Making Career & Technical Education Equitable for Everyone

Making Career & Technical Education Equitable for

Everyone

How to collaborate with School Counselors, Administrators & Staff to promote CTE enrollment.

Kiersta Stallman, M. Ed.Richard Paiva, GCDFI, M. Ed.

Presented at NAPE Professional Development Institute, Washington DC April 17th 2012

ASCA National Model & School Counselors• American School Counseling Association

Student Centered & Empowerment of Students

• Model Philosophy: Promote the development of the school counseling program based on the following areas of the ASCA National Model:

Foundation

Delivery

Management

Accountability

ASCA National Model & School Counselors

FoundationBuilt on Philosophy/Beliefs:

• Professional school counselors believe every child can learn and that all students have an equal right to access a school counselor and to participate in a comprehensive school counseling program designed to ensure student success.

• All students’ ethnic, cultural, racial differences and special needs are considered in planning and implementing a school-wide program.

ASCA National Model & School Counselors

Foundation (continued)Built on Philosophy/Beliefs:

• There is a collaborative effort among the school counselors, administration and teachers to coordinate with parents and the community.

• Classroom lessons and activities are based on curriculum standards/competencies which incorporates the personal/social, academic and career domains.

• School counselors adhere to ethical standards and regularly participate in professional development activities.

ASCA National Model & School Counselors

Delivery• School counselors provide culturally competent

services to students, parents/guardians, school staff and the community in the following areas:

School Guidance Curriculum*1

Individual Student Planning*1

Responsive Services*

* - ASCA Model recommends that school counselors spend 80 percent of their time in direct service (contact) with students.

1 – Majority of Formal Career and Academic Career Planning at the middle and high school level

ASCA Competencies & Standards

• C:B1 Acquire Career Information

• C:B1.1 Apply decision-making skills to career planning, course selection and career transition

• C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice

• C:B1.3 Demonstrate knowledge of the career- planning process

• C:B1.7 Describe traditional and nontraditional career choices and how they relate to career choice, employment trends and future training

Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.

ASCA Competencies & Standards

• National Standards for Students

Academic

Personal/Social

Career Development*

“ASCA National Standards for career development guide school counseling programs to provide the foundation for the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work, and from job to job across the life span.”

- From the American School Counseling Website (2012)

ASCA Competencies & Standards

• C:B2 Identify Career Goals

• C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals

• C:B2.2 Assess and modify their educational plan to support career goals

• C:B2.4 Select course work that is related to career interests

• C:B2.5 Maintain a career-planning portfolio

Communication & Collaboration

Career Pathway Plans of Study(CPPOS)

• Develop Plans for ALL Career Clusters

• Student Centered

• Provide Rigorous & Relevant Courses

• Development Process vs. Final Product

Communication & CollaborationCPPOS • Delivery System

Career & Academic Curriculum

• Infusion into Core Classes

Access by Parents & Professionals

Marketing to Staff/Faculty/Administration

Kuder Navigator

Milford High School & Applied Technology Center

Communication & Collaboration

Dual Enrollment• Reach a broad range of students

• Reach a broad range of curriculum

• Rigor can be achieved (Despite AP/Collegeboard’s Marketing campaign)

• All 50 states allow for Dual Enrollment Either set in State policy or as locally defined Local/State policies may restrict decisions on

how and when programs are offered.

Dual Enrollment Highlights

2 Year Institutions/College

4 Year Institutions/University

Geographic Proximity

Less Intimidation Factor

Options for on & offsite*

Higher Acceptance of Credits

Perception of Academic Rigor

Options for on & offsite*

80% College vs. 55% High School Campus*

5 States are Two-year Public Postsecondary Institutions Only**• Arizona• Connecticut• Illinois• Maryland• North Carolina

*Edwards, Hughes, Weisberg, 2011**Education Commission of the States, 2009

Dual Enrollment Highlights

High School Based College/University Based

Higher Integration/Alignment

Greater Student Access/Flexibility

Teachers - HQT, Master’s Level & Instructional Methods

Transportation Issues

The College “Experience”

Professors - Connecting with HS Students

*Key Considerations for Successful Dual Enrollment Programs

• Postsecondary Authenticity

• Critical Consideration of Context & Parameters

• Flexibility in Programmatic Decisions

• Broad Range of Student Supports

*Edwards, Hughes, Weisberg, 2011

Credits Required for Graduation

NH Department of Education:• Art 0.5

• Info Technologies 0.5

• English 4.0

• Math 3.0

• Physical Science 1.0

• Biological Science 1.0

• US/World History 2.5

• Health Education 0.5

• Physical Education 1.0

• Open Electives 6.0

Total = 20 credits

Credits Required for Graduation

Milford High SchoolFine Arts 1.0

Applied Technology 1.0

English 4.0

Math 4.0

Science 3.0

Social Studies 3.0

Wellness (Health/PE) 2.0

Career Focus Electives 2.0

Open Electives 6.0

Total = 26

“Program Completers”

• In most instances students are required to take at least two levels in the same content area to be considered a program completer.

• Under a traditional block schedule some of these programs can be completed in one academic year:

Accounting I & II

Marketing I & II

Microbiology & Biotechnology

Graphic Design & Screen Print

Business Applications & Entrepreneurship

Programming Fundamentals & JAVA

Video Production 1 & II

Engineering Design and Advanced Engineering Design

Program Completers

• Some technology programs require two full years to be considered a completer:

Automotive I & II

Culinary Arts I and II

*Through these courses students may also elect to pursue Running Start credits through local

community colleges.

Additional Program Completer Options

• The Construction Trades Program and the Precision Machining Program recommend the following for successful completion:

1 semester of the level I class and;

2 semesters of the advanced classes

*Both programs offer articulation credits through local community colleges.

Marketing and Promotion

Students and Parents• Video tours (on line/school web site/in person)

• Open House for upcoming 8th grade students and parents.

• Open House to current students and parents

• CTE tours and visits

• CTE Informational Fairs during lunches

• Mailing information to uprising 8th graders.

• Student Service informational visits to middle schools.

• Visibility through clubs (Robotics, FBLA, etc.)

• Summer Exploratory Camps

Marketing and Promotion

Faculty and Staff

Counselor Breakfasts.

Sending school meetings/tours at CTE sites.

Rotating meetings whereby a CTE program is featured each month, including a

presentation/tour of their specific program.

Hands on presentation by current CTE students to guidance counselors and teachers.

Ongoing collaboration and consultation.

Introducing students to CTE Programs

Each spring eighth grade students are invite to tour our facilities following their course selection introductory meetings with guidance counselors.• Tours are in small groups and all students visit all CTE sites.

• Teachers (of all content areas), school counselors, and administrators are asked to assist with the tours.

• Two student representatives (one male and one female) are selected by their technology instructors to speak to the specifics of their program.

Exploratory courses designed for Freshman

The following courses are designated as exploratory courses. Student may take an introductory course simply as a way to fulfill their technology credit requirement.

Others may use these classes as a way to gauge their desire and interest in pursuing higher level courses with the intent of becoming a completer:

• Computer Studies

• Introduction to Culinary Arts

• Adobe Photoshop

• Introduction to Pre-Engineering

• Introduction to Video Production

• Woodworking Technology

Electronic Media Marketing

Target Audiences Students

Parents

Faculty/Administration

Each Demographic appealed to strategically

Electronic Media Marketing

Parents, School & Local Community Members

Milford High School & Applied Technology Center

Student Target Audience

Pinkerton Academy - "Discover Yourself with CTE"