Building a Strong Relationship between Competency-Based Pathways and CTE

Building a Strong Relationship Between Competency-Based Pathways and Career Technical Education

November 5, 2015

Webinar Details

Dial-in Number: • 1 (866) 297-6395 Confirmation Number: 41021850 • For operator assistance dial *0 at any time Lines will be muted throughout the webinar During the presentation, type your questions into the chat box.

During the Q&A, participants may ask questions verbally.

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Agenda

Introduction: Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve Overview of the report: •

Kate Blosveren Kreamer, Associate Executive Director, National Association of State Directors of Career Technical Education Consortium (NASDCTEc)

•

Andrew Valent, Senior Policy Associate, State Policy and Implementation Support, Achieve State progress: • Tom Thompson, Education Specialist, Oregon Department of Education • Suzanne Vita Loud, Associate Consultant, Connecticut Department of Education Question and answer Reflections from the field: Stephen Dewitt, Deputy Director, Associate for Career and Technical Education (ACTE) Closing 3

Defining Competency-Based Pathways as College and Career Readiness for ALL Students

CBP can help all students reach college and career readiness through the following strategies: Students advance upon demonstrated mastery Competencies include explicit, measurable, transferable learning objectives that empower students Assessment is meaningful and a positive learning experience for students Students receive rapid, differentiated support based on their individual learning needs Learning outcomes emphasize competencies that include application and creation of knowledge The process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers, and citizenship Source: Adapted from Susan Patrick and Chris Sturgis, July 2011, Cracking the Code: Synchronizing Policy and Practice to Support Personalized Learning , iNACOL, http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf

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Defining Career Technical Education

Career Technical Education: Any education that prepares learners for the career of their choice, including the technical, academic and employability skills A high-quality CTE program of study is a sequence of courses/ experiences across secondary and postsecondary that: • Incorporates rigorous, state-identified college and career readiness standards • Is aligned with the needs of industries • Progresses in specificity (beginning with all aspects of an industry or career cluster and leading to more occupationally-specific instruction); • Incorporates multiple entry and exit points • Culminates in the attainment of a recognized postsecondary credential Source: NASDCTEc/ACTE

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Poll Question #1

Who is currently interested in your state in aligning CBP and CTE systems?

No current interest Educators District leaders State policymakers Employers Third party organizations Other

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Resource Spotlight

Building a Strong Relationship between Competency-Based Pathways and Career Technical Education • Identifies opportunities for collaboration, integration, and strengthened relationships between CBP and CTE leaders.

• Explores the leverage points and challenges • Offers state and district examples • Highlights key questions to drive in-state discussions and planning

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CTE & CBP

Mutually Reinforcing

Leverage Points

Contextualized Teaching and Learning Integrated instruction Interdisciplinary projects, courses, assignments Credit equivalency Self-Directed Student Pathways Student “choice and voice�

Individualized learning plans Anchored in career

Leverage Points

Extended/Experiential Learning Opportunities “Work-based learning,� independent study, CTSOs Employer engagement Demonstration of employability/21st century skills

Leverage Points

Project-Based Learning Related to ELOs, contextual teaching/learning Real-world/authentic problems (inquiry, student-driven, aligned to curriculum) Performance-Based Assessments Augment assessment systems Opportunities for demonstration (capstone, portfolio)

Key considerations

States can support better integration through several strategies: Intentional partnership between CTE and CBP at the outset Shared language and buy-in Attending to equity Building district and school capacity Capturing learning where it happens

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Tom Thompson Oregon Department of Education Tom.Thompson@ode.state.or.us

“Proficiency-based teaching and learning practices are based on principles of standards-based achievement, studentcentered instruction and assessment techniques, and collaborative professional learning for teachers.�

-Oregon Proficiency Project

2002 2004 2007

• "Districts may award credit based on proficiency"

• Pilot programs

• Incorporated into new diploma requirements

} }

990 hours for high school instruction per year Graduation requirements ◦ Awarding credits

Proficiency permitted No seat time requirements

◦ Demonstrate mastery on essential skills State testing OR Other approved assessments OR Work samples

◦ Personal plan and profile

Identify student needs Identify means of meeting those needs

990 Hours

Course Course Course Course Course Course Course 1 2 3 4 5 6 7

Course 8

Course 9

Sabin Schellenberg Center ACE Academy

Credit for biology through agriculture } Collaborative development } Student portfolio presentation }

◦ Project-based Academy ◦ All standards mapped to projects ◦ Credits based on meeting standards ◦ Schedule developed around student needs

}

Assessment

◦ Performance task development workshop ◦ Formative assessment training

}

Contextualized Teaching ◦ Math in CTE ◦ Literacy in CTE ◦ Applied Math Project ◦ Math in Real Life PD

}

Models for Proficiency Credit in CTE ◦ Course equivalency

CONNECTICUT STATE DEPARTMENT OF EDUCATION


 Mastery-Based Learning and Career & Technical Education November 5, 2015 CONNECTICUT STATE DEPARTMENT OF EDUCATION

Snapshot of Connecticut

•

Permissive Statute – MBL is optional for districts

• 30+ schools currently in the process of shifting to a Mastery-Based Learning Environment • Governor’s Task Force on Graduation Requirements • Supporting LIS of CT with Program of Eventslocal & regional meetings, webinars and coaching • Coming soon: MBL Resource Center Web site CONNECTICUT STATE DEPARTMENT OF EDUCATION

CT Actively Promotes CTE & CBP Integration • CT Student Success Plan • Carl D. Perkins Innovation Grants • Unpaid Experiential Learning Program • CTHSS Algebra I MBL Model • CT American Apprenticeship Initiative (CT AAI) • CSDE Presentations across state • Annual CT CTE Conference • Spotlight on Brookfield High School CONNECTICUT STATE DEPARTMENT OF EDUCATION

Spotlight District: Brookfield High School Brookfield, Connecticut q Multiple-year recipient of Carl D. Perkins Innovation Grants

q Exemplary use of Connecticut’s Student Success Plan to promote CTE q Innovator in writing MBL CTE Curriculum Units q Curriculum Mapping in Medical Careers to demonstrate mastery of competencies in multiple courses or learning opportunities q Pilot District- Unpaid Experiential Learning Program q Exemplar Senior Demonstration Project in CTE Pathway q CTSO CT HOSA State Co-Advisor with award-winning local HOSA Chapter CONNECTICUT STATE DEPARTMENT OF EDUCATION

Facilitated Question & Answer

Moderator: Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc Presenters: Tom Thompson, Education Specialist, Oregon Department of Education Suzanne Vita Loud, Associate Consultant, Connecticut Department of Education Stephen Dewitt, Deputy Director, ACTE

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Audience Question & Answer

Moderator: Andrew Valent, Senior Policy Associate, Achieve Presenters: Tom Thompson, Education Specialist, Oregon Department of Education Suzanne Vita Loud, Associate Consultant, Connecticut Department of Education Stephen Dewitt, Deputy Director, ACTE

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Poll Question #2

What additional resources would best support your work?

Examples of practice Examples of policy Research on promising practices Guidance documents or implementation tools Other

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Poll Question #3

Based on today’s conversation and your own experience, which areas must the field address to better align CTE and CBP: Aligned vision Policy change Clearer communications strategy and stakeholder engagement Capacity building supports for educators Transparent and accessible data/reporting systems Quality control mechanisms and supports Other

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Partner Reflection

What does the field need to better align CTE and CBP? Stephen Dewitt, Deputy Director, Association of Career and Technical Education

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Additional Key Questions for States

The brief identifies key questions help states and districts consider how CTE is, can, and should be a part of their CBP strategies. Questions address the following areas: Incorporating CTE at the outset Attending to equity Building district and school capacity Capturing learning where it happens Beholden to time

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Contact Information

Achieve Staff Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve, apeltzman@achieve.org Andrew Valent, Senior Policy Associate, State Policy and Implementation Support, Achieve, avalent@achieve.org NASDCTEc Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc, kblosveren@careertech.org

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Building a Strong Relationship Between Competency-Based Pathways and Career Technical Education

November 5, 2015