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TRANSCRIPT
Washington Office of Superintendent of
PUBLIC INSTRUCTION
CTE Dual Credit April 23, 2020
Washington Office of Superintendent of
PUBLIC INSTRUCTION
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• All questions may not addressed during this meeting, but we will provide follow up to submitted questions
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Who is Joining Us Today?
On the poll:
-CTE Director
-CTE Educator
-Building or District Administrator
-CTC Faculty
-Vice President of Instruction
-Student Services Staff
-Workforce Deans/Directors
-OSPI or SBCTC Staff
-Business/Community/System Partner (CCL Coordinators, etc.)
-Other (please identify in chat box)
Please
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Protocols
• Utilize the chat box to submit questions related to the topic.
• We will provide follow up to questions that are not covered during the presentation.
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Washington Office of Superintendent of
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CTE Dual Credit Partners – SBCTC + OSPI
Nate Humphrey, Becky Wallace,Tim McClain, Program Samantha L. Sanders Clarisse Leong
Director of Workforce Administrator for Executive Director of Assistant Director of CTE Operations
Education, SBCTC Workforce Education, Career and Technical Career and Technical Manager, OSPI
SBCTC Education, OSPI Education, OSPI
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Washington Office of Superintendent of
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Feedback Question 1
What is the biggest concern you have related to CTE Dual Credit, impacting this school year?
Visit www.mentimeter.com
on any device
CODE: 19 20 39
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Washington Office of Superintendent of
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Framing
• Improvement of CTE Dual Credit is state goal; however immediate focus is administration of CTE Dual Credit for this school year.
• Considerations for statewide/regional approaches that impact articulation agreements, or requirements (such as grade requirement differences) across consortia be addressed in future dual credit work.
• Expectations for CTE Dual Credit should not differ (less or more rigorous) than other dual credit programs.
10
Process SBCTC/OSPI Partner Meeting:
Debrief feedback
Late March/
Early April
Questions, feedback, and
updates from CTC and K12
practitioners related to
CTE Dual Credit shared
with partners
SBCTC Led WEC Meeting:
CTC Workforce Deans and
Dual Credit Leads provide
CTE DC feedback (OSPI invited to listen)
April 10
SBCTC/OSPI Partner Meeting:
Goal for shared guidance
document
April 15
OSPI Led CTE Meeting:
Representatives provide
CTE DC feedback (20 attendees, WACTA regions)
April 17
CTE Friday Webinar
SBCTC co-presents
CTE DC feedback (~200 attendees)
SBCTC/OSPI Partner Meeting:
Draft recommendations
April 21
OSPI releases
Grading and
Instruction
Guidance
April 22
SBCTC + OSPI
jointly release CTE
Dual Credit
Guidance
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Steps
_
ITY AND TECHNICAL COLLEGES Washington Stare Board
Woshington O!Cfice of Superintendent or
PUBLIC INSTRUCTION
Apr il 22, 2020
TO: Vice Presidents o f Instruction
FROM:
RE:
CONTACT:
Vice Presidents o f Stu dent services Workforce Education Deans and Directors Schoo l District Superintendents Schoo l Principals Career and Technical Education Directors and Educat ors
State Board for Community and Technical Colleges (SBCTC) Office of Superintendent of Public Instruction (OSPI)
CTE Dua l Cred it for 2019-20 School Year
Nate Humphrey, Director, Workfo rce Educat ion 360-704-4333, [email protected]
Becky Wa llace, Executive Director, Career and Techn ical Ed ucat ion 360- 725-624 5, rebecca wallaCP@kJ 2 wa us
Purp ose and Background The State Board for Community and Technical Colleges and the Office of Superintendent of
Pub lic Instruction recognize the value of Career and Technica l Educat ion (CTE) Dual Cred it, and the importance of the articulation agreement s that guide those early-college credit opp ortunit ies for students in high schoo l CTE p rograms articulated wit h professional/t echnical programs. W ith a focus on keeping students at the center of po licy and always leading w ith oolicies souarelv forused on ensurina educational eauitv SBCTC and OSPI have co-authored
Review Document and Respond • Review Purpose/Background
• Review Guiding Principles
• Review Considerations + State Recommendations
• Review Next
Reflections:
• What is your level of agreement with the document?
• What has not been addressed, what additional questions do you have?
• What should our next steps be in focusing on CTE Dual Credit at the state level?
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COM UNITYA D T CH ICAL COL--G S Washington State Board
Washington Office of Superintendent of
P1UBLIIC INSTRU1 CTION
Purpose and Background
• Lead with educational equity
• Student-centered approach
• Demonstrate SBCTC and OSPI commitment to partnership and focus on CTE Dual Credit
• Reinforce importance of articulation agreements
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Guiding Principles • Policies should keep students and families at the center.
What is best for the student should guide decisions.
• When policies and practices are consistent, we support that each and every student will have equitable access to earn college credit.
• Students can demonstrate that they’ve met learning outcomes and gained essential knowledge, skills, and abilities in a variety of ways.
• CTE Dual Credit opportunities facilitate the development of a skilled workforce, and support credential obtainment.
• Aligned learning outcomes and expectations are clarified through high quality articulation agreements.
• Educators are the experts in teaching and assessing our students. Now is a critical time to demonstrate trust across our systems and value collective professionalism.
Check in:
✓ Do you agree with the
guiding principles? If so, use the “thumbs-up” from
“Reactions” in the toolbar.
✓ If you feel something is
missing, please add it to the
chat box.
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Washington Office of Superintendent of
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Considerations/Recommendations
Topic Summary
Grading • Students must earn grade as reflected in the articulation agreement to
earn the CTE Dual Credit.
• High School/Skill Center educators will determine if the student has
met requirements.
• “Incomplete” final grade may be replaced by grade. If student meets requirement, they earn dual credit.
• District policies must follow Student Learning and Grading Guidance.
Content Alignment • Educators will ensure the competencies identified in the articulation
agreement will be met for any student that earns the CTE Dual Credit.
• Educators may prioritize learning outcomes as identified in the
articulation agreement for focus during the rest of this school year.
• Continuous Learning expectations from OSPI, reinforced by Governor.
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Washington Office of Superintendent of
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Considerations/Recommendations Topic Summary
Demonstration of Skills • Students may demonstrate competency mastery through a variety of
assessment styles – learning outcomes as identified in the articulation
agreements are the focus areas.
• Students have had opportunities to demonstrate competency prior to
school facility closure.
• Opportunity to network, learn, and share resources across K12 and CTC
system.
Articulation Agreements • Prioritize honoring current articulation agreements without
modification.
• Agreements represent an understanding between the two systems; any
change in process or requirements will require a conversation and
shared agreement – and should be explored only through amendments
or MOUs for this school year, including course contingency plans.
• Major changes could be initiated in future year agreements
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Washington Office of Superintendent of
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Considerations/Recommendations Topic Summary
Additional Requirements • Agreements should be maintained and honored for achieving students.
• Students and school districts should not face additional requirements
to access credits outside of what is reflected in the articulation
agreement.
• Now is the time to demonstrate the trust and collegial professionalism
or our educators, and honor the collaborative and accessible model of
CTE Dual Credit.
Check in:
✓ Do you agree with the state recommendations? If so, use the “thumbs-up” from “Reactions” in the toolbar.
✓ If you feel something is missing, please add it to the chat box.
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Washington Office of Superintendent of
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Next Steps • Friday, April 24th: OSPI CTE Program Update/Friday Lunch
• CTE Dual Credit Guidance Q+A from K12 System, SBCTC guest
• Wednesday, April 29th: WEC Deans and Directors • CTE Dual Credit Guidance Q+A from SBCTC System, OSPI guest
• Future considerations – depending upon feedback • Inviting aligned program faculty, educators, and partners, such as the
Centers of Excellence, to share promising practices and resources • Survey to K12 and CTC leads to determine decisions impacting CTE Dual
Credit and to inform future funding of pilots for the improvement of CTE Dual Credit across the state
• CTC Perkins Leadership Block Grant application to support statewide and regional partnerships: engage with dual-credit partners to support dual credit and program of study work
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Washington Office of Superintendent of
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What can our agencies do in partnership to support state-level CTE Dual Credit or high quality CTE programming?
Go to www.menti.com and input the code:
“81 76 14”
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Washington Office of Superintendent of
PUBLIC INSTRUCTION Connect with us!
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k12.wa.us