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“The New Career Tech—Using PCCS to Help ALL
Students Achieve Success”
Presented by
Dr. Belinda McCharenGene Benson
Education ConsultantsBenson Education Associateswww.bensoneducation.com
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So Why Are We Here?
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Workshop Objectives Develop an understanding of relevant
terminology and background; Identify resources to be used in making
decisions related to pathway, program and course selection;
Identify how to develop the required components of programs of study.
Identify how to develop a program of study that meets local and state requirements and that is ready for implementation.
Develop a plan for implementation of programs of study at the local level.
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Vocational Education“Then”
Career and Technical Education
“Now”For Some”Students For All Students
For a Few Jobs For All Careers
6 to 7 “Program Areas” 16 Clusters – 79 Pathways
In Lieu of Academics Aligns and Supports Academics
High School Focused High School and College Partnerships
Vocational Education vs. Career and Technical Education
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16 Career Clusters
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The Problems
Engagement – attending school and completing (graduating) high school
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Too many 9th Graders do not complete High School – historical trend
68%
Source: One-Third of a Nation (ETS, 2005)
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Why do they leave?
Source: The silent epidemic: Perspectives of high school dropouts – Civic Enterprises, 2006
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Have you ever been bored in class?
0
10
20
30
40
50
60
Never Once ortwice
Once ina while
Everyday
Everyclass
Percentage
Source: 2008 HSSSE
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If you have been bored in class, why?
1. Material not interesting 2. Material wasn’t relevant to me3. No interaction with teacher4. Work wasn’t challenging
enough5. Work was too difficult6. Other Source: 2008 HSSSE
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The Problems
Engagement – attending school and completing (graduating) high school
Achievement – academic (and technical) course taking; grades, test scores
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2006 HSTW CTE Students: Percentage Meeting Reading
Performance Goal-279
63 57 57 55 54 48 50 42 37
0
20
4060
80
100
Art ITTec
hHea
lthOther
Busines
s
Agricultu
re
Family
Trade &
Ind
%
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2006 HSTW CTE Students: Percentage Meeting Mathematics
Performance Goal-297
72 65 67 60 59 56 5647 44
0
20
4060
80
100
Tech IT Art
Other
Health
Busines
s
Agricultu
re
Trade &
Ind
Family
%
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2006 HSTW CTE Students: Percentage Meeting Science
Performance Goal-299
59 56 5847 50 44 39 37
29
0
20
40
60
80
Tech IT Art
Other
Agricultu
re
Health
Busines
s
Trade &
Ind
Family
%
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The Problems
Engagement – attending school and completing (graduating) high school
Achievement – academic (and technical) course taking; grades, test scores
Transition – to postsecondary education without the need for remediation; and to the workplace
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When graduates get there . . .
Source: NCES (2003), Remedial Education at Degree Granting PS Institutions in fall 2000
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Transitions – Why Critical Today
For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.
Source: Patrick M. Callan, PresidentNational Center for PublicPolicy and Higher Education
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Are Students Prepared?
College instructors estimate that 42% of their students are not adequately prepared.
Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement.
Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005
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Transition 84% of high school students anticipate
earning a college degree Students who anticipate a degree are
unlikely to prepare for a career following high school
More than 50% of students who begin college do not earn a degree
For students with the lowest high school performance, 86% do not earn a degree
Rosenbaum, J. E. (2002). Beyond Empty Promises: Policies To Improve Transitions into College and Jobs. U.S.; Illinois: 42.
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Transition through high school
and to college
Source: Education Weekly March 2005
100 Start
9th Grade
68
4027 18
31% Leave with 0
Credits
31%
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Percent of students who take remedial courses
63% at two-year institutions 40% at four-year institutions
The Bridge ProjectStanford University
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Transition Barriers
Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.
(Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.) The Bridge Project
Stanford University
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Transition Barriers
Coursework between high school and college is not connected.
Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college.
The Bridge ProjectStanford University
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Transition Barriers
Current data systems are not equipped to address students’ needs across systems.
No one is held accountable for issues related to student transitions from high school to college.
The Bridge ProjectStanford University
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Bridge Study Summary
While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed.
The Bridge ProjectStanford University
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Research and Recognize the Need for Educational
Change Is there room in your current
educational system for improvement in…
…academic achievement? …college remediation & retention
rates? …high school and college dropout
rates? …individual wealth creation? …addressing labor market needs? …addressing local or state
economic development?
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Build a Collaborative Approach to Implementation
Implementing Career Clusters is a paradigm shift in educational thought and practice.
Successful implementation cannot occur through a single educator’s commitment, but must become a collaborative effort of a team of educators (from all levels), parents, as well as business and industry partners.
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How Hiring Practices Will Change
28% will reduce hiring those with only a high school diploma
49.5% will increase two-year college graduates
Almost 60% will increase their hires of four-year college graduates
42% will increase their hires of post-graduates within next five years
The Conference Board
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“Need to Know” Information about Perkins?
At least one Program of Study must be in place during this school year;
The Programs of Study must include courses at both the secondary and postsecondary levels;
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“Need to Know” Information about
Perkins?
The Programs of Study must include both academic and CTE/degree major courses; and
The Programs of Study must lead somewhere – a credential, certificate, license,
degree, etc.
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So where do Career Clusters fit in? What are
they? Career Clusters are groupings of
occupations and industries A Career Pathway represents a
grouping of occupations within a cluster based on commonalities
A Program of Study is the plan to get students from high school entry to success in careers and postsecondary education.
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Connections POS need to fit within a
guidance and counseling program and engage counselors in implementation
All students need access to an individual plan that provides the academic and technical courses to meet career and educational goals
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Why Programs of Study?Increase the percentage ofstudents who graduate from
highschool and who graduate
college-and career-ready
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What are the Programs of Study?
A sequenced listing of courses, both academic and CTE/degree major, that connects student’s high school and postsecondary educational experiences
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What Are Programs of Study? Programs of study join a sequence
of college-preparatory academic courses with quality career/technical courses within a pathway or broad career theme.
Students choose a program of study based on interest to boost student motivation, academic achievement and high school completion.
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Let’s say it again…… A Program of Study is the plan
to get students from high school entry to success in careers and postsecondary education.
It’s not hard, but someone has to take the lead and dedicate the time.
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What’s Most Important?
NOT – What you call courses. NOT – How many courses
you take. It’s being sure students get
the content they need. The Key is the Knowledge
and Skills Statements (YOU MIGHT CALL THEM STANDARDS).
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Ordering of K & S
Foundation Academic Expectations
Essential Knowledge and Skills Cluster (Foundation) Knowledge
and Skills Pathway Knowledge and Skills
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REMEMBER…… Courses that teach knowledge and skills to reach industry standards for specific careers NEED TO BE ADDED
to the POS!!!
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Beliefs Underlying Pathway Programs of Study Academic learning is acquired in
multiple ways and in multiple settings.
Intellectually demanding work is required in the 21st century workplace and all students should be prepared with the hand and mind skills necessary to succeed.
Given the right environment, most students can master complex academic and technical content.
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Pathway Programs of Study:Guiding Principle 1 By design, pathways prepare
students for both postsecondary education AND careers, not just one or the other. Career success increasingly depends on completion of a formal credential – certificate, associate’s degree, bachelor’s degree or higher.
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Pathway Programs of Study:Guiding Principle 2 Pathways integrate challenging
academics with demanding career and technical curriculum to help students better understand how academic concepts apply in the real world. Academic and CT teachers working
together Instructional approaches that
emphasize intellectually demanding work
Alignment of CT courses with college- and career-readiness standards
Work-based and problem-based learning
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Pathway Programs of Study:Guiding Principle 3 Pathways prepare students for
the full range of postsecondary opportunities – two- and four-year college, apprenticeship, the military, and formal employment training. They eliminate sorting and tracking in ways that limit options after high school.
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Pathway Programs of Study:Guiding Principle 4 Pathways support improved
student achievement through a flexible time and support system that focuses on helping students “keep up” in meeting the most essential college- and career-readiness standards.
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Pathway Programs of Study:Guiding Principle 5
Each student must be connected to an adult who serves as their adviser/mentor. The role of adviser is to help students set tentative educational and career goals, choose a program of study/pathway to achieve their goal, and see that students get the assistance and support they need to succeed.
Students’ choices of career pathway must be viewed initially as exploratory and the school must be prepared to accommodate their revised decision.
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Ways to Fit Pathway Programs of Study Into SchoolsMulti programs of study can beoffered through a variety of schoolstructures: career academies career majors magnet schools small learning communities dual credit with postsecondary
institutions technical high schools shared-time technology centers,
etc.
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CCTI Participation
2003 2006Students 0 18,152CCTI Exemplar Colleges
15 15
High Schools 0 65Corporate Partners 0 47
CCTI Network Colleges
0 155
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OUTCOME #1
Decrease remediation at the postsecondary level
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OUTCOME #2Increase enrollment and
persistence in postsecondary education
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OUTCOME #3
Increase academic and skill achievement at both the
secondary and postsecondary levels
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Rigor in High School
“Knowing what they know today, a large majority of students say they would have worked harder and taken more difficult courses in high school.”
Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005
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OUTCOME #4
Increase attainment of postsecondary degrees,
certificates, or other recognized credentials
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OUTCOME #5Increase successful entry into
employment or further education
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Are Students Prepared?
College instructors estimate that 42% of their students are not adequately prepared.
Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement.
Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005
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What We Have Learned
Partners are anxious to work together. Communication is key:
Generally among education sectors and business
Between faculty of high school and college Postsecondary remediation can be
reduced. Enrollment persistence can be
increased. Transformation needs to take place in
the context of a P-20 or lifetime framework.
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Career Pathways – Key Principles
Based on partnerships / collaboration
Community College can play important convener role
Regional economics dictate preparation of workers for that area
Requires teaching and learning that fosters lifelong learning
Serves ALL students
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Career Pathways – Key Principles
Integrates CTE and Academic/ Contextualize
Many funding streams possible Data driven Process; not program … a systemic
framework for CHANGE
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Decrease Remediation Rates
National Average
Math 68%
Reading & English 64.5%
CCTI
27%
24%
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Increase Enrollment/Persistence
National Average
Persistence Rates 54% CCTI
71%
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Career Cluster Pathway Implementation
Critical ComponentsStudent-Centered Learning
Creative and Innovative Teaching
Strategies
Workplace Learning
Inter-disciplinary
Teams
Flexible Schedules Integrated
Curriculum
Parent and Community Involvement
Education Partnerships
Industry Partners
Multi-Measure
Assessment
Administrative
Support
Shared Planning
Time
Career Development
Professional Development
Standards-Based
Curriculum
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Critical Components for Cluster Implementation
Administrative Support Shared Planning Career Development Professional Development Standards-Based Curriculum Parent and Community Support Education Partnerships B&I Partnerships
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Critical Components for Cluster Implementation
Multi-Measure Assessment Inter-Disciplinary Teams Flexible Schedules Integrated Curriculum Creative & Innovative Teaching
Strategies Workplace Learning Student Centered Learning
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CAREER
CLUSTER K&S
PATHWAY K&S
CAREER MAJOR
9TH GRADE
PS
SKILL DEVELOPMENT
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Key Points of PCCS Implementation
WHAT? Every learner follows a pathway that leads to career success.
HOW? Through seamless programs/plans of study fostering academic and technical achievement.
WHY? To develop learners who are globally competitive in life and the workforce.
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KEY STEPS FOR DEVELOPING POS
1. Bring the “players” together.2. Identify template format for POS.3. Determine pathways to be
developed. a. Target careers b. Include as part of POS(Assignment 3)
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KEY STEPS FOR DEVELOPING POS
4. “Clump” the K & S statements into courses. Compare these courses to current course offerings.
(Don’t worry about specific titles.) (Assignment 4)
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KEY STEPS FOR DEVELOPING POS
5. Write course descriptions for CTE/degree major courses based on K & S. (Assignment 5 )
6. Identify academic courses to support K & S.(Assignment 6 )
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KEY STEPS FOR DEVELOPING POS
7. Complete the Program of Study.(Assignment 7)
8. Use the Program of Study Checklist.(Assignment 8)
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POS Checklist ( )
Are both academic and degree major courses included?
Are both secondary and postsecondary courses included?
Does coursework reflect the K & S?
Do courses represent a sequence of instruction that leads to a degree, certificate or credential?
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POS Checklist, con’t. Do courses represent a coherent and
rigorous program of studies? Have courses been cross-referenced
against state and national standards?
Does completion of the high school courses ensure success at the postsecondary level?
Does the high school plan reflect opportunities for postsecondary enrollment?
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AND FINALLY,
9.Crosswalk to ensure appropriate local, state and national standards are met.
Remember the target audience— Students!
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Other Hints for Development
Don’t “forcefeed” existing courses
Don’t worry about course titles Don’t try to include everything-
focus on the knowledge and skills
Do prepare for lots of PD Be willing to repeat yourself
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The Most Important Aspects of Plans/Programs of Study
If you do them right, you will include:
Knowledge and Skills Foundational Academic Expectations Essential Knowledge and Skills Cluster (Foundation) Knowledge and
Skills Pathway Knowledge and Skills
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So Are You Ready?
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IMPLEMENTATION STRATEGIES
Work in your groups to reach conclusions related to implementation of POS.
(Assignment 10)
Develop an action plan.(Assignment 11)
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Consider These Things In Your Plan
What needs to be done?Who is responsible?Completed by what date?Who else needs to be involved?What resources are needed?
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Why Do All This? A strategy to organize instruction and
student experiences around career themes
It incorporates existing school reform strategies
It links the various levels of education It causes academic courses and
CTE/degree major courses to have a linkage
It encourages coordination among faculty
It improves guidance and counseling
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Why Do All This? It puts a “reason” into what students
are learning, therefore, reducing remediation and increasing academic and career success
It enables articulation within and between states and can increase consistency for better data and shared opportunities for development
It connects to business and higher education
It provides opportunities for all students!!
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Benefits for Learners Enhances academics by providing
real-world relevance Provides opportunities to explore
multiple pathways and relates high profile careers to real life situations
Relationships among educational institutions Sets them apart from
the “pack”
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Benefits for Teachers/Faculty
Curriculum can be tailored to the needs of the community
Opportunity to integrate CTE and traditional academics
Opportunity to enhance academic achievement for all students
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Benefits for Postsecondary Learners who have established a
career path Learners with better academic
skills and in need of less remediation
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Benefits for Parents Smoother entry into postsecondary
education Students can make better career
decisions
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Benefits for Workforce Development and Business
Provides a well qualified workforce which can quickly adapt to changing needs
Opportunity for input in school curriculum
Framework for cross-training or re-tooling the workforce
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QUESTIONS??
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The High Five
Each group generate 3-5 questions that you still have about Clusters and POS
Try to answer them among yourselves
Ask those you cannot answer
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If we can provide you with any assistance, please
contact:
Dr. Belinda McCharen
Gene Bensonwww.bensoneducation.com [email protected]
[email protected] 405-880-7634