Building a Strong Relationship Between Competency-Based Pathways and

Career Technical Education

November 5, 2015

Webinar Details

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Dial-in Number:• 1 (866) 297-6395 Confirmation Number: 41021850• For operator assistance dial *0 at any time

Lines will be muted throughout the webinar

During the presentation, type your questions into the chat box.

During the Q&A, participants may ask questions verbally.

Agenda

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Introduction: Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve

Overview of the report:• Kate Blosveren Kreamer, Associate Executive Director, National Association of

State Directors of Career Technical Education Consortium (NASDCTEc)• Andrew Valent, Senior Policy Associate, State Policy and Implementation

Support, Achieve

State progress:• Tom Thompson, Education Specialist, Oregon Department of Education• Suzanne Vita Loud, Associate Consultant, Connecticut Department of

Education

Question and answer

Reflections from the field: Stephen Dewitt, Deputy Director, Associate for Career and Technical Education (ACTE)

Closing

CBP can help all students reach college and career readiness through the following strategies:

Students advance upon demonstrated mastery

Competencies include explicit, measurable, transferable learning objectives that empower students

Assessment is meaningful and a positive learning experience for students

Students receive rapid, differentiated support based on their individual learning needs

Learning outcomes emphasize competencies that include application and creation of knowledge

The process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers, and citizenship

Defining Competency-Based Pathways as College and Career Readiness for ALL Students

4Source: Adapted from Susan Patrick and Chris Sturgis, July 2011, Cracking the Code: Synchronizing Policy and Practice to Support Personalized Learning , iNACOL, http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf

Source: NASDCTEc/ACTE

Defining Career Technical Education

Career Technical Education:

Any education that prepares learners for the career of their choice, including the technical, academic and employability skills

A high-quality CTE program of study is a sequence of courses/experiences across secondary and postsecondary that:

• Incorporates rigorous, state-identified college and career readiness standards

• Is aligned with the needs of industries

• Progresses in specificity (beginning with all aspects of an industry or career cluster and leading to more occupationally-specific instruction);

• Incorporates multiple entry and exit points

• Culminates in the attainment of a recognized postsecondary credential

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Poll Question #1

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Who is currently interested in your state in aligning CBP and CTE systems?

No current interest

Educators

District leaders

State policymakers

Employers

Third party organizations

Other

Resource Spotlight

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Building a Strong Relationship between Competency-Based Pathways and Career Technical Education

• Identifies opportunities for collaboration, integration, and strengthened relationships between CBP and CTE leaders.

• Explores the leverage points and challenges• Offers state and district examples• Highlights key questions to drive in-state

discussions and planning

Mutually Reinforcing

CTE & CBP

Contextualized Teaching and Learning

Integrated instruction

Interdisciplinary projects, courses, assignments

Credit equivalency

Self-Directed Student Pathways

Student “choice and voice”

Individualized learning plans

Anchored in career

Leverage Points

Extended/Experiential Learning Opportunities

“Work-based learning,” independent study, CTSOs

Employer engagement

Demonstration of employability/21st century skills

Leverage Points

Project-Based Learning

Related to ELOs, contextual teaching/learning

Real-world/authentic problems (inquiry, student-driven, aligned to

curriculum)

Performance-Based Assessments

Augment assessment systems

Opportunities for demonstration (capstone, portfolio)

Leverage Points

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Key considerations

States can support better integration through several strategies:

Intentional partnership between CTE and CBP at the outset

Shared language and buy-in

Attending to equity

Building district and school capacity

Capturing learning where it happens

Oregon’s Path to Proficiency

Tom ThompsonOregon Department of EducationTom.Thompson@ode.state.or.us

“Proficiency-based teaching and learning practices are based on principles of standards-based achievement, student-centered instruction and assessment techniques, and collaborative professional learning for teachers.”

-Oregon Proficiency Project

Proficiency

2002 •"Districts may award credit based on proficiency"

2004 •Pilot programs

2007 •Incorporated into new diploma requirements

A Brief History

990 hours for high school instruction per year Graduation requirements

◦ Awarding credits Proficiency permitted No seat time requirements

◦ Demonstrate mastery on essential skills State testing OR Other approved assessments OR Work samples

◦ Personal plan and profile Identify student needs Identify means of meeting those needs

Current Policies

990 Hours

Time Constant System

Course 1

Course 8

Course 7

Course 6

Course 5

Course 4

Course 3

Course 2

Standards Constant System

Course 9

Tale of two centersSabin Schellenberg CenterACE Academy

Credit for biology through agriculture Collaborative development Student portfolio presentation

Sabin Schellenberg Technical Center

◦ Project-based Academy◦ All standards mapped to projects◦ Credits based on meeting standards◦ Schedule developed around student needs

ACE Academy

Assessment◦ Performance task development

workshop◦ Formative assessment training

Contextualized Teaching◦ Math in CTE◦ Literacy in CTE◦ Applied Math Project◦ Math in Real Life PD

Models for Proficiency Credit in CTE◦ Course equivalency

Building Capacity

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Mastery-Based Learning

and

Career & Technical Education

November 5, 2015

CONNECTICUT STATE DEPARTMENT OF EDUCATION

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Snapshot of Connecticut

• Permissive Statute – MBL is optional for districts

• 30+ schools currently in the process of shifting to a Mastery-Based Learning Environment

• Governor’s Task Force on Graduation Requirements

• Supporting LIS of CT with Program of Events- local & regional meetings, webinars and coaching

• Coming soon: MBL Resource Center Web site

CONNECTICUT STATE DEPARTMENT OF EDUCATION

CT Actively Promotes CTE & CBP Integration

• CT Student Success Plan

• Carl D. Perkins Innovation Grants

• Unpaid Experiential Learning Program

• CTHSS Algebra I MBL Model

• CT American Apprenticeship Initiative (CT AAI)

• CSDE Presentations across state

• Annual CT CTE Conference

• Spotlight on Brookfield High School

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Spotlight District: Brookfield High SchoolBrookfield, Connecticut

Multiple-year recipient of Carl D. Perkins Innovation Grants

Exemplary use of Connecticut’s Student Success Plan to promote CTE

Innovator in writing MBL CTE Curriculum Units

Curriculum Mapping in Medical Careers to demonstrate mastery of competencies in multiple courses or learning opportunities

Pilot District- Unpaid Experiential Learning Program

Exemplar Senior Demonstration Project in CTE Pathway

CTSO CT HOSA State Co-Advisor with award-winning local HOSA Chapter

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Moderator:

Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc

Presenters:

Tom Thompson, Education Specialist, Oregon Department of Education

Suzanne Vita Loud, Associate Consultant, Connecticut Department of Education

Stephen Dewitt, Deputy Director, ACTE

Facilitated Question & Answer

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Moderator:

Andrew Valent, Senior Policy Associate, Achieve

Presenters:

Tom Thompson, Education Specialist, Oregon Department of Education

Suzanne Vita Loud, Associate Consultant, Connecticut Department of Education

Stephen Dewitt, Deputy Director, ACTE

Audience Question & Answer

Poll Question #2

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What additional resources would best support your work?

Examples of practice

Examples of policy

Research on promising practices

Guidance documents or implementation tools

Other

Poll Question #3

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Based on today’s conversation and your own experience, which areas must the field address to better align CTE and CBP:

Aligned vision

Policy change

Clearer communications strategy and stakeholder engagement

Capacity building supports for educators

Transparent and accessible data/reporting systems

Quality control mechanisms and supports

Other

Partner Reflection

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What does the field need to better align CTE and CBP?

Stephen Dewitt, Deputy Director, Association of Career and Technical Education

Additional Key Questions for States

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The brief identifies key questions help states and districts consider how CTE is, can, and should be a part of their CBP strategies. Questions address the following areas:

Incorporating CTE at the outset

Attending to equity

Building district and school capacity

Capturing learning where it happens

Beholden to time

Contact Information

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Achieve Staff

Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve, apeltzman@achieve.org

Andrew Valent, Senior Policy Associate, State Policy and Implementation Support, Achieve, avalent@achieve.org

NASDCTEc

Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc, kblosveren@careertech.org

Building a Strong Relationship Between Competency-Based Pathways and

Career Technical Education

November 5, 2015