how pathways can transform secondary education and how assessment development can strengthen cte...
TRANSCRIPT
HOW PATHWAYS CAN TRANSFORM SECONDARY EDUCATION AND HOW
ASSESSMENT DEVELOPMENT CAN STRENGTHEN CTE
DOUG LEAVENS, DIRECTOR OF CTE, WASHINGTON-SARATOGA-WARREN-HAMILTON-ESSEX BOCES AND PRESIDENT, ASSOCIATION OF CAREER AND TECHNICAL EDUCATION ADMINISTRATORS
MULTIPLE PATHWAYS and
UNIFYING CTE1
Some…………….Statements of the Problem
Our cultural expectation of “University for all”Belief that academic abilities inherently make
students career readySED mantra of college and career really meaning
college or careerUnderstanding the need for relevance but not
acting on this needHS as a “collection of credits” mechanismWork and the economy not being a real part of the
K-12 outcome measuresThe “test” continues to be too prominent and the
“right outcomes” are elusive
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Our Time Together
PathwaysHow does “College for All” work out for the kids?Majors MatterThe Kids are BoredWhat is Career ReadinessA Comprehensive Pathways Proposal
Unifying CTEPurpose or intent of Assessment SystemWork Completed to DateProcessNext Steps
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“College for all” might be the mantra, but the hard reality is that fewer than one in three young people achieve the dream
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
The College Completion Agenda-Pathways to Prosperity
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Employment Results5
37% of employed 4-year college graduates are in jobs that require less than a high school diploma
48% of employed 4-year college graduates are in jobs that require less than a 4-year degree
Source: Bureau of Labor Statistics
College Completion in NYS
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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United StatesUnited States Our CompetitorsOur Competitors
Business General Studies Social Science and History Psychology Health Professions Education Visual and Performing Arts Engineering and
Technology Communication and
Journalism Computer and Information
Science
Business Engineering and Technology Computer and Information
Science Health Professions Education Social Science and History Communications and
Journalism Visual and Performing Arts Psychology General Studies
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Majors Matter
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Students without Purpose
Students without Purpose EngagementEngagement
Purposeful: Found something meaningful with sustained interest-20%
Dabblers: Tried purposeful pursuits and are yet to commit-30%
Disengaged: No purpose and no inclination to find one-25%
Dreamers: Imagine great things, without practical Pursuits-25%
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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Relevance Makes Rigor Possible for Most Students
Source: “The Silent Epidemic: Perspectives of High School Dropouts”, Civic Enterprises, 2006
Source: The Path to Purpose, William Damon
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Pathways
A College-Career Pathway is an educational program (not a test)
………a sequence of inter-connected academic and elective classes (relevant pathway choice)
……….helps students to make a clear connection to college and (not “or”) career opportunities
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What this Should Not Be…….in my opinion
A call for every student to be a CTE studentAn attempt to limit student choice and
develop tracksA call for a separate CTE pathway
independent of other equally viable educational experiences and pathways
Watering down standardsAbandoning the Common Core State
Learning StandardsAdding more assessmentsSlavishness to business interests
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A PATHWAYS PROPOSAL WHAT IT COULD LOOK LIKE FOR A STUDENT
Foundation – 15 Credits
All students would be required to meet certain established requirements aligned to New York State Standards including the P-12 Common Core Learning Standards for each diploma pathway
An example of a rigorous college- and career-ready foundation might require: 2 credits of Common Core mathematics 2 credits of Common Core aligned Social Studies 3 credits of Common Core English Language Arts (ELA) 2 credits of science 1 Career and Technical Education (CTE) credit 1 Language Other Than English (LOTE) credit 1 Arts credit 2 Physical Education credits ½ Health credit, and ½ Financial Literacy credit
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Pathways: A Proposal16
Regents Pathways
Pathways engage students of all levels of achievement and offer students an opportunity to explore arts, humanities, science, technology, math and careers.Pathways are aligned to college and career ready standards, while also providing technical skills and work-based learning opportunities.Students may take an additional, approved exam within a pathway to fulfill part of the Regents examination graduation requirement.STEMCTE LOTEHumanitiesArts
Assessments and Coursework
Credits and Coursework22 Credits – No changeRequired Courses – No ChangeSocial Studies
Assessments4 + 1
Regents – Existing Exams Used in 3 of 5 Pathways.Alternatives to Regents Exams – CTE Assessments & the “Arts”
Technical AssessmentsCTE Approved Programs13 CTE assessment equated by outside panel
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Observations and Recommendations
Connect work based learning to all pathwaysPut the TE back into STEMUse the CTE approval process for all pathwaysAdjust accountability measures on the Report
Card to include career metricsAdjust system to the proposed 15 foundational
credits and 7 elective creditsEnrich and broaden “career orientation” at the
middle levelBring our K-12 system into alignment with our
“college and career” platform
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Statewide CTE Assessment Project
UNIFYING CTE
INITIATED BY DISTRICT SUPERINTENDENTS
Leadership Team
Dave Arnsten – MO BOCESCathy Balestrieri – PNW BOCESMike Capuana – Erie 1 BOCESJoyce Cymber - Monroe 1 BOCESJay DeTraglia – HFM BOCESTony DiLucci – TST BOCESDoug Leavens – WSWHE BOCESTom McNair – BT BOCESGene Silverman – Nassau BOCES
Mission
Develop a statewide plan for implementation to measure growth and achievement in CTE and initiate a longer term approach to unify CTE in
New York State Developing assessments for CTE using a
collaborative approach Develop a process for constructing the assessments Develop scoring mechanisms and procedure
manuals for implementation See Executive Summary
Key decisions along the way….
Leadership DecisionsCommunication PlanPsychomatrician
Informational Meetings – All 37
Embedded Professional Development
Content specific activities
Deliverables
Process
Priority Content• Initial Survey• Survey Redeployment• Collegial Discussion and Carousel• Employability Profile• Defined Themes • Document and PC Compendium
Question Development Professional Development
• Multiple Choice – Knowledge• Multiple Choice – Scenario Based
In addition….
The meetings in which the lead teachers for this process can get together in person was crucial to the success of this test. It would have slowed down the process and made it more difficult to achieve this without being able to discuss these items in person. Everyone in our group found this valuable.
The idea of setting the priority content is very important in any program, setting it with our team members from across the state really narrows the focus. Working with your team members gives you a sense of where your program is and where it needs to go, very valuable! I like the RAD system, especially when it is kept open and I can work on it in my free time.
As state moves toward “Common Core” in all subjects, Career and Technical Education will need to develop common “core” curriculum for each career area. A unified assessment tool will strengthen CTE, provide an accurate assessment tool for APPR, move towards creating career pathways in New York State
We are trying to develop a state wide assessment tool which local BOCES may or may not use for their APPR. We are doing some preliminary work to make all our BOCES consistent with one CTE assessment which hopefully in the future will increase our chances of the state approving a "CTE regents-like" diploma.
Steps Since June 2014
Pilot administration – June 2014
Psycho work - 28 of 31 forms met expectations
Reconvened all 37 BOCES
Next 8 Surveys
Second 8 Content Areas - Albany – November 2014
First 8 Content Areas Reconvene – January 2015
