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Rural Schools and Career and Technical Education:How to Use Resources Efficiently to Engage Students, Raise Academic Achievement and Improve Graduation Rates
Edward A. Shafer, DirectorCareer and Technical Education Technical Assistance Center of [email protected]
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“Strong academic skills and the ability to apply those skills to solve real-world predictable and unpredictable problems and situations has become a minimum requirement for the vast majority of American jobs.”
Dr. Willard Daggett, Ed.D.International Center for Leadership in Education
2
Leading economy in the world
Propelled by:
High Quality K-12 and Post Secondary Education
Innovation
Competitive Character of Capitalism
Thrived by Setting Standards and Pace for the World Economy
3
National and European Fiscal Crisis Developing embrace of Capitalism and
Democratic Institutions across the world Emerging BRIC (Brazil, Russia, India &
China) Economies Hyper-connected World Highly Competitive Education Systems Outsourcing of Blue and White Collar Jobs Developed economies must depend on High
Imagination Manufacturing and Services
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VOCATIONAL EDUCATION
Learning to do Job specific skills in
the skilled trades Prep for lifetime
employment A non college track Apart from academics Credentialed by
Diploma Text and manual
based information Trade and Technical
High Schools
CAREER AND TECHNICAL EDUCATION
Doing to learn Specific and “soft” job
skills Prep for employment
based on skills and projects
College and Career ready Convergence with
academics Credentialed by Diploma
and Certification Digitally based information All schools and all students
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BusinessFamily and Consumers SciencesHealth SciencesTechnologyAgricultureTrade and Technical Education
The vast majority of CTE is offered in the home school in Business Education, Agriculture,Family and Consumer Sciences and Technology
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Career and Technical Education is:
Adapted to meet the dynamic demands of the Global Economy
Career Clusters , Common Career Technical Core and Career Ready Practices
Reflects the modern workplace
Rigorous academic and technical standards
Critical workplace intelligence or “soft” skills-Career Ready Practices
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The blending of academic and CTE content and instructional design and delivery to create a new contextual way of learning
Integrated academics aligned to the NCCSS in CTE
Application of student engagement strategies used in CTE in academic disciplines
Balance across all instruction of informational and literature text at 70% to 30 % in Grades 10-12
Engagement of students in all disciplines in text complexity consistent with that which they will encounter in entry level work, college , the military and life
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Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
600
800
1000
1400
1600
1200
Text
Lexile M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
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Text Complexity Grade Band in the
Standards
Old Lexile Ranges Lexile Ranges Aligned to CCR
expectations
K-1 N/A N/A
2-3 450-725 450-790
4-5 645-845 770-980
6-8 860-1010 955-1155
9-10 960-1115 1080-1305
11-CCR 1070-1220 1215-1355
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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0%5%10%15%20%25%30%35%40%45%50% Boring classes
Too many absences
Peer group
Too much personalfreedom
Failing in school
Source: “The Silent Epidemic: Perspectives of High School Dropouts” Civic Enterprises, 2006
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Lack of meaningful exposure to career experiences to begin developing personal career aspirations;
A highly technological environment with lots of immediate distractions and alternative access to information;
Family and neighborhood stresses which make it difficult to learn and envision a positive future; and
Core academic classes that are highly abstracted and devoid of engaging teaching and learning strategies.
"we have to build a positive, engaging culture inside of education that trumps the negative culture kids experience in other parts of their
lives."
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Hans Meeder, National Center for College and Career Transitions
The underlying assumption has been that an academic, classroom-based approach is capable of preparing nearly all adolescents and young adults for success in the 21st century
But after 20 years of effort, and billions of dollars the time has come for an honest assessment.
Marginal gains in the bottom line measure of success-college completion. We have still been unable to get more than 30 percent of young adults to earn a bachelor’s degree by their mid-20s.
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The College Completion Agenda-Pathways to Prosperity
Only 30% of young adults earn a bachelors degree by their mid-20’s
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
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COLLEGE
Community College Bachelors Programs Technical School
OTHER POST SECONDARY OPTIONS
Apprenticeships Corporate Training Military Certificate
programs
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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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MIDDLE SKILL WITH CERTIFICATES
Plumber Electrician Construction
Manager Dental Hygienist Paralegal Police Officer Licensed Practical
Nurse others
COMPENSATION
Premium over High School diploma
Pay more than many jobs held by BA graduates
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“Career readiness is not synonymous with college readiness. They can be complementary as there is a clear interface between career and college readiness. “The ideal high school curriculum would incorporate the best aspects of both tracks: academic rigor and cutting-edge career preparation…pathways that ‘include both academically rigorous, college-preparatory requirements and challenging professional and technical knowledge grounded in industry standards.”
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Improved learning: students learned faster and retain concepts better when taught rigorous and relevant academic material in a context of real world application.
Higher academic achievement: CTE students have increased graduation rates, improved exit exam passing rates and higher levels of persistence in post secondary education than students from the general population.
Higher wage earning potential: postsecondary students who participated in high school CTE combined with integrated curriculum and work-based learning achieved higher wages
Lower dropout rates: risk of dropping out was four times higher when students took no CTE courses than when students completed three such courses
www.connectedcalifornia.org/linked_learning/evidenceNational Longitudinal Study
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Students reported: they liked working in teams indicated improvements in both attitude and work
habits
Students demonstrated: better self-direction higher attendance improved levels of homework completion
Students at schools with highly integrated rigorous academic and CTE programs have significantly higher student achievement in reading, mathematics, science, and social studies than students at schools with less integrated programs.Gene Bottoms, High Schools that Work, SREB (2008) See also Developing College and Career Ready Students at TAC
web site22
Student Outcomes improve when CTE programs use a robust integrated curriculum aligning core academics and Career and Technical Education
National Education Longitudinal Study and ConnectEd: California Center for College and Career
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Transitions A Career Plan Pathways to Graduation Project-Based Learning Work-Based Learning Support Services
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25
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1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis 5. Synthesis
6. Evaluation
AcquisitionAcquisitionof knowledge of knowledge
ApplicationApplicationof knowledgeof knowledge
Action Action ContinuumContinuum
Relevance of learningRelevance of learningto life and workto life and work
11 22 33 44 55
Action/Action/ApplicationApplication
Thinking Thinking /Knowledge/Knowledge
11
22
33
44
55
66
Rigor/Relevance Rigor/Relevance FrameworkFramework
RelevanceRelevance
RigorRigor
29
1
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
RoutineMemorization
Four Quadrants of Learning
ComplexAnalytical
ChallengingReal World
PracticalHands On
High
HighLow
Low Acquisition
A
Application
B
AdaptationD
Assimilation
C
RRIIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
HighHigh
HighHighLowLow
LowLowTeacherTeacher
WorkWork
StudentStudentThinkThink
StudentStudentThink & Think & WorkWork
StudenStudentt
WorkWork
21st Century Graduation Outcomes Academic ability to succeed and persist in
post secondary education (corporate training, apprenticeships, certificate programs, associate degree, bachelor degree, etc.) opportunities without remediation
Earning power in the form of an industry approved entry level certificate
Demonstration of Career Ready Practices as assessed by an employability profile
Career Path Plan Earned college advanced standing and /or
dual credit
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Act as a responsible and contributing citizen and employee
Apply appropriate academic and technical skills
Attend to personal health and financial well-being
Communicate clearly and effectively and with reason
Consider the environmental, social and economic impacts of decisions
Demonstrate creativity and innovation.
Employ valid and reliable research strategies
Utilize critical thinking to make sense of problems and persevere in solving them
Model integrity, ethical leadership and effective management
Plan education and career paths aligned to personal goals
Use technology to enhance productivity
Work productively in teams while using cultural global competence
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A coherent sequential program of study
Curriculum aligned to CCSS and technical learning standards
Post secondary articulations with a direct benefit to the student
State certified ‐ faculty with academic and/or technical certification
Technical assessment that meets industry standards
Work based learning ‐ opportunities for all students
A data infrastructure
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Self Study and External Review
Approvals are for five years, currently 1000 programs, with some programs entering their third approval
Certified by local officials approved by the State Education Department
Result in students receiving distributed academic credit and a technical endorsement on their diploma
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• Preliminary documents and agenda
• Two day onsite interviews with leadership, faculty, students, self study and external reviewers and other business and post secondary partners
• Data collection: documents, classroom observations and student performance
• Debrief for leadership and staff and clarification
• Development and submission of a written report to program leadership
• To date: 20 program reviews at local schools, BOCES and Big 5
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Broad support from board of education, superintendent, secondary principal, employers and non profits.
Faculty is aligned CTE/academics/special education
Work based learning at Seed and Feed, Peace Plantation, and National Resources Conservation Services
All students have Supervised Agricultural Experience
Student ownership of program, grant writing and analysis of options for equipment purchases
Student Profile: 67% IEP, 63% FR Lunch
Results 100% graduation of concentrators, 93% attendance
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With thanks to Jessica Williams FACS teacher
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Designed with academic/technology teachers Career Academies that clustered students with similar interests into groups: Engineering & Technology Human Performance & Nutritional Science Applied Design Social Science Medicine
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What do people with an interest in this area (for example, film making) do?
What kind of products do they create and/or what services do they provide?
What knowledge, materials, and other resources do they provide?
What methods do they use to carry out their work?
How, and with whom, do they communicate the results of their work?
In what ways can we use the product or service to affect the intended audience?
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Student or Groups of Students following two smaller projects develop a big project that:
provide opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study,
acquire advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies,
develop authentic products that are primarily directed toward bringing about a desired impact upon a specified audience,
develop self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making, and self-evaluation,
develop task commitment, self-confidence, and feelings of creative accomplishment.
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LUNCH AND LEARNS
7th grade 5th and 6th periods: Cornell’s Biofuels
Department Binghamton University’s
Art Gallery A professional Architect A cardiac nurse The Binghamton Zoo SUNY at Cortland – Sports
Management Cornell University’s Fabrics
& Textile Program Binghamton University –
Engineering Research BAE – Engine Controls
AFTER SCHOOL
Lectures in students area of interest.
High School teachers visit and share special interests and areas of expertise
Community Members – PTS President “hires” culinary arts students to manage sale of baked goods.
Students organizing “documentary night” in their area of expertise.
Students have planned after school clubs for students with particular interest in their
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Teacher is Certified Aviation and Flight Instructor
Distributed Credit for ELA, Math and Science
Consulting/Direct Instruction Model with Academic Integration Specialist
Challenging text, reading material & opportunity to fly
FAA Examination (pass written to enter second year)
20 % of students with IEPs
Regents English 11 option with 85% pass rate
TABE score increases in grade levels, 2.7 reading, 2.2 math
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Strong and highly engaged facilitator or teacher who demonstrates a rigorous and relevant approach in instruction
High level program support from administration, faculty, guidance and others across the school who value the integrated approach.
Clear student expectations, data driven decision making and measurement to support student achievement and improve outcomes
Active understanding of program goals and outcomes by school faculty, guidance, parents and business and post secondary partners
Curriculum is aligned to CCSS and CDOS standards.
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Integrated curriculum and instruction with a focus on literacy throughout the program
Passing rate is higher when all students are expected to challenge the technical assessment
Teachers with trade and technical credentials out perform their non credentialed peers in students passing the technical assessments
High levels of learner engagement is apparent and measurable in the classroom
Highly structured and well supported work based learning experience
47
Inconsistent data on post graduation outcomes
% of students who benefit from articulation agreements
% of work-based learning internships/apprenticeships
Student engagement and impact on learning/achievement
Commitment from both CTE and academic teachers toward rigorous and relevant integrated curriculum development
Measuring advisory council engagement and impact on CTE program
Value and use of an employability profile
48
Higher attendance rates Reduced remediation, summer school and
course repeats The two for one credit opportunity in
integrated and specialized courses Time savings by overlapping academic and
career content Student based school resources re:
technology infrastructure Partnerships with local business and non
profits49
What are the challenges the district confronts to transform existing CTE courses to an approved program model?
What are the leadership and staff doing to foster student engagement and passion in their learning?
Where should the district focus its attention to strengthen the rigor, relevance, and measurement of student success?
How are the board, leadership and faculty building relationships between CTE staff their academic peers and business and post-secondary partners to drive Career and College readiness for our students?
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Questions????
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
Students will be studying the election through the eyes of their own specialty. (Mental health care policies for future psychologists, Education reform for future educators, green energy for engineers and so on…)
Groups of students will be expected to endorse one candidate over another based on proposed policies related to his/her career interest.
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Students will be studying statistics through the lens of their own specialty. For example, XX% of students from poverty
graduate from high school (for future teachers) or XX% of the United States energy is gathered from solar energy (for future engineers) or XX% of the children living in the United States do not have access to adequate nutrition (for future culinary artists or nutritionists).
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Students will be writing their first major research paper on a topic related to their career discipline: For example, a future psychologist might
write a paper on trauma in childhood and a future architect might write a paper on the design of the Empire State Building.
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