Edward A. Shafer, Director, CTE Technical Assistance Center of New York, Ed@spnet.us

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