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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

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

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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.

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%

6161

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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www.careerclusters.org

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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

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)

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!!

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”

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

Benefits for Postsecondary Learners who have established a

career path Learners with better academic

skills and in need of less remediation

Benefits for Parents Smoother entry into postsecondary

education Students can make better career

decisions

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??

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 gene@bensoneducation.com

gben@brightok.net 405-880-7634