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Edward A. Shafer, Director, CTE Technical Assistance Center of New York, [email protected]
A Little Background
What the United States has been!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
Vocational Education vs CTEVOCATIONAL CTE
Learning to doJob specific skills in the
skilled tradesPrep for lifetime
employmentA non college trackApart from academicsCredentialed by DiplomaText and manual based
informationTrade and Technical High
Schools, and Centers
Doing to learnSpecific and job
“intelligence” skills (21st Century Skills)
Prep for employment based on skills and projects
College and Career readyConvergence with
academicsCredentialed by Diploma
and CertificationDigitally based informationAll schools and all students
Not a New Label for an Old SystemCareer and Technical Education is:
Adapted to meet the dynamic demands of the Global Economy
Prepares students for a wide variety of careers (Bio-medical, renewable energy, nanotechnology, engineering, logistics, information technology)
Reflects the modern workplace
Rigorous academic and technical standards
Critical workplace “Intelligence” or 21st Century skills
Prepare CTE Students to Succeed in College and Further Education Personalized learning plan for each student on
how to achieve their education and career goals
Achieve career and college ready standards embodied in the National Common Core State Standards and National Career Clusters Essential Knowledge and Skills Statements
CONVERGENCE
Performance based and student centered programs
Use of rigorous national technical assessments resulting in a recognized and portable credential
Convergence 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 across the school
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
Embedded numeracy standards across the school
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
Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis 5. Synthesis
6. Evaluation
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action Action ContinuumContinuum
Relevance of learningRelevance of learningto life and workto life and work
RRIIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
HigHighh
HigHighh
LowLow
LowLowTeacherTeacher
WorkWork
StudentStudentThinkThink
StudentStudentThink & Think &
WorkWork
StudenStudentt
WorkWork
The Big Five1. National Common Core State Standards
2. Next Generation Assessments
3. Changes in Graduation Requirements
4. New York State Teacher and Principal Performance Assessment
5. Shifting Policy Discussion
Common Core State StandardsCommon Core State StandardsFewer
Clearer Higher
RigorousClear and specificTeachable and learnableMeasurableCoherentGrade by grade standardsInternationally benchmarked
Everyone is a Literacy TeacherP-12 English Language Arts and Literacy
Appendix A, English Language Arts and Literacy for History/Social Studies, Science and Technical Subjects
Appendix B, Text Exemplars and student performance tasks
Appendix C, Samples of Students Writing
Everyone is a Numeracy TeacherRecapitulation of Han’s Point
Call on students to practice applying mathematical ways of thinking to real world issues and challenges
Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do
Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions
Next Generation AssessmentsPARCC-Partnership for Assessment of Readiness for College and Careers
Next-Generation Common Assessment Systems Will:Measure students’ mastery of Common Core State Standards
Provide a common measure of college and career readiness
Include a range of item types that allow for the assessment of higher-order skills
Leverage new technologies in assessment and reporting to get actionable student data to educators and parents in real time
Mitigate challenges associated with student mobility by ensuring students will have the same expectations wherever they live
Next Generation Assessments
Fewer Multiple Choice
Constructed Response
Extended Response
Performance Assessments
Changes in Graduation Requirements?
What is College and Career Ready?What is the content?What are the delivery models (seat time,
integrated, online)?What are the assessments and student
choices (demonstration and mix)?Standards for performance-Aspiration levels?
How to address the focus on STEM
Teacher Leader Evaluation Based on Student AchievementStandard assessment of student performance
to determine “value added”Academics?Technical?
What are the models, tools and measures?What are the pedagogic rubrics to be use to
assess teacher classroom performance?What is the role of your organization in the
policy discussion?More tomorrow on this.
The shifting policy discussionThe old discussion The new discussionCollege or Career Ready
Mandates
Seat Time Requirements
Explain the Value
Local Program Design and Technical Standards
Antidotal Student Success Stories
College and Career ReadyContribution to AYP and
Graduation RatesNew models of delivery and
assessmentAcademic Convergence and
meeting the Aspiration Standards
Technical Assessment based on national Standards
Hard Data on Student Success
Are You Ready?What assets do your members have to
address these challenges?
What resources will they need?
What is the potential of CTE Professional Organizations to engage in the new policy discussions?
Where is the time going to come from?
With thanks to Tim