Welcome to the 2007 CTE Summits

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Welcome to the 2007 CTE Summits
Hosted by Northwest Area Education Agency Mona
Yanacheak, Education Consultant Email
myanacheak!_at_nwaea.k12.ia.us Phone
712-222-6095
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Framing for the FutureCareer Clusters Ensure
All Students Plan for their Future
Mona Yanacheak Northwest Area Education
Agency Tech Prep Coordinator
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Immigration Trends

• 2/3rds of the U.S. population
• growth will be due to immigration
• 2 out of 3 will be working age upon arrival
• Nearly 1 in 11 Americans is foreign born
• By 2050, 1 in 2 will be non-white
• Nearly 1 in 11 Americans are foreign born

Hudson Institute, 1997 Ben Feller, Las Vegas
Sun (06/01/05)
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Continuing Increase of Diversity

• Nearly 1 in 5 Americans speak a language other
  than English at home 47 million
• Most speak Spanish, followed by Chinese, with
  Russian rising fast

Genaro Armas, Herald Palladium 10/09/03
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U.S. Labor Force is Aging

• Median Years of Age
• Year Median Years Age
• 1978 34.8
• 1988 35.9
• 1998 38.7
• 2008 40.7

A Looming Crisis in Care AHA Commission on
Workforce for Hospitals and Health Systems
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By 2008, women will make up almost 50 of the
workforce.Women 48Men 52
US Dept. of Labor, Jan. 2005
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Why Career Planning is Important!Your career
will influence nearly every aspect of your life!

• Work
• Income
• Location
• Friends
• Family

• Family
• Leisure activities
• Personal satisfaction
• Contribution to society

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How many times can a student who has just
graduated from high school plan to change jobs?
10-15 times by 2010
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Quick ReviewWhat are Career Clusters?

• Provide a way for schools to
• organize instruction and student
• experience around 16 broad
• categories which lead students
• to different pathways that
• encompass virtually all
• occupations from entry
• through professional levels.

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Iowas Six
Agriscience Natural Resources
Engineering Industrial Tech Family,
Consumer Human Services Arts,
Media Communication Business, Information
Systems Marketing Health Science
National Sixteen
Agriscience Natural Resources Business,
Management Administration Health
Sciences Finance Information
Technologies Marketing, Sales Service Law,
Public Safety Security Human
Services Hospitality Tourism Education
Training Government Public Administration Archit
ecture Construction Manufacturing Transportat
ion Operations Science,
Technology, Engineering Mathematics
Arts, Audio-Video Technology
Communications
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Cluster Program of Study
CTE Specific Courses (Pathway)
CTE General/Foundational Courses
General Education Courses Required Electives
for Graduation
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Getting Started

• Identify Focus
• student interest
• employment demand
• continued education opportunities
• Determine Scope
• K-12, 9-12, 10-14, etc.
• Establish Advisory Council
• stakeholders, industry focused

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Shift in Skills

• 1970s 2010

High Skills
Low Skills
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Building a Culture of Evidence
Building a Culture of Evidence
Throughout the Educational Experience
Improvement
Outcomes
Areas of Focus
Strategies
Student Performance
Improved Work Readiness
Career Pathway
Curriculum
Remediation Rates

Teaching/Learning
Career Pathway Grades/
Seamless Transition
Instructional Delivery-
Improved GPA Improved Graduation Rates
Including Reducing Skill
Increased completion at the Postsecondary level
Deficits
Student Support
Credentials
Guidance Counseling
Diploma, Degrees,
Parents/Family
Certificates,
Financial Assistance
Certifications/Licensures
Enrollment/Persistence
Further Education
(High School to Community
College Community
College to 4 Yr College)
Employment
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Cluster focus on five key elements

• Career Development
• Rigorous Academics
• Advanced Post Secondary Credits
• Private Sector Partnerships
• High Quality Student Instruction

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Career Clusters provide

• Students with a foundation and framework to help
  them plan for registration
• Students with an understanding as to why they
  need to take certain courses

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Career Clusters provide

• Students with information to plan
• Students, teachers, and parents with a critical
  connection

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Scope and Sequence of Courses

• Move learners through a progression of knowledge
  and skills
• Lead to attainment of durable, portable
  competencies
• Develop transferable skills that can be used in
  specific pathways, clusters or in a completely
  different cluster

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Aligning Instruction to Career Clusters

• Creates a fundamentally different type of
  instruction
• Academic and technical instruction are blended
• Transitions among learner levels are seamless

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Career Cluster Model

• Instruction initially begins broad, at the
  foundation level
• Learners are exposed to an entire industry
• Introduced to how different careers interact and
  rely on each other
• Students are exposed to more potential careers
• Increased career awareness
• Closes the skill and gender gap

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Closing the Skills Gap

• Requires a shift in what is taught
• Requires a change in perception of certain
  careers
• Provides students and their parents with accurate
  information about career options
• Prepares students to be successful in the
  workplace

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• The Skills You Will Need
• Computer literacy
• Higher science, math, contextual reading
  skills
• Team work is critical
• Continual learning lifelong learning

• Problem-solving
• critical thinking skills
• Technical reading
• writing skills

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Perspectives of High School Drop Outs

• 81 would have stayed if there were
  opportunities for real-world learning

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Employment in the 21st Century

• External sources of workers
• Weaker career ladders
• Risk of being laid off
• Decline of tenure
• Less payoff for worker loyalty
• Downsizing, outsourcing, re-organization
• Flexibility

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Career Clusters Programs of Study

• Put education into a relevant context
• Link what learner acquire in school to the
  knowledge and skills that are needed in the
  workplace
• Make learning relevant
• Applies academic skills taught to a career area
• Help students identify and develop their career
  goals
• Motivate student learning and make school relevant

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Career Pathways Educating All Students for
Their Futures!
13th-20th Year Community College and/or
University Students will Move seamlessly into
further education and training with advanced
standing. Know more definitely what focus their
career preparation will be in their postsecondary
education and training. Continue to improve in
their foundational knowledge and skills, able to
compete in the global economy and market. Be able
to transition to a number of career pathways as
their employment needs change. Be able to access
training for life-long learning to stay
competitive in the global market and current with
technology.
11th-12th Grade All students enroll and complete
Advanced Academic and Career Technical Dual
Credit Courses in a specific pathway. Identificati
on of 2 year and 4 year institutions that
provided continuing education and training in
those pathways. Students have opportunities for
internships and work-based learning
experiences. Complete a senior project to
demonstrate skills across curriculum.
Assess student preparedness (academic
career). Identify meet student needs.
9th-10th Grade CTE Foundation Courses All
students identify a career cluster focus. Take as
many gen ed requirements and electives as
possible, allowing for advanced academic and
career courses later. All students take a careers
class.
6th-8th Grade Explore Investigate Interest
Inventories Tours Exploratory Activities Career
Fairs 8th Grade Personal Learning Plan for All
Students
All students should take a College Placement Exam
to determine if they need any remediation prior
to graduating from high school.
Students completing Algebra II should go to
WITCC/NCC to CLEP College Algebra.
PreK-5th Grade Intro to 16 Career
Clusters Classroom Speakers High School Student
Demos Reading Sharing about Careers
Foundational Knowledge and Skills for All
Students in All Career Clusters/Pathways
Academic Foundation Communication
Systems
Employability Skills Legal Responsibilities
Safety Practices
Ethics Technical Skills
Information Technology Applications
Health Maintenance
Practices
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Student Advising for Registration

• Include information regarding career clusters
  throughout the school materials
• Incorporate Program of Study charts in the
  schools registration book
• Provide parents and students an explanation of
  career clusters

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Possible Goals for FramingK-5th Grade

• Awareness Provide students K-5 opportunities to
  increase their career awareness and prepare them
  to link to the middle school career exploration
  programs.

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Possible Goals for Framing6th 8th Grade

• Exploration Enable students in grades 6-8 to
  have opportunities to access their career
  interest, review their highest career cluster
  interest, and explore career options.
• Grades 6-8 should have opportunities to view
  careers through tours, special speakers from
  different career areas, and research/presentation
  opportunities to investigate careers of interest.
• Students at grade 8 will have a personal learning
  plan outlining their plan for 9-12.
• Flexible
• Supports transition from middle school to high
  school to postsecondary and/or career
• Common language used by counselors, teachers, and
  administrators

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Goals for Framing9th 10th Grade

• Orientation Students in grades 9-10 have
  opportunities to take foundational CTE courses
  that support each cluster area
• Preparation Students in grades 11-12 have
  opportunities to take
• Specialized CTE courses
• Advanced academic course work
• Work-based learning opportunities

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Result of Integrating Career Clusters into
Programs and Handbooks

• Increased graduation rate
• Seamless transition from secondary to
  postsecondary education/training and career
  experiences
• Provide greater preparedness for competing in a
  global economy
• Marketing clusters to community, parents, schools
  board through awareness and benefits

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The Challenge for the Future

• Standards-based curricula
• High School graduation requirements matched to
  postsecondary entrance requirements
• All students successful in rigorous academics
• Seamless transitions Dual Enrollment
• All students in clusters and pathways

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Successful Transition

• 100 students begin high school at 9th grade
• 68 of these students graduate from high school
• 40 of these students start college
• 27 leave after sophomore year
• 18 graduate
• 31 leave with 0 credits earned
• Education Weekly, March 2005

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Strengthening TransitionsEssential
Characteristics

• Secondary Level
• Meet state academic standards and graduation
  requirements
• Provide additional preparation to ensure college
  readiness
• Meet postsecondary entry or placement
  requirements
• Provide academic career-related knowledge and
  skills in chosen career cluster
• Provide a foundation for seamless transition to
  college and employment

Strengthening Transitions by Katherine Hughes
and Melinda Mechur Karp
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Strengthening TransitionsEssential
Characteristics

• Postsecondary Level
• Provide opportunities for dual credit, concurrent
  enrollment and articulation
• Continue to expand the alignment and articulation
  from 2 and 4 year institutions
• Base education training on industry-recognized
  skills and knowledge
• Influenced by employment, business
  entrepreneurial opportunities with multiple exit
  points

Strengthening Transitions by Katherine Hughes
and Melinda Mechur Karp
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Career Clusters
Small LearningCommunities Common Goals
Career Development
Links School/Business Partnerships
Career Pathways
All Students Successfully Transition
All Students Engaged
All Students Achieve
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Handbooks and Advising should

• Help students lay out their plans for 9-12
  through a personal learning plan
• Help students ease the transition from high
  school to college
• Increase the rate of completion and success for
  all students
• Build an awareness of business partners
• Reduce remediation for the college freshman
  students

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No longer are students just meeting graduation
requirements..
They are preparing for their future!
Mona Yanacheak, Education Consultant Northwest
AEA myanacheak_at_nwaea.k12.ia.us