CTE Pathways: What You Need to Know Now! Wendy Plew, NODD, San - - PowerPoint PPT Presentation

CTE Pathways:

What You Need to Know Now!

Wendy Plew, NODD, San Jose RRC Cindy Heller, PCS, Santa Maria RRC

What We’ll Cover:

1. Quick overview of CTE and current funding 2. Elements of CTE Programs and Bargaining Implications (including Dual Enrollment) 3. CTE Program Models 4. Potential Credentialing Issues 5. Using the LCAP for CTE Advocacy

Career and Technical Education is different than Vocational Education

PROGRAM CATEGORY VOCATIONAL EDUCATION CAREER AND TECHNICAL EDUCATION Target Population Designed for a few students Focused on all students Employment Focus Prepares students for a few jobs Designed for all careers Programming Only for a few program areas Focused around 15 different career clusters Academic Integration Used in lieu of traditional academics Aligned with traditional classroom instruction Education Level Focused on high school Incorporates college partnerships

CTE Funding = “A Boatload”

Some Sources of CTE Funds:

• 1. Federal Perkins $
• 2. LCFF: Over $220 per ADA for CTE at full funding

target, grades 9-12

• 3. Career Pathways Trust Grants:
• $250M 2014-15 (first round)
• $250M 2015-16 (second round)
• 4. Career Technical Education Incentive Grant Program
• $400M 2015-16 (1:1 dollar match)
• $300M 2016-17 (1:1.5 dollar match)
• $200M 2017-18 (1:2 dollar match)

Components of Effective Programs

• Local Policies supporting CTE

development and implementation:

• Funding for resources

– including PD, staff time, etc. (i.e. LCAP)

• Policy language

– ensuring CTE opportunities for any secondary student (i.e. LCAP)

CTE and the LCAP

Priority 5: Pupil engagement (school attendance, absenteeism, graduation Priority 6: Suspension, expulsion, safety and school connectedness Priority 7: Access to classes (per Ed Code 51220):

(i) Career Technical Education designed and conducted for the purpose of preparing youth for gainful employment in the

• ccupations and in the numbers that are

appropriate to the personnel needs of the state and the community served and relevant to the career desires and needs of the pupils.

CTE and LCAP

Oakland USD Board LCAP Priorities Goals and Progress Indicators: B.2: Support all high schools to transition to Linked Learning approach to have all students enrolled in High Quality College & Career Pathways. Overlaps LCAP goals 1, 5. B.2: High Quality College & Career Pathways for high schools: $6.471 million (LCFF subtotal $5.057m), encompasses Section 2 goals 1, 5

High Quality College and Career Pathways : Oakland Unified School District 2014-15 $4,943,400 2015-16 $5,351,500 2016-17 $5,254,400

Hire staff to support robust career pathways in every high school, including college and career specialists to monitor 9th grade plans, coordinator, coaches, Career Technical Specialist and industry sector navigator to strengthen pathway pipeline to post-secondary education $865,000 (non-LCFF) $1,248,100 (non-LCFF) $1,253,000 (non-LCFF) Master Schedule specialist to build capacity for Career Pathways at high schools $55,000 (non- LCFF) $30,000 (non- LCFF) Provide high quality paid internships for seniors $234,400 (non-LCFF) $234,000 (LCFF & local grants) $234,000 (LCFF & local grants) Professional development for high school teachers and principals to expand career pathways $172,000 $172,000 $50,000 Hire 32 teachers for electives and support courses to integrate core content in career pathways $2,560,000 $2,600,000 $2,640,000 Hire staff and buy supplies at 8 schools to increase access and success in career pathways for high school students $1,057,000 $1,067,000 $1,077,000

Components of Effective Programs

• Partnerships among education,

business, and other community stakeholders:

• Should be clearly written

agreements

• Utilize ongoing economic and

workforce trend analysis to modify/evolve programs. www.Doingwhatmatters.cccco.edu

• “Braiding” funds to existing

initiatives (Career Pathway Trust, Perkins, LCFF, Community Organizations, Businesses, grants, etc.)

Components of Effective Programs

Professional development opportunities for teachers, administrators, and faculty:

• Support vertical alignment/articulation

HS to post-secondary

• Support horizontal

alignment/articulation between CTE and traditional instruction

Components of Effective Programs

Systems and strategies to gather data on student

• utcomes:
• Need valid and reliable data
• Matching of student education

and employment data

• Collection of real-time data to

evaluate and improve program effectiveness.

Components of Effective Programs

Implementation of college and career readiness standards:

• Should define what students are

expected to know and be able to do to enter and advance in college and/or careers

• Comprise the foundation of a program
• f study
• Incorporate essential skills (academic

skills, communication, problem solving etc.), that all students must master regardless of chosen career area

Components of Effective Programs

Course pathways between secondary and postsecondary classes:

• Should map out academic and technical courses
• Articulated to ensure transfer to postsecondary

education with duplicating classes or requiring remedial coursework.

Advanced Manufacturing Pathway

Components of Effective Programs

Credit Transfer Agreements

• Allow students to earn postsecondary

credit without additional paperwork or petitioning for credit (i.e. dual enrollment)

• Systematic process to transfer credit to any

two- or four- year institution

Components of Effective Programs

Guidance Counseling and Academic Advisement Services

• Resources to identify strengths and

career interests/choose appropriate course of study

• Provide tools to learn about

postsecondary education and career

• ptions

Components of Effective Programs

Innovative Teaching and Learning Strategies

• Employ contextualized work-based,

project-based, and problem-based learning approaches by interdisciplinary teaching teams of CTE and academic teachers.

• Incorporate team-building, critical

thinking, problem-solving, and communication skills (i.e. CTSO)

Components of Effective Programs

Technical Skills Assessments

• Evaluation of students’ technical skill

levels

• Use of performance-based

assessments to the greatest extent possible

TYPES OF CTE PROGRAMS

CTE in Traditional High Schools (i.e. “Linked Learning”)

• CTE programs organized into career

clusters, particularly those in high economic demand (i.e. healthcare, advanced manufacturing and technology)

• Rigorous, relevant, real-world

instructions

• Ratio of 1 CTE class to 2 Academic

classes

• Opportunity for internships and

employment partnerships

TYPES OF CTE PROGRAMS

Postsecondary Partnerships

• “Dual Enrollment”: structure varies widely.

Courses may be held “during the school day, evenings, weekends, on or off campus, as a regular college course, or specifically adapted to the high school’s objectives.”

• Standards include curriculum, faculty, students,

assessment, and program evaluation (not currently adopted by California

• Career Pathway Trust grant:
• Requires K-12/CC partnership
• Requires employer partnerships
• Expectation of dual enrollment

TYPES OF CTE PROGRAMS

Middle/Early College High School

• Located on Community College

campus

• Have opportunity to earn AA degree or

2 years transferrable college credit in HS

• Challenging course of study
• Small learning environment

TYPES OF CTE PROGRAMS

CAREER ACADEMIES

• School-within-school based around specific

career path or theme (Small Learning Communities “SLCs”)

• Create strong sense of support and belonging
• Combine academic and career/technical curricula
• School-employer partnerships provide

intern/employment and mentoring opportunities

• Geared toward students at high risk of dropout
• Academy students graduate and go to

postsecondary education in higher numbers than

• ther students

TYPES OF CTE PROGRAMS

CAREER ACADEMIES

• Over 450 in California (California Partnership

Academies)

• Receive extra teacher-controlled funds (field trips,

transportation, equipment, etc.)

• Teaching teams have one dedicated collaboration

period together

• Lead teacher has another dedicated period to
• versee program
• Students move through classes as a cohort

CTE Credentialing

• California has a major shortage of

CTE teachers

• Any class that receives Perkins or CA

Partnership Academy funding must be taught by a CTE credentialed teacher

• Any academic subject requirement

for graduation must be taught by an NCLB HQ teacher (i.e. have a Bachelor’s degree)

• To receive a CTE credential you must

have industry experience

• How do we address the shortage

given these requirements?

CTE Credentialing

Excerpt from CCASN on “What can districts do?”

• “Collaborate with teachers’ unions to

develop incentive programs that encourage and support teachers to meet new credentialing demands”

• Movement on Salary Schedule if no

Bachelor’s degree?

• Separate schedule?

What Questions Should You Be Asking?

What CTE $ do we receive? Are we part of a Career Pathway Trust Grant? Do we have Partnership Academies? What does CTE look like in our LCAP? Do we have CTE teachers not able to move on the salary schedule? How can we attract/retain CTE teachers?

Thank You

Contact Info Wendy Plew: wplew@cta.org