CTE Pathways: What You Need to Know Now! Wendy Plew, NODD, San Jose RRC Cindy Heller, PCS, Santa Maria RRC
What We’ll Cover: 1. Quick overview of CTE and current funding 2. Elements of CTE Programs and Bargaining Implications (including Dual Enrollment) 3. CTE Program Models 4. Potential Credentialing Issues 5. Using the LCAP for CTE Advocacy
Career and Technical Education is different than Vocational Education VOCATIONAL CAREER AND PROGRAM CATEGORY EDUCATION TECHNICAL EDUCATION Designed for a few Target Population Focused on all students students Prepares students for a Employment Focus Designed for all careers few jobs Only for a few program Focused around 15 Programming areas different career clusters Used in lieu of Aligned with traditional Academic Integration traditional academics classroom instruction Incorporates college Education Level Focused on high school partnerships
CTE Funding = “A Boatload” Some Sources of CTE Funds: 1. Federal Perkins $ 2. LCFF: Over $220 per ADA for CTE at full funding target, grades 9-12 3. Career Pathways Trust Grants: • $250M 2014-15 (first round) • $250M 2015-16 (second round) 4. Career Technical Education Incentive Grant Program • $400M 2015-16 (1:1 dollar match) • $300M 2016-17 (1:1.5 dollar match) • $200M 2017-18 (1:2 dollar match)
Components of Effective Programs • Local Policies supporting CTE development and implementation: • Funding for resources – including PD, staff time, etc. (i.e. LCAP) • Policy language – ensuring CTE opportunities for any secondary student (i.e. LCAP)
CTE and the LCAP Priority 5: Pupil engagement (school attendance, absenteeism, graduation Priority 6: Suspension, expulsion, safety and school connectedness Priority 7: Access to classes (per Ed Code 51220): (i) Career Technical Education designed and conducted for the purpose of preparing youth for gainful employment in the occupations and in the numbers that are appropriate to the personnel needs of the state and the community served and relevant to the career desires and needs of the pupils.
CTE and LCAP Oakland USD Board LCAP Priorities Goals and Progress Indicators: B.2: Support all high schools to transition to Linked Learning approach to have all students enrolled in High Quality College & Career Pathways. Overlaps LCAP goals 1, 5. B.2: High Quality College & Career Pathways for high schools: $6.471 million (LCFF subtotal $5.057m), encompasses Section 2 goals 1, 5
High Quality College and Career Pathways : 2014-15 2015-16 2016-17 Oakland Unified School District $4,943,400 $5,351,500 $5,254,400 Hire staff to support robust career pathways in $865,000 $1,248,100 $1,253,000 every high school, including college and career (non-LCFF) (non-LCFF) (non-LCFF) specialists to monitor 9 th grade plans, coordinator, coaches, Career Technical Specialist and industry sector navigator to strengthen pathway pipeline to post-secondary education Master Schedule specialist to build capacity for $55,000 (non- $30,000 (non- Career Pathways at high schools LCFF) LCFF) Provide high quality paid internships for seniors $234,400 $234,000 $234,000 (non-LCFF) (LCFF & local (LCFF & local grants) grants) Professional development for high school $172,000 $172,000 $50,000 teachers and principals to expand career pathways Hire 32 teachers for electives and support $2,560,000 $2,600,000 $2,640,000 courses to integrate core content in career pathways Hire staff and buy supplies at 8 schools to $1,057,000 $1,067,000 $1,077,000 increase access and success in career pathways for high school students
Components of Effective Programs • Partnerships among education, business, and other community stakeholders: • Should be clearly written agreements • Utilize ongoing economic and workforce trend analysis to modify/evolve programs. www.Doingwhatmatters.cccco.edu • “Braiding” funds to existing initiatives (Career Pathway Trust, Perkins, LCFF, Community Organizations, Businesses, grants, etc.)
Components of Effective Programs Professional development opportunities for teachers, administrators, and faculty: • Support vertical alignment/articulation HS to post-secondary • Support horizontal alignment/articulation between CTE and traditional instruction
Components of Effective Programs Systems and strategies to gather data on student outcomes: • Need valid and reliable data • Matching of student education and employment data • Collection of real-time data to evaluate and improve program effectiveness.
Components of Effective Programs Implementation of college and career readiness standards: • Should define what students are expected to know and be able to do to enter and advance in college and/or careers • Comprise the foundation of a program of study • Incorporate essential s kills (academic skills, communication, problem solving etc.), that all students must master regardless of chosen career area
Components of Effective Programs Course pathways between secondary and postsecondary classes: • Should map out academic and technical courses • Articulated to ensure transfer to postsecondary education with duplicating classes or requiring remedial coursework.
Advanced Manufacturing Pathway
Components of Effective Programs Credit Transfer Agreements • Allow students to earn postsecondary credit without additional paperwork or petitioning for credit (i.e. dual enrollment) • Systematic process to transfer credit to any two- or four- year institution
Components of Effective Programs Guidance Counseling and Academic Advisement Services • Resources to identify strengths and career interests/choose appropriate course of study • Provide tools to learn about postsecondary education and career options
Components of Effective Programs Innovative Teaching and Learning Strategies • Employ contextualized work-based, project-based, and problem-based learning approaches by interdisciplinary teaching teams of CTE and academic teachers. • Incorporate team-building, critical thinking, problem-solving, and communication skills (i.e. CTSO)
Components of Effective Programs Technical Skills Assessments • Evaluation of students’ technical skill levels • Use of performance-based assessments to the greatest extent possible
TYPES OF CTE PROGRAMS CTE in Traditional High Schools (i.e. “Linked Learning”) • CTE programs organized into career clusters , particularly those in high economic demand (i.e. healthcare, advanced manufacturing and technology) • Rigorous, relevant, real-world instructions • Ratio of 1 CTE class to 2 Academic classes • Opportunity for internships and employment partnerships
TYPES OF CTE PROGRAMS Postsecondary Partnerships • “Dual Enrollment”: structure varies widely. Courses may be held “during the school day, evenings, weekends, on or off campus, as a regular college course, or specifically adapted to the high school’s objectives.” • Standards include curriculum, faculty, students, assessment, and program evaluation (not currently adopted by California • Career Pathway Trust grant: • Requires K-12/CC partnership • Requires employer partnerships • Expectation of dual enrollment
TYPES OF CTE PROGRAMS Middle/Early College High School • Located on Community College campus • Have opportunity to earn AA degree or 2 years transferrable college credit in HS • Challenging course of study • Small learning environment
TYPES OF CTE PROGRAMS CAREER ACADEMIES • School-within-school based around specific career path or theme (Small Learning Communities “SLCs”) • Create strong sense of support and belonging • Combine academic and career/technical curricula • School-employer partnerships provide intern/employment and mentoring opportunities • Geared toward students at high risk of dropout • Academy students graduate and go to postsecondary education in higher numbers than other students
TYPES OF CTE PROGRAMS CAREER ACADEMIES • Over 450 in California (California Partnership Academies) • Receive extra teacher-controlled funds (field trips, transportation, equipment, etc.) • Teaching teams have one dedicated collaboration period together • Lead teacher has another dedicated period to oversee program • Students move through classes as a cohort
CTE Credentialing • California has a major shortage of CTE teachers • Any class that receives Perkins or CA Partnership Academy funding must be taught by a CTE credentialed teacher • Any academic subject requirement for graduation must be taught by an NCLB HQ teacher (i.e. have a Bachelor’s degree) • To receive a CTE credential you must have industry experience • How do we address the shortage given these requirements?
CTE Credentialing Excerpt from CCASN on “What can districts do?” • “Collaborate with teachers’ unions to develop incentive programs that encourage and support teachers to meet new credentialing demands” • Movement on Salary Schedule if no Bachelor’s degree? • Separate schedule?
What Questions Should You Be Asking? What CTE $ do we receive? Are we part of a Career Pathway Trust Grant? Do we have Partnership Academies? What does CTE look like in our LCAP? Do we have CTE teachers not able to move on the salary schedule? How can we attract/retain CTE teachers?
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