Task Force Strategic Plan on Career Readiness CTE, Pathways and More

1

• Task Force - Strategic Plan on Career Readiness
  (CTE, Pathways and More)
• Spring, 2008

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I hear, and I forget I see, and I remember I do,
and I understand - Chinese Proverb
In times of change, learners inherit the earth,
while the learned find themselves beautifully
equipped to deal with a world that no longer
exists. - Eric Hoffer
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Table of Contents

• Objectives pg 3
• Introduction pg 4-6
• Key Terminology pg 7-9
• Overview of Career Pathways pg 10-13
• PPS Context pg 14-21
• Vision pg 22-24
• Programmatic Recommendations pg 24-26
• Conditions for Successful Career Preparation
  Schools pg 27-30
• Structural Redesign Possibilities Different
  Models pg. 31-45
• Next Steps pg. 46-47

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The Objective of the Task Force Changed Over Time
to Emphasize a Broader Definition of CTE
Create a strategic plan to build high quality,
innovative and sustainable pathways program
(which includes CTE) to ensure that graduating
students can thrive in the 21st century and meet
the needs of the local economy within the
Metropolitan Portland Region.
The Task force was initially focused solely on
CTE however, the scope and definition expanded
to encompass a broader concept of career related
programming.
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Introduction
6
The Project was Designed to Include a Diverse Set
of Voices
Superintendents High School Action Team
The Task Force
Planning Team (19 members)

• Teachers (3)
• Benson HS reps. (2)
• Other HS rep. (1)
• Business Leaders (3)
• Labor Leader
• PCC President
• Project Manager
• CTE PPS Alumni
• Students (2)

• District personnel
• CTE/Pathways expert
• COO
• Chief of High Schools
• Community Based Organization Rep. (2)
• Economist
• CTE curriculum expert

Site Visit Group
Teacher Workgroup
These categories are not mutually exclusive
Numbers in parentheses represents the number of
individuals from the specified role
Supporting Work
Industry Survey and Interviews
Best Practice Research
Facilities Survey
Student Focus Groups
Teacher Work Sessions

• Surveys to industry members
• One-on-one informational interviews

• Focus group with Meek Teachers
• Work sessions with CTE teachers

• Survey on pathways to parents

• Interviews with national experts
• Research Reports
• OACTE Conference

• Focus groups with CTE students

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There were 19 Task Force Participants

• Brett Anderson - Benson High School Teacher,
  Automotive, Portland Public Schools
• Marcia Arganbright Curriculum Expert, Portland
  Public Schools
• Scott Bailey - Economist
• Michelle Batten - Career and Technical
  Education/Perkins Funding, Portland Public
  Schools
• Ken Fry - IBEW, Executive Director
• John Gardner Work Systems, Inc., Senior
  Project Manager
• Don Levine - Benson High School Teacher, Health
  Occupations, Portland Public Schools
• William Kelly - CEO and Founder , Learning.com
  (Benson Alumnus)
• Jerome Mannenbach - Franklin High School
  Teacher, Woods and Metals, Portland Public
  Schools
• Cathy Mincberg - Chief Operating Officer,
  Portland Public Schools
• Steve Olczak - Interim Principal/ High School
  Director, Portland Public Schools
• Nan Poppe ELC Campus President, PCC
• Leslie Rennie-Hill - Chief of High Schools,
  Portland Public Schools
• Sarah Singer Project Manager of CTE Task
  Force, Portland Public Schools
• Richard Spies Principal, Group Mackenzie
  (Benson Alumnus)
• Jennifer Villano High School Director of
  Education Options, Portland Public Schools
• Jill Walters Executive Director, Portland
  Youth Builders
• Hang Vuong Benson HS Student, Portland Public
  Schools

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Key Terminology
9
Defining Key Terms Helped us to Speak a Common
Language and Propel Our Progress
Career Pathways (1)(2)
The Task force was initially focused solely on
CTE however, the scope and definition expanded
to encompass a broader concept of career related
programming.
Career Exploration
Career Preparation
Awareness
Broadly-based learning opportunities that focus
on real-world application, creative
problem-solving and essential skills in the
context of projected high wage, high demand
career fields.

• In-depth learning opportunities that focus on
  real-world application, creative
  problem-solving, and essential skills in the
  context of projected high wage, high demand
  career fields. Career preparation may provide
  some students with the skills necessary to be
  immediately employable in a High Wage occupation.
  

Learning opportunities that focus on helping
students become aware of their preferred learning
styles and personal interests. Awareness will be
heavily emphasized in the middle school years.

• Career pathways in its current form at PPS is not
  perceived as having the type of rigor this
  definition implies. This new definition of career
  pathways will require significant change from the
  current state.
• CTE or Career Technical Education, variably known
  as Professional Technical Education, is included
  within this definition. To be a CTE teacher,
  both the teacher and the program must be
  certified by the state. A CTE program at a
  particular school could either fall under career
  exploration or career preparation depending on
  the depth of the program.

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By Differentiating Between Career Exploration and
Career Preparation, PPS Can Better Focus its
Efforts
Career Exploration
Career Preparation
Awareness
(100 of PPS students)
(100 of PPS students)
(25 of PPS students)
Implemented within the core curriculum and
through current pathways program. All students
experience career exploration across all 10
traditional campuses

• Computer based programs to ascertain interests
• Career-themed courses in Middle School
• Self reflection exercises
• Interviews with family/friends

• Career Preparation Focused Schools Benson
  (note all students have access to career
  preparation programs.)

Medium for Implementation

• Purpose is to provide relevance for students
  earning industry certifications, is of secondary
  concern
• Connections to the adult world of work may be
  less in-depth

• Students on this track may forgo many traditional
  high school offerings, such as band and other
  electives
• Presently, students choose one school (Benson)
  but options will expand

• TBD

Trade-offs/ Constraints

• Students are immediately employable for
  post-secondary opportunities in a specific living
  wage career focus area
• Students have experienced an in-depth adult
  connection to work
• Students earn dual credit or an industry
  recognized certification

• Student excitement about possible careers
  options and understanding of the skills and
  academic requirements it takes to partake in
  these careers
• Students have experienced at least one adult
  real world connection (i.e. job shadow, etc)

• Students have better self-awareness about
  interests and learning styles
• Students are more knowledgeable about specific
  careers

Unique Desired Outcomes

• 6th 8th grade

• 7th 12th grade

• 11th 12th grade

Target Demographic
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Overview of Career Pathways (including CTE)
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The Past Several Decades Has Forced CTE Related
Programming to Adapt to a New Environment
Effect on PPS CTE
Effect on National CTE
Result
Driver
External Forces

• Higher level skills(1) required to earn a living
  wage
• Other nations becoming more competitive with the
  US on the economic front
• Other nations outpacing the US in educational
  achievement and attainment for the first time

Globalization and the New Economy

• CTE programs forced to emphasize higher order
  skill development
• CTE expected to prepare students for both college
  or the workplace
• Decreased funding for CTE at both the local and
  national levels funds redirected to academic
  programs
• Leading to out-of-date facilities
• Program cuts

• Enrollment decline in CTE
• Diminished opportunities for students to take CTE
  (fewer programs)
• Bulk of CTE channeled to one high school
• Difficulty in adequately maintaining facilities
• Over-reliance on a decreasing amount of federal
  funding

Federal Legislation

• Greater emphasis on what is perceived as academic
  achievement through NCLB and the Bush Era
• Perkins funding for CTE has decreased over time
  (in real dollars)

Greater societal push to attend college or
post-secondary

• Over the past three decades, parents have started
  to expect their children to attend a 4 year
  college even though most jobs dont require a 4
  year degree
• Many schools are emphasizing college-ready
  alternate paths have often been ignored

Portland Specific Forces

• Declining enrollment in CTE from 1970s 1990s
  also, a decrease in the number of students taking
  three or more CTE classes

• Measure 5 (in 1990)
• Rerouting of funding around state (state
  equalization)
• End of School to Work federal funding
• Declining Enrollment
• School based decisions to focus in other areas,
  most notably academic achievement

Funding Challenges

• Higher order skills include the ability to think
  creatively, make decisions, solve problems,
  visualize, reason, analyze, interpret, and know
  how to learn

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While CTE Related Programming is Still Adapting,
it has a Proven Track Record of Positive Impact

• Decreases the drop out rate, especially for
  at-risk youth (1) - 46 of the 2004 cohort left
  without a diploma (Connected by 25, 2004 Cohort
  database, Portland Public Schools)
• When integrated with academics, Math gains are
  significant (1) Growth on math scores
  significantly weaker than on reading across the
  high school system
• High student interest Given declining
  enrollment, PPS needs to attract as many students
  as possible
• Career study classes have been getting more
  rigorous over time PPS students take about 8
  electives why not make them more meaningful and
  rigorous?
• Theres an economic value to the individual and
  Portland (positive Return on Investment)(1)
  CTE student earnings are increased in the short
  and medium term and career academies study found
  significant payoff for young men, especially for
  those most at-risk, without any trade-off in
  educational attainment or success
• Does not limit postsecondary education(1)
  Students who complete CTE programs and enroll in
  college are more likely to graduate.
• It validates the career paths of all students and
  their need for post-secondary education About
  75 of PPS students dont complete college
  within 6 years this will help them earn a living
  wage (National Clearinghouse)
• Provides strong opportunities for mutually
  reinforcing partnerships with industry and the
  greater community Portland has a strong sense
  of civic pride and a strong demand for skilled
  workers
• Career Related Learning is required by the state
  We should aim for exceptional rather than mere
  compliance
• Most youth learn better by doing Project based
  and applied learning opportunities are lacking at
  many PPS high schools

Investing in Career Pathways aligns well with the
needs of PPS

• Source
• Please see the appendix for sources

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Overall, the Most Significant Benefit is that
Students Learn More from Hands-on and
Experiential Projects
Studies support the idea that learning is
facilitated through hands-on and experiential
projects. On average, students retain ...
90
70
50
30
20
10
of what they
Read
See, Hear Experience
Hear
See, Hear, Experience Teach
See
See Hear
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PPS Context
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There is Much to Be Proud of Regarding CTE and
Pathways Programming at PPS
These are just a few of many examples of whats
going right

• Entrepreneurial Spirit and Commitment of Teaching
  Force
• Example Meek Teacher raises money for those
  students who cannot pay for their DECA jackets
• Example Many teachers form relationships with
  industry and receive donations for more
  up-to-date equipment
• Example One teacher tracks post-secondary
  outcomes of students by having his students help
  him his students rely on various social
  networking sites to complete the task
• Teachers show strong resilience and adaptability
  to severe funding challenges
• CTE Teachers Known for Willingness to Go the
  Extra Mile
• CTE teachers often work extra hours
• Many CTE teachers could get paid much more in
  industry but choose to work in schools because of
  a love of teaching
• Teacher Investment in Student Performance
• Benson High School students won more HOSA and
  SkillsUSA competitions than any other school in
  the state in 2008
• Benson High students receive the 2008 Multnomah
  Countys Katie Jeans-Gail Award for Young Heroes
  for helping more than 200 people get vaccinated
  their efforts are reported in the Portland
  Tribune
• Alliance at Meek - Robotics
• Increasing Number and Quality of Career
  Development Partnership Events
• Benson High School Tech Show featuring student
  work
• Northwest Youth Career Expo Industry sectors
  include manufacturing, health care, construction,
  arts and technology
• Educational Industry Partnership Series Thirty
  teachers/administrators from 6 schools doing job
  shadows at Health care providers
• ZGF Architecture Day
• ACE Mentoring Program 12 week after school
  program
• Multiple career highlight days offered by
  Providence

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But Funding Challenges have Adversely Affected
CTE Programs
PPS Funding for CTE (2001-2007)
A Snapshot in Time What else was going on in
2005-2006?

• 50 Million budget cut
• Class size increase from a staffing ratio of
  130 to 145
• Elimination of 574 positions
• Arts, athletics, language immersion and
  alternative programs suffer huge cuts
• All non-mandated transportation cut
• CTE, in school alternate programs and additional
  support to four High Schools amounted to 50 out
  of the 574 cuts

• PPS has site-based decision-making, which means
  individual schools decide for themselves how to
  spend their money
• Site based decisions focus in other areas, most
  notably core academics

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In the Current State, the High School System
Faces a Number of Issues Regarding Career Pathways
Career prep in Business, Natural Resources and
Human Services limited There are few career
prep providers outside Benson
Roosevelt (POWER, ACT, SEIS)
System-wide Issues

• Strong central office support for CTE has been
  lacking
• Consecutive years of funding cuts
• Declining enrollment will lead to even more
  resource challenges
• Successful CTE Teachers have had to transfer or
  lose their jobs as a result of seniority-based
  staffing
• Lack of hands-on opportunities for students
  system-wide
• Inconsistency in accessing rigorous career
  exploration classes
• Integration between CTE and academics is in need
  of improvement
• Lack of consistency across school in implementing
  pathway work
• Sheer number of classes dont exist to meet
  projected job growth
• Lack of coordination and communication in the
  transition from middle to high schools
• Very little career preparation in three of six
  pathways
• Same staffing formula for CTE and Academic
  classes
• Increased investment in career awareness is
  needed

Jefferson (Young Womens, Young Mens,Arts
Tech, Sci Tech)
Alliance at Meek
River
Small Schools (depicted in yellow) typically
cannot offer more than one pathway
Madison (M, H, S)
Grant

• Career Prep in Mfg, Health and Communications
• Has 2/3 of all CTE in district

Benson
Franklin
Cleve
Lincoln
Marshall (RAA, Biz, Pauling)
Wilson
Source Input from CTE PPS teachers, PPS
principals, PPS central office staff, Benson High
students, industry representatives and CTE Task
Force members. Input was gathered from focus
groups, surveys, informational interviews and
task force meetings.
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Outside of Benson Students have Little
Opportunity to Take CTE
CTE Opportunities by School 1st Semester
2007(1,2,3,4)

• Notes
• Only first semester classes in the year 2007 at
  PPS have been counted
• With the exception of Alliance, educational
  options has not been included within this
  analysis
• Career pathway classes have not been included
  within this analysis
• Core class size average at PPS is about 22.5.

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Ten Years Ago, Benson Offered Only a Subset of
CTE Programs District-wide This is No Longer the
Case
Key Point
Benson High School is getting a greater
percentage of CTE students as compared to other
High Schools.
Percent of CTE Students
2001-02 CTE Total Budget
2007-08 CTE/Pathways Total Budget
Key Point
The absolute amount of CTE dollars has decreased
by almost four-fold.
626K
2.1 M
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Benson High School Faces Daunting Challenges,
which will Likely Continue Without Significant
Change to the Status Quo

• Academic classes are extremely large in order to
  compensate for CTE programs, which generally
  require smaller class sizes (the current staffing
  allocation formula funds CTE at the same rate as
  other programs around the district)
• Benson has very few credit recovery options for
  students who fail because its resources and focus
  tend to be directed toward CTE meanwhile, the
  school is receiving more students who need these
  types of services than ever before and its large
  academic classes only exacerbate the problems for
  struggling students
• There is tension as the school struggles over
  limited resources between academics and CTE
• Many of the current students attend Benson to
  avoid their neighborhood school as opposed to
  embrace its CTE focused mission
• Benson, similar to all other PPS High Schools, is
  projected to lose enrollment in the future, which
  could lead to additional loss of CTE programs at
  Benson
• Bensons facility is out-dated and its layout
  makes integration with academics more challenging
• Fewer students from Lincoln, Grant, Cleveland and
  Wilson are attending Benson than compared to five
  years ago
• Bensons prestigious reputation as one of the
  best CTE schools in the state could be in
  jeopardy, if the above mentioned challenges are
  not addressed by district intervention or changes
  in policy

Source Input from teachers, PPS principals, PPS
central office staff, students, survey to
industry, and CTE Task Force members
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Components of the Vision
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Sustainability, High Quality Programs for All and
Measurable Results are Key Drivers of the Career
Pathways Vision
High Quality Programs for All
Measurable Results
Sustainability Built-In
Inspire the Community The Buzz Factor

• Math score increase
• Graduation rate improvement
• Number of students connected post graduation
  (through Living Wage jobs or post-secondary
  attendance)
• Additional resources leveraged from partners
• Increase in number of work-based student
  experiences
• Positive media mentions

Attracting and Retaining the Right Teachers
Relevance and Rigor in Program Offerings
High Quality Programs
Sufficient Financing Structures
Clear District Commitment
Marketing telling our story
More Opportunities for Students
Mutually Reinforcing Partnerships
Greater Access
Positive outcomes help sustain programs through
more involvement from industry and better success
in receiving grant money
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Explanation
Each of these Drivers is Imperative to the
Success of Career Pathways
Drivers
High Quality Programs

• Offer high quality programs that
• Train, attract and retain the best teachers
• Provide relevance in programs and rigor through
  greater integration with academics
• Are supported by Central Office
• Are available to as many students as possible

Each driver reinforces the other creating high
quality programs delivering measurable results
for a sustained period of time

• Get measurable results by
• Defining and tracking metrics for outcomes that
  research demonstrates align with the benefits of
  CTE
• Forming partnerships to help track metrics that
  are difficult to manage
• Maintaining complete transparency in reporting
  metrics
• Measuring only a smaller number of metrics very
  well

Measurable Results
Career Pathways - PPS
High Quality Programs
Inspire the Community

• Sustain our success even through economic
  downturns, changing legislation or district/state
  fueled funding challenges through
• Marketing our successes
• Forming mutually reinforcing partnerships
• Sufficient financing structures
• Ongoing district commitment

Built-in Sustainability
Built-in Sustainability
Measurable Results
Generate Civic Excitement
Spark the interest of Portland citizens and
Business through our creativity and problem
solving skills in addressing pressing community
issues.
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Programmatic Recommendations
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The Task Force Delved Deeper into the High
Quality Programs Driver
High Quality Programs for All
Measurable Results
Sustainability Built-In
Inspire the Community The Buzz Factor

• Math score Increase
• Graduation rate Improvement
• Number of students connected post graduation
  (through living wage jobs or post-secondary
  attendance)
• Additional resources leveraged from partners
• Number of work-based student experiences
• Positive media mentions

Attracting and Retaining the Right Teachers
Relevance and Rigor in Program Offerings
High Quality Programs
Sufficient Financing Structures
Clear District Commitment
Marketing telling our story
More Opportunities for Students
Mutually Reinforcing Partnerships
Greater Access
FOCUS AREA OF TASK FORCE
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The Task Force Developed Fourteen Programmatic
Recommendations Related to High Quality Programs
Relevance and Rigor in Program Offerings

• Define and develop curriculum for the teaching of
  essential skills throughout the K-12 system
• Increase and better define industry advisory
  groups role to determine the quality and
  relevance of career pathway curriculum and
  instruction
• Improve the process for continuous improvement of
  course offerings based on industry and
  postsecondary recommendations
• Inspire the community through servicing learning
  that addresses a community need

Clear District Commitment

• Expand funding for career pathways
• Provide appropriate facilities for quality career
  preparation and career exploration programming
• Develop a management structure that can support
  career pathway programs
• Proactively publicize successes to the community

More Opportunities for Students

• Connect every student with the adult world of
  work
• Increase the number of students earning dual
  credit
• Ensure every student has access to quality career
  exploration
• Differentiate quality career preparation options
  for students who want greater depth

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Conditions for a Successful Career Preparation
School
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We First Determined the Conditions that Would
Create a Successful Career Preparation School
Regardless of Structural Design

• The conditions for assuring a successful career
  preparation design are essentially the same as
  for any high school reform initiative within the
  district.
• Defined Mission
• Career Prep focused school is defined by its core
  mission, values, and goals. These are the
  foundation understandings upon which the school
  exists and serves.
• Career Prep is not a traditional neighborhood
  comprehensive high school.
• For example, Benson is designed to educate
  students through an articulated, rigorous career
  and technology program that includes a set of
  sequenced courses that meet industry standards,
  earn college credit, and lead to high-skill,
  high-pay careers in the local economy. It is not
  designed to offer individual career and
  technology courses unrelated to meeting program
  requirements
• Teacher Commitment
• Career Prep requires a commitment to a specific
  instructional model and the academic/technical
  skill set that complements that model.
• The concept of academic and CTE teachers working
  collaboratively to integrate core academic skills
  in career-specific trades requires that all
  teachers share that common philosophical
  foundation.
• For example, a math teacher must be able to
  translate the abstract concept from a textbook
  unit to a construction site design, or a health
  related application. In addition, CTE teachers
  must be willing to reinforce academic concepts in
  their curriculum. An English teacher must be
  able to teach reading for content in the
  application of a technical manual, or the
  processes of oral communication in managing a
  highly complex workplace.
• When teacher positions are filled only by
  seniority, there is no guarantee that the teacher
  will have the skills necessary to run a
  successful program.
• All high schools, and the quality programs that
  they offer are dependent upon the teachers that
  deliver them. It is imperative that teachers are
  employed because they have specifically chosen to
  be at the career prep school. They must
  understand the mission of the school and their
  experience must support that mission.

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Meeting Conditions for a Career Preparation High
School. . .

• Student Interest
• Students must have a vested interest in the
  quality of the career programs offered.
• The choice of attending a career prep school must
  be thoroughly researched and appropriate for the
  student to be successful.
• Students who request to partake in a career prep
  program must be able to demonstrate evidence of
  their commitment to this program.
• Only students who have demonstrated interest in
  the program should attend.
• District Investment
• Supporting Career Preparation will require an
  investment by the district in support of the
  schools mission, students, and staff. Career
  Preparation cannot be funded by a one size fits
  all funding formula.
• For example, maintaining low enrollment in career
  classes while increasing enrollment in academic
  classes and/or reducing career programs in order
  to staff academic support programs are examples
  of the forced choices Benson, our only career
  prep school, must make in an environment of
  limited resources.
• Facilities and equipment for some pathways will
  require an additional investment.
• It must be understood that Career Preparation
  cannot have an assortment of competing missions.
  Career Preparation focused schools will not be
  able to offer the same assortment of electives as
  would a typical comprehensive school.
• The district must also invest in the condition of
  the career prep facility that limits the ability
  of the school to deliver advanced career and
  technical programs in an integrated academic
  setting. This will require a capital funding
  effort (i.e. a bond or similar financing
  structure).
• For example, multiple sources of investment in
  this work are available through business
  partnerships, articulated postsecondary
  alignments, city and state economic development
  opportunities, and targeted Federal resources for
  Benson upgrades as the only city high school with
  a historical landmark designation. This work
  would have the potential of attracting a variety
  of investors in support of the opportunity to
  participate in a city-wide career focus option
  high school

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Meeting Conditions for a Career Preparation High
School. . .

• Distributive Leadership
• There is a distinction between district and
  school leadership.
• The District is responsible for state and federal
  mandates, external accounting systems, enrollment
  trends, and many other variables impact district
  programming. District leadership is responsible
  for sorting, prioritizing, and meeting these
  often competing forces. This work includes the
  development of budgets and structures that enable
  individual high schools to effectively meet the
  teaching and learning needs of their students.
• High school leadership must contribute to this
  process by developing internal budgets and
  structures that align with district priorities
  and goals, as well as individual student needs.
• There is an inherent tension between district and
  school leadership - in the past decade of
  declining enrollments, reduced budgets, increased
  accountability, and the absence of leadership in
  establishing long-term district solutions, each
  high school has responded to these forces within
  their own neighborhoods and negotiated budgets
  and established structures to meet their
  immediate needs. Meanwhile, there has been no
  system-wide view of the high school portfolio.
• District and school leadership must now redesign
  the system of high schools that serve this city.
  While district leaders must engage partners to
  help shape and define the outline of that work,
  more importantly, they must engage school leaders
  in a collaborative dialogue focused on the
  specific structures and practices, strategically
  placed, that will deliver the best portfolio of
  options for our students. This conversation will
  be a difficult one for both district and high
  school leadership. The district must assert its
  responsibility to guarantee a high performing
  portfolio of best-practice models distributed
  throughout the city that is truly accountable for
  student success.
• Benson High School could be at the center of any
  district redesign discussion. As the only career
  preparation focused high school, Benson
  represents all neighborhoods, operating programs
  that are vital to the success of our city and
  region. Recommendations for a Benson redesign
  must set a standard for excellence, and serve as
  a model for other high school options to emerge.

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Structural Redesign Possibilities
33
The Task Force Devised and Reviewed Structural
Redesign Possibilities

• Is there another way to structure Career
  Pathways at PPS so that programs are
• More sustainable
• Higher Quality and give greater opportunities to
  students
• Allow PPS to better measure its outcomes?

34
Restructuring Career Pathways Cannot be Done in
Isolation from the Issues Facing the High School
System
Effect on Benson High School (PPS only Career
Prep. School)
Result
Driver
High School Issues

• The District eliminates separate funding for CTE
  due to loss of revenues Benson is forced to cut
  programs class size average in academic courses
  increases
• Students leave schools perceived as low
  performing and attend Benson instead (88 of
  Benson 9th graders come from only five high
  schools Marshall, Jefferson, Madison,
  Roosevelt, Franklin)
• Many of these students have little interest in
  CTE. In surveys, over 1/3 of respondents cited
  the desire not to attend their neighborhood
  school as the main reason they applied to Benson
• Meanwhile, many of these students also are below
  grade level in academic skills (an issue 5 other
  high schools face as well)
• Benson creates 9th grade academies to address
  student readiness, both academically and in
  developing an interest in CTE
• In 2007, Benson receives FTE above the allocation
  the formula allots in order to support its
  programs its not enough and Benson suffers more
  employee cuts in 2008, Benson again receives FTE
  outside the funding formula

• Loss of 2000 students over the last 12 years
• In the 2007-08 school year the difference between
  the largest and smallest high schools is over
  1,100 students with four high schools serving
  well under 1,000 students. In 1995-6, all ten
  campuses had over 1000 students

Declining Enrollment
More Diverse Student Population

• PPS district has greater percentages of free and
  reduced student population, students of color and
  ELL students than ever before
• These populations are expected to continue to
  increase

District Policy that Gives Priority to Students
Transferring from Lower Performing Schools

• Exodus from schools perceived as lower performing
• Six schools lose more than 2700 students while
  four predominately wealthier schools gain 700
  students
• Revenue follows student enrollment so lower
  income schools are forced to cut programs

Near Complete Decentralization at the High School
Level

• Schools forced to fend for themselves in a scarce
  resource environment
• Success for one school in attracting students
  generally means that another school has lost
  students (which means it has lost funding)

35
PPS Offers Six Pathways
The Models Presented will reference each of these
Six Pathways by number use the below as
reference to better comprehend the diagrams in
the following section
1. INDUSTRIAL AND ENGINEERING SYSTEMSCareer
fields in this area include construction,
engineering, architecture, manufacturing, and
transportation.
2. HEALTH SERVICES Career fields include health
diagnosis, health operations, health promotion,
health intervention and therapy, and promotion of
healthy lifestyles.
3. ARTS AND COMMUNICATION This pathway is for
students interested in the creative process,
expression, and performance in a variety of
career fields that include fine and performing
arts, humanities, and the communication industry.
.
4. BUSINESS AND MANAGEMENT SYSTEMS Career fields
could include finance, accounting,
hospitality/tourism, information systems,
marketing and management.
5. HUMAN RESOURCES Career fields in this area
include criminal justice, fire services,
education, public service, politics, and family
and social services.
6. NATURAL RESOURCE SYSTEMS Career fields
include agriculture, fisheries, forestry,
environmental sciences, horticulture, and
wildlife.
36
All Task Force Members Reached Consensus on
Certain Elements of a Potential Structural
Redesign
CONSENSUS POINTS REGARDLESS OF MODEL

• All Regions have
• Career Exploration in Pathways 4-6
• Applied academics and project-based learning
  embedded in Career Exploration, Career
  Preparation and the core academic curriculum

School A
Travel required
School C
School B
(where classes not available within PPS, students
would take at PCC)

Resource-intensive or facility- specific career
preparation is concentrated centrally
(industrial and engineering, health services and
communications)
Shared Space with Community Partner
School I
School H

• Students may travel from school to school within
  their region to have access to all 6 pathways

School D

• 6th - 8th graders participate in Career
  Awareness and Exploration Examples might include
• pathways summer camp
• shadowing Career Prep High School students

Travel required
School F
School E
Middle Schools and Pre K-8s
37
The Task Force Also Unanimously Agreed on the
Need for Stronger District Commitment and an
Executive Advisory Group
Executive Advisory Group
Business and Political Partners
Post-Secondary Partners
Designated District Leaders
Economist/ OED

• Develops additional funds and other resources
• Determines overall relevance of Pathways
  program offerings
• Brings a political lens

• Forms alliances and connections with partners
• Oversees program audits
• Creates visibility and handles public relations

Examples of Activities
Supports PPS Pathways
Strong District Leadership
Director Level Director primary responsibility
pathways
Support Staff

• Helps coordinate pathway specific advisory
  groups
• Handles CTE accreditation
• Oversees Perkins Grants
• Seeks out other grant opportunities

Examples of Activities

• Coordinates technical support
• Manages professional development
• Responsible for metrics
• Implements strategic plan

Career Pathways Program
Career Awareness
Career Exploration
Career Preparation
38
The Task Force Developed Different Models with
the Understanding that Further Research would be
Needed Before Implementing Any One of Them

• The models presented on the following pages are
  not intended to be implemented without further
  analysis. Specifically, PPS needs to gain a
  better understanding of both the operational
  feasibility and the strategic benefits and costs
  of each model.
• Furthermore, the models need not be mutually
  exclusive. It is possible to take one component
  of one model and add it to another model. In
  essence, the development of the models are
  simply an exercise to encourage the collection of
  innovative ideas.

39
Model A
Travel required

• 11th and 12th graders in a morning and afternoon
  shift
• Operate on a ½ day schedule for 11th grade
  students and ½ day for 12th grade students
• Highly aligned academic classes would be
  integrated with technical classes
• Students would travel back and forth from or to
  their neighborhood school on a daily basis

(where classes not available within PPS, students
would take at PCC)
Travel required
School H
TRAVEL
School D
Travel required
Region 2

• Career Exploration in all Pathways
• Career Preparation Pathway 6

School E
Middle Schools and Pre K-8s
Pathway 4,5,and 6 represent business, human
services and natural resource systems. In this
model, career preparation in pathways 4-6 were
arbitrarily placed. The only requirement is that
the system as a whole offer career preparation in
all 6 pathways.
40
Model A is Significantly Different from the
Current State
Model A Details

• 11th and 12th graders in a morning and afternoon
  shift
• Operate on a ½ day schedule for 11th grade
  students and ½ day for 12th grade students
• 400 students in AM and 400 students in PM
• Students would be provided bus passes (estimated
  cost for system would be about 60,000 after
  reimbursement from state, 200,000 before
  reimbursement). Shuttles may need to be provided
  depending on travel time (cost has not yet been
  determined for this).
• An evening shift could possibly serve
• PCC students
• Community members
• Other PPS students who want to take a few extra
  classes
• Highly aligned academic classes would be
  integrated with technical classes
• 11th graders earn 3 credits, two in their career
  program and one in a related core academic course
• 12th graders earn four credits, two in career
  program, one either in a career or academic
  course, and proficiency credit by completing
  pathway credit
• Opportunity for extended career related
  internships and workplace experience

41
Model B

Possible opportunity for 11th and 12th graders
from other schools to take classes at Benson
(where classes not available within PPS, students
would take at PCC)
Travel required
School I
School H
School D
Travel required
School F

• Career Exploration in all Pathways
• Career Preparation Pathway 6

School E
Region 2

• Career Exploration in all Pathways
• Career Preparation Pathway 5

Middle Schools and Pre K-8s
Pathway 4,5,and 6 represent business, human
services and natural resource systems. In this
model, career preparation in pathways 4-6 were
arbitrarily placed. The only requirement is that
the system as a whole offer career preparation in
all 6 pathways.
42
Model C
Travel required
(where classes not available within PPS, students
would take at PCC)

• Difference from other models All Career
  Preparation is offered at Benson (and at no other
  PPS school)

Travel required
School H
TRAVEL
School D
Region 2
School E

• Career Exploration in all Pathways

Middle Schools and Pre K-8s
43
Model D
Career Preparation and Exploration Pathways 4-6
placed throughout regions

• Differences from other Models
• Career exploration and preparation in pathways
  1-3 offered only at Benson
• Open access to Career Preparation in pathways 1-3
  throughout district
• Application required at 8th and 10th grades
• Students in the 11th and 12th grades are on-site
  only half the day (doing online learning, PCC
  classes or internships
• the remainder of the day)

• Prepare and recruit students for Career
  Preparation
• Weekends, evenings, summers
• Possible partnership with Saturday Academy

Middle School and High School Students Mini
Explorations
44
More Details about Model D

• Career Exploration in Pathways 1-3 at Benson Only
• Students attend Benson full time in grades 9-10
• Students explore up to eight specific career
  options within 3 pathways (Industrial
  Engineering, Health Occupations and
  Communications)
• No other region offers courses in pathways 1-3 or
  if they do offer them, they are those that are
  less facility specific and resource intensive
• Core Curriculum Grade 9-10
• Students take full slate of core classes and
  Career Exploration
• Students take one online course per semester
• By end of grade 10, students have up to 16
  credits toward graduation
• Career Preparation Options
• Career Preparation in pathways 1-3 is open to
  entire district through transfer to Benson
• Application required (minimum GPA or score on
  PSAT/State exams and completion of minimum
  exploration requirements and recommendations)
• Benson career exploration students that
  arent (or dont want to be) accepted into Benson
  Prep return to neighborhood high school
• Core Curriculum Grade 11-12
• Goal is dual credit (career prep core
  curriculum) for as many required credits as
  possible
• Online/PCC courses offer core, elective and
  enrichment opportunities
• Career preparation students spend some time each
  year teaching career exploration for 9th and 10th
  graders

45
A Recap of the Three Models Depicts Various
Differences
46
The Task Force Devised a Preliminary Set of
Criteria to Evaluate Models Further Refinement
of the Criteria will be Necessary
Criteria
Score

• Student and parent interest (i.e. demand)

Draft

• Allows for an effective partnership with industry

Stakeholder Demand

• Allows for an effective partnership with
  Post-secondary institutions

• Integrates and aligns Technical applications with
  the classroom and workplace

• Aligns with the district High School Vision and
  Board policies

Model
Decision

• Increases number of graduates earning dual credit
  or industry certifications

Educational Soundness

• Supports the five conditions of a successful
  career preparation school

• Supports personalized learning environments for
  students

• Promotes financially sustainable programs now and
  for future generations

• Management, Logistics and Operational Feasibility

Internal Considerations

• Addresses systemic High School issues, such as
  declining enrollment and surplus facilities

• Model allows for adequate measurement of progress

47
Next Steps
48
Immediate Next Steps

• Vet Strategic plan with principals, Benson staff,
  CTE Teachers across the district, Superintendent,
  Office of Teaching and Learning and the Board
  May and June 08
• Implement recommendation number 7 develop a
  management structure that can support career
  pathway programs June 08 and July 08
• Implement recommendations number four and five
  increase and better define industry advisory
  groups role to determine the quality and
  relevance of CTE curriculum and instruction and
  improve the process for continuous improvement
  of course offerings based on industry and
  postsecondary recommendations
• Seek industry and community feedback on strategic
  plan
• Study operational and financial feasibility of
  models

49
References
50
Sources

• On CTE Decreasing the Drop Out Rate
• Bishop, John and Mane, Ferran. The Impacts of
  Career-Technical Education on High School Labor
  Market Success. Economics of Education Review.
  2004 23.
• Plank, S. B. A question of balance CTE, academic
  courses, high school persistence, and student
  achievement. Journal of Vocational and Education
  Research. 2001 26 (3), 1-31.
• Wonacott, Michael. Dropouts and Career Technical
  Education. Clearinghouse on Adult, Career and
  Vocational Education. 2002 23
• Kemple, J. J., and Snipes, J. C. Career
  Academies Impacts on Students. Engagement and
  Performance in High School. New York Manpower
  Demonstration Research Corporation, 2000. (ED 441
  075) http//www.mdrc.org/Reports2000/CareerAcademi
  es/CA-Impacts.pdf
• On CTE and Math
• Stone, James. Building Academic Skills in
  Context Math-in-CTE. National Research Council
  Wither CTE in an Era of Standards and
  Accountability. November 2005.
• On CTE and Greater Earnings
• Bishop, J. H. Mane, F. The Impacts of
  Career-Technical Education on High School Labor
  Market Success. Economics of Education Review,
  2004 23, 381402.
• Kemple, James and Judith Scott-Clayton. Career
  Academies Impacts on Labor Market Outcomes and
  Educational Attainment. New York MDRC. 2004
• Rosenbaum, James E. Beyond College for All
  Career Paths for the Forgotten Half. New York
  Russell Sage Foundation. 2001
• Silverberg, Marsha, et al. National Assessment of
  Vocational Education Final Report to Congress.
  Washington U.S. Department of Education, Office
  of the Undersecretary. 2004
• On Greater Academic Performance
• Facts about High School Career/Technical
  Studies. Southern Regional Board of Education.
  2000