What is Washington DC Asking About CTE? Presented by Jim Means February 10, 2015 Annual February CTE Conference Manhattan, Kansas

What is Washington DC Asking About CTE? Presented by Jim Means February 10, 2015 Annual February CTE Conference Manhattan, Kansas

How did Jimmy Means from Wichita, KS end up talking about CTE in Washington, DC?

The Aspen Instituteis an educational and policy studies organization based in Washington, DC. Its mission is to foster leadership based on enduring values and to provide a nonpartisan venue for dealing with critical issues.

How did Jimmy Means from Wichita, KS end up talking about CTE in Washington, DC?

Faculty Participants Sheila Harrity, Principal Worcester Technical High School, Worchester, MA Nancy Hoffman, Vice President and Senior Advisor Jobs for the Future Jerry Migler, Provost and Vice President of Academic Affairs Colorado community College System Tim Spires, President and CEO Tennessee Association of Manufacturers Russell Weikle, Division Director Career and College Transition California Department of Education Greg Winters, Superintendent/CEO Canadian Valley Technology Center, El Reno, OK Jim Means, Executive Director CTE Wichita Public Schools

Attendees Staff from: Senate Committee on Health, Education, Labor and Pensions Senate Budget Committee Senate Appropriations Subcommittee on Labor, Health and Human Services, and Education House Committee on Education and Workforce House Appropriations Subcommittee on Labor, Health and Human Services, and Education

How did Jimmy Means from Wichita, KS end up talking about CTE in Washington, DC?

Purpose of the meeting was to discuss trends in CTE systems across the country, and how Perkins impacts and supports those systems to improve CTE education.

Session 1: Understanding the Current State of CTE How is Perkins being used today, and what has changed since its last reauthorization in 2006? What are the different models for state oversight, management, and leadership of CTE, including administration of Perkins? What are the policy challenges in designing and implementing high-quality CTE pathways, and are there ways in which Perkins drives design and implementation? Where is CTE situated within the context of other K-12 and higher education reforms and funding streams (e.g., educator evaluation, new assessments, Common Core State Standards)?

Session 1: Understanding the Current State of CTE -Comments Transition from vocational programs to career pathways Data-driving decision making Partnerships between K12, post-secondary, and business and industry Focus on college credit through SB155 Rigorous Programs of Study work Rubrics to develop and define quality CTE pathways CTE is no longer owned by CTE alone Academic integration Work-based learning Collaboration between K-12, post-secondary and business/ industry

Session 1: Understanding the Current State of CTE -Comments Many students don t have any job experience until after graduation, even college graduation Apprenticeships Anchor standards aligned with common core for math and language arts Perkins is a poverty grant requiring only one program of study, this is a concern as it doesn t provide any incentive to grow and improve Academic teachers don t know much about CTE standards Academic integration, easier in academy and magnet settings, and what does it look like on transcripts.

Worcester Technical High School, Worcester, MS $90M high school with over 400,000 sq feet 1,400 students in 24 technical programs 98% of the seniors passed the state assessments Multiple AP course offerings 70% of graduates continue on to college Academic technical hands on educating the whole student A full week of technical classes alternated with a full week of academic classes Best practices approach regular meetings to focus on improvement

Session 1: Understanding the Current State of CTE Staffer Questions Marketing efforts efforts starting in middle school, career surveys Engaging families Seamless pathways secondary to postsecondary CTE What role do counselors play?

Session 2: Coordinating Across K-12, Post-Secondary and Employers How does current policy support or inhibit alignment between secondary and post-secondary CTE initiatives? What policies or initiatives hold the greatest promise in helping students to succeed in academics and careers? How does Perkins intersect and interact with other federal initiatives and funding streams on education and labor (e.g., WIOA, HEA, ESEA)? How does current policy support or inhibit alignment between secondary and post-secondary CTE initiatives?

Session 2: Coordinating Across K-12, Post- Secondary and Employers - Comments Colorado s Individual Career and Academic Plans (icap) Students cannot enroll in dual credit classes without an icap Colorado is working towards a Bachelors of Applied Science Soft skills and soft skill values are more important than technical skills Parents was college for their students, but community and technical colleges are serving more individuals with BAs than ever Tennessee Promise pays for 2 years of technical or community college education Business and industry need to be active partners, invited into classrooms SB1181 in Oklahoma to support STEM communities

http://www.cde.state.co.us/postsecondary/icap

ICAP is: An expectation for high school graduation beginning in the 2014-15 academic year with graduation guidelines A key element of post-seccondarywork readiness that many districts and high school reference as a tool within their unified improvement plan (UIP) Required for all students and reinforced by programs, including concurrent enrollment, Accelerating Students through Concurrent ENrollmenT (ASCENT) and initial career and technical education (CTE) Connected with the Colorado Academic Standards through the academic and 21st century skills; components Embedded in multiple educator effectiveness rubrics as a student artifact and educator process Benchmarked by employers; companies across Colorado continually reinforce their high expectations of student s ability to articulate their transferable skills Connected with individualized education programs (IEP), advanced learning plans (ALP) and career and technical education and integrated with students industry career pathways See more at: http://www.cde.state.co.us/postsecondary/icapbackground#sthash.koxntrse.dpuf

http://driveto55.org/initiatives/tennessee-promise/

Worcester Technical High School, Worcester, MS

Session 2: Coordinating Across K-12, Post- Secondary and Employers - Comments What are valid measures of CTE? High school diploma completion Technical certifications: must be nationally recognized, industry, 3 rd party validates Digital badges to document progress Professional development of teachers Partnerships Assessment: IF taken after the CTE program has had a change to fully impact the student

Session 3: Monitoring Quality and Accountability in CTE How are CTE programs and Perkins expenditures currently measured to monitoring quality and to assess student learning and preparation for careers (e.g., job placement rates, graduation rates, student learning objectives)? How might accountability measures be changed to better support states, districts, and schools and to provide How are state ensuring and monitoring equity and access in CTE programs?

Session 3: Monitoring Quality and Accountability in CTE -Comments Reporting of Perkins core indicators Feedback and input from business and industry Issues surrounding consistency of indicator definitions and reporting processes from state to state Discontinuing the use of non-trad as a measure A measure of the impact of students living in poverty would seem to be a more powerful indicator Need a system that allows for true long-term follow up and reporting Discussion about how states monitor and ensure that LEAs really accomplish their Perkins goals and plans

Session 4: Looking to the Future What s Next for CTE? What structures could support more innovative work in CTE, and what options exist to integrate CTE with other efforts to improve secondary education? How does federal oversight and accountability for CTE programs and Perkins funding impact programs and policies and what are the benefits and drawbacks? How is the recent WIOA reauthorization affecting CTE planning and coordination?

Session 4: Looking to the Future What s Next for CTE? -Comments Get students out of the peer culture of schools and expose them to the adult world of work Perkins should promote innovation, incentives for work connections with companies, address rural challenges, and support a 9-14 integrated pathway Need to create more authentic STEM experiences beyond the white lab coat perception of science Teacher preparation for CTE is/must be different than teacher prep for academic areas

Big Picture Take-Aways Affirmation that Kansas is doing great things and headed in the right direction Consolation and the challenges were are facing are the same challenges being faced across the country Ideas for the future Education/training after high school; dual Credit Partnerships Industry credentials Real real-world work experiences so that students know how to use and apply the skills they have learned Helping students develop perspectives beyond their immediate community