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REPORT AND RECOMMENDATIONSJANUARY 18, 2013
C O M M I T T E E C O - C H A I R P E R S O N SL A R S C L E M E N S E N
S U P E R I N T E N D E N T O F S C H O O L SH A M P T O N B A Y S U F S D
J U L I E D A V I S L U T Z , P H . D .D E P U T Y S U P E R I N T E N D E N T F O R E D U C A T I O N A L S E R V I C E S
E A S T E R N S U F F O L K B O C E S
Eastern Suffolk BOCES
Career and Technical EducationTask Force
Genesis of the Task Force
June 2012
The Eastern Suffolk BOCES Board of Education authorized theestablishment of a Career and Technical Education Task Force toaddress the changes in: instructional trends, economic realities,and the emphasis on a CTE pathway to college and careerreadiness.
A committee of 22 diverse stakeholders met at least monthly fromJune through December, 2012.
Charges to the Task Force
1. Improved ProgrammingAddress business partnerships, marketing, and branding to improve the quality of programs and the bridge to the workforce.
2. Increased EfficiencyPromote the alignment between the sending school and the CTE program’s goals for student outcomes.
3. Increased AccessibilityAddress issues of geography and scheduling to promote greater enrollment.
4. Improved AffordabilityAllow school districts to (re)prioritize CTE into the educational program as aligned with NYS College and Career Ready Initiatives.
Pathways to ProsperityMeeting the Challenge of Preparing Young Americans for the 21st Century
Harvard Graduate School of Education
The American system for preparing young people to lead productive and prosperous adults lives is clearly badly broken.
College is necessary and persistence in college is problematic.
Helping students see a clear and transparent connection between their program of study and tangible opportunities in the labor market is key.
The new 3 “R’s” of rigor, relevance , and relationships are key.
Supporting Research
Task Force Work
Data Review CTE outcomes (nationally, statewide, and locally)
CTE Enrollment trends across the state
10 year enrollment history of CTE for ESBOCES by district
Existing and historical outreach efforts for ESBOCES CTE
Tuition methodology for BOCES CTE programs
Collected stakeholder data through a regional survey
Developed recommendations for each Charge structured to focus on local, regional, and legislative actions
Motivating Statistics
Eastern Suffolk BOCES has experienced a CTE enrollment drop of over 700 students in the last five years (2339-1611), a 30% decrease.
Over 90% of that loss is attributable to five large, high-need districts (Brentwood, Central Islip, Longwood, South Country, William Floyd) with many remaining districts maintaining or increasing their enrollment.
Enrollment Trends for Five Districts
District
2007-08 2008-09 2009-10 2010-11 2011-12
% Change 2007-08 to 2011-
12
# of Student Change 2007-08 to 2011-
12Brentwood 267 239 265 72 82 -67% (185)
Central Islip 113 120 106 13 11 -90% (102)
Longwood 208 163 164 175 102 -51% (106)
South Country 121 64 70 26 14 -86% (107)
William Floyd
129 100 96 78 2 -98% (127)
BOCES CTE Enrollment Across NYS
Approximately 36,400 students are enrolled in BOCES CTE programs across New York State BOCES.
That is an average of approximately 13.8% of all 11thand 12th graders. That range varies tremendously with a low of 3.3% (Nassau
BOCES) and a high of 56.7% (Greater Southern Tier BOCES) Eastern Suffolk is at 7.6 %.
Snapshot of Regional Enrollment
Highlights from 2010-11 BOCES Across the Regions
Participation Range Tuition
CTE Enrollment
Total Enrollment
% Enrolled
Greater Southern Tier
> 30% $8,766 1,497 17,131 56.7
Franklin-Essex-Hamilton
> 30% $8,662 448 9,257 31.4
Ulster 21 – 30% $9,211 1,020 25,285 26.2Orleans-Niagara 21 – 30% $6,830 1,465 38,915 24.4Capital Region 10 – 20% $9,696 1,225 74,281 10.7Putnam-N. Westchester
10 – 20% $10,678 1,152 60,509 12.4
Nassau < 10% $12,583 1,343 261,380 3.3Eastern Suffolk < 10% $11,301 2,074 176,932 7.6
Outcomes in NYS and ESBOCES CTE
ELA IntegratedAlgebra
HS Completion
State (excluding NYC, but including
LI) All students
90.1% 80.3% 89.5%
Rest of State (excluding NYC
and LI)- All students
89.2% 78.9% 88.4%
Long Island- All students
92.6% 83.9% 92.4%
ESBOCES CTE Students (includes
SWD)
81.9% 80.7% 97.0%
ESBOCES CTE SWD’s
50.0% 48.6% 94.4%
National Outcomes in CTE
Graduation Rate
College Enrollment
College Persistence
Relevance is Key
As of August 2012, NYS private-sector employees had an estimated 210,000 unfilled jobs. Almost half of U.S. companies report difficulty filling job openings, often due to a gap between the labor force’s skills and the needs of employers.
Governor Cuomo’s “NY Rising,” State of the State Address, January 9, 2013
Top 10 Fastest Growing Occupations and the Requisite Training Levels (2008‐2018)
Employment Projections Program, U.S. Department of Labor, U.S. Bureau of Labor Statistics
Rank Title Education or Training Level
1 Biomedical engineers Bachelor’s Degree
2 Network systems analyst Bachelor’s Degree
3 Home health aides Short-term on-the-job-training
4 Personal and home care aides Short-term on-the-job-training
5 Financial examiners Bachelor’s Degree
6 Medical scientists Doctoral Degree
7 Physicians assistants Master’s Degree
8 Skin-care specialists Postsecondary vocational award
9 Biochemists and biophysicists Doctoral degree
10 Athletic trainers Bachelor’s Degree
ESBOCES CTE Enrollments by Cluster
BOCES CTE Cluster10-11
Enrollment %Air Conditioning, Refrigeration, Heating, or Plumbing 66 3.37%Animal Science 91 4.65%Auto, Motorcycle, or Marine 303 15.47%Aviation (Pilot or Mechanic) 99 5.06%Barbering or Cosmetology 255 13.02%Carpentry, Welding, Drafting, or Electric 130 6.64%Certified Personal Training 36 1.84%Computer Service, Technology, CISCO Networking 53 2.71%Culinary Arts 176 8.99%Early Childhood 98 5.01%Fashion Merchandising 35 1.79%Law Enforcement 122 6.23%Medical - Nurse, Dental, or Pharm 312 15.93%Entertainment – Photo, Art, TV Prod., Tech .Theater, Audio Tech. 182 9.30%
Current Estimated NYS Job Openings
Industry Estimated Openings
Construction 4,000
Manufacturing 10,000
Trade, transportation, and utilities
36,000
Professional and Business services
47,000
Educational and Health services
57,000
Leisure and hospitality 24,000
CTE Task Force Survey
Findings- Perceptions of what type of student should attend vary
Sources where information about CTE is obtained vary
Attitudes about what are important considerations when planning for CTE vary tremendously. Districts see school finance as the main priority Parents and students see employment opportunities as key
The ultimate choice of CTE program generally has little to do with a review of a student’s academic history, skills set, interests, or career goals
Task Force Initial Conclusions
The Eastern Suffolk BOCES CTE “brand” must be re-engineered to accurately reflect the role it plays in college and career readiness in the region.
BOCES CTE and component districts must better articulate the symbiotic and co-dependent relationship they have on behalf of all students’ success.
Maximizing the existing infrastructure across our large and diverse region can promote greater efficiency and access and is a key lever to increasing CTE enrollment.
Local flexibility in setting tuition and preserving economies of scale can help ease the financial strain on component districts.
Task ForceRecommendations
Improving Programming
Address business partnerships, marketing, and branding to improve the quality of programs.
Local Action Rebrand CTE as a good option for all students Offer higher level STEM based CTE courses
Regional Action Create an alumni association of CTE graduates by trade Expand relationships with Business & Industry to improve
meaningful work-based experiences to bridge the workforce
Regulatory Action Approve the CTE Pathway to a High School Diploma
Increasing Efficiency
Promote the alignment between the sending school and the CTE program’s goals for student outcomes.
Local Action Align course catalogues with STEM and career academies or clusters to strengthen
pathways Connect student interest and talent with career programs and counseling Provide CTE Summer Exploration for middle school students
Regional Action Increase training for BOCES, districts, and parents regarding viable career pathways and
the role of CTE, particularly in the areas of STEM and advanced manufacturing
Regulatory Action Funding and flexibility to promote relevancy and update career-based curricula that
aligns with real-world needs Change COSER guidelines to provide for flexible tuition models that accurately reflect
costs and provide innovative CTE
Increasing Accessibility
Address the issues of geography and scheduling to promote greater CTE enrollment.
Local Action Encourage sub-regional in-district programs that share services
Regional Action Conduct a Regional Space Survey to identify and maximize use of existing
infrastructure Provide innovative CTE models to increase options for component districts
Regulatory Action Enhance Transportation Aid for CTE transportation Authorize BOCES to calculate tuition for in-district programs that share
services between neighboring districts
Improving Affordability
Provide for local flexibility to ease the burden on school districts, allowing them to (re)prioritize CTE
Local Action BOCES-developed model for shared CTE transportation
Regional Action Business Fellows Program to provide for investment in local CTE training and the
creation of an endless pipeline of skilled laborers or professionals
Regulatory Action Incentivize districts with public or private monies to enroll students in the most desirable
programs, based on NYS Department of Labor projections and a focus on advanced manufacturing, science and technology
Authorize BOCES to calculate tuition for in-district programs that share services between neighboring districts
Enhance BOCES aid for CTE programs Provide same year receipt of BOCES aid to districts for CTE tuition, eliminating the one-
year delay
New NYS Education Reform Commission
Preliminary Recommendations Strengthen the Academic Pipeline from
Pre-K through College
Build better bridges from high school to college and careers
High-tech Career and Technical Education programs in every region with a focus on 21st Century learning
Provide programs that meet the needs of the 21st Century workforce, including advanced manufacturing, science, and technology
NY Rising: The State of the State
Governor Cuomo on Workforce Readiness
“Our current workforce training is from a different era, and we must now retool our efforts to better match and train our workforce for the
jobs of today and tomorrow.”
“New York State private-sector employers had an estimated 210,000 unfilled jobs. Almost half of U.S. companies report difficulty filling job openings due to a mismatch between the skills of the labor force
and the specific needs of employers.”
Task Force recommendations are aligned with the idea of the Governor’s Regional Economic Development Councils that target
economic growth sectors.
Dr. John King Jr. New York State Education Commissioner
“One of the biggest challenges we face as educators is finding meaningful ways to engage all students. Students who are
engaged in their courses try harder and learn more; it’s really that simple.”
“Never before have the interests of educational quality and workforce success been so closely aligned. … It is our
responsibility to ensure that all of our students have the knowledge and skills they’ll need to succeed in college and
careers. CTE is critical to making certain we meet that responsibility.”
Next Steps
Upon the approval of the Eastern Suffolk BOCES Board: Recommendations involving legislative action will be
incorporated into “Advocacy 2013: The Priorities of Eastern Suffolk BOCES”
Recommendations involving regulatory action by the State Education Department will be forwarded to the Commissioner of Education and the Chancellor of the Board of Regents
Recommendations involving follow through by Eastern Suffolk BOCES staff will be incorporated into our Strategic Plan.