitated and defensive manner. Struggles to keep personal matters from interfering with performance.
For the most part, controls emotional reactions. Responds to difficult individuals or situations with a calm and non-defensive manner. Usually keeps personal matters from interfering with performance.
Can suppress own reaction and remedy difficult individuals or situations with a calm and non-defensive manner. Keeps personal matters from interfering and maintains top performance.
Ambition/Initiative
Has difficulty setting and achieving short term goals. Rarely takes initiative and waits for others to give work. Is only motivated under excessive influence or threats. Has a low expectation for self.
Can set and achieve short and moderate term goals. Takes initiative and does not wait for others to give work. Is self motivated but needs encouragement at times. Sets moderate expectations for self.
Can set and achieve short and long term goals. Takes initiative and does not wait for others to give work. Is self motivated and can strive independently. Sets high expectations and strives to surpass them.
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CTE CAREER AND TECHNICAL EDUCATION
Employability Assessment – Detailed Rubric
PROBLEM SOLVING 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation
SupervisionNeeds constant supervision to complete tasks.
Needs moderate supervision to complete tasks.
Needs minimal supervision to complete tasks.
Procedure/Rule Following
Has difficulty following rules and procedures. Jumps into tasks without first reading the directions. Does not seek clarification when unclear. Does not see the relevance of procedures to performance.
Follows rules and procedures. Reads all directions before starting. Checks for clarification when unclear. Understands relevance of procedures to performance.
Follows rules and procedures. Reads all directions before starting. Can break down instructions and prioritize implementation. Checks for clarification when directions are unclear. Appreciates relevance of procedures to performance and contributes suggestions for new/better procedures.
Problem Solving Approach
Does not approach program solving with any process. Has difficulty constructing and executing a plan.
Uses a basic process for problem solving. (1) Understand the problem (2) Construct a plan to solve the problem (3) Execute the plan.
Uses an advanced process for problem solving. (1) Identify the problem (2) Understand the problem (3) Construct a plan to solve the problem (4) Execute the plan (5) Evaluate results
Information Management
Struggles to identify and acquire information needed to solve a problem. Has difficulty extracting and understanding information from charts and graphs. Has difficulty organizing information effectively.
Can identify and acquire information to solve a problem. Can extract and understand information from charts and graphs. Can organize information effectively.
Can identify, acquire, and analyze information across disciplines to solve a problem. Can extract and understand information from charts and graphs. Recognizes information most relevant to a situation. Can organize information effectively. Seeks opportunities to learn new information.
COMPUTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation
Computer Literacy
Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Has difficulty using word processing software.
Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing software.
Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing, presentation and spreadsheet software.
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CTE CAREER AND TECHNICAL EDUCATION
Employability Assessment – Detailed Rubric
INTERPERSONAL 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation
Verbal Communication
Does not effectively express his/her ideas in a clear and logical manner. Has difficulty building on information presented during a conversation. Usually responds with yes/no answers. Often uses communication destructively to gossip or cause harm.
Effectively expresses his/her ideas in a clear and logical manner. Can have a two-way conversation building on information obtained during the conversation. Uses communication constructively to promote goals not to gossip or cause harm.
Effectively promotes his/her ideas in a clear and logical manner. Supports his/her ideas with data and research versus personal opinion. Is a skilled conversationalist and can successfully engage others in brainstorming and conflict resolution. Uses communication constructively to promote goals not to gossip or cause harm.
Active Listening
Struggles to understand, interpret, and evaluate what he or she heard. Does not accurately recall information. Does not ask clarifying statements. Does not maintain eye contact. Does not use listening cues such as nodding and verifying statements.
Can understand what he or she heard. Can accurately recall information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding.
Can understand, interpret, and evaluate what he or she heard. Accurately recalls and summarizes information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding and verifying statements.
Feedback
Responds defensively to constructive criticism. Often deflects by providing excuses. Resists being redirected to appropriate behavior. Does not defer judgment.
Responds civilly to constructive criticism. Absorbs feedback as a learning tool. Can be redirected to appropriate behavior. Reflects on feedback and defers immediate judgment.
Proactively seeks feedback and responds positively to constructive criticism. Absorbs feedback and seeks new ways to perfect behavior or performance. Easily redirected to appropriate behavior. Reflects on feedback and defers immediate judgment.
Teamwork ≥2 people
Does not work well in a team situation. Does not share responsibility for team deliverables. Deflects workload onto other team members. Often seeks to reduce level of quality. Is critical of other team members. Disrespects other team members’ input. Is unwilling to compromise to achieve overall team success.
Works with other team members to accomplish shared goals. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Respects and values other team members’ input. Willing to compromise to achieve overall team success.
Works with other team members to accomplish shared goals and often takes on team leadership position. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Provides team members with constructive guidance, encouraging others to do high quality work. Respects and values other team members’ input. Supports negotiated compromise to achieve team success.
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CTE CAREER AND TECHNICAL EDUCATION
Employability Assessment – Easy Online Assessment (5 mins./student rating)
CPS Career and Technical Education Beta Version 1.0