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How Pathways can Transform Secondary Education and HOW assessment development

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Title: How Pathways can Transform Secondary Education and HOW assessment development


1
MULTIPLE PATHWAYS and UNIFYING CTE
  • How Pathways can Transform Secondary Education
    and HOW assessment development
  • can strengthen cte
  • Doug Leavens, Director of CTE, Washington-Saratoga
    -Warren-Hamilton-Essex BOCES and President,
    Association of Career and Technical Education
    Administrators

2
Some.Statements of the Problem
  • Our cultural expectation of University for all
  • Belief that academic abilities inherently make
    students career ready
  • SED mantra of college and career really meaning
    college or career
  • Understanding the need for relevance but not
    acting on this need
  • HS as a collection of credits mechanism
  • Work and the economy not being a real part of the
    K-12 outcome measures
  • The test continues to be too prominent and the
    right outcomes are elusive

3
Our Time Together
  • Pathways
  • How does College for All work out for the kids?
  • Majors Matter
  • The Kids are Bored
  • What is Career Readiness
  • A Comprehensive Pathways Proposal
  • Unifying CTE
  • Purpose or intent of Assessment System
  • Work Completed to Date
  • Process
  • Next Steps

4
College for all might be the mantra, but the
hard reality is that fewer than one in three
young people achieve the dream
  • 27 of those with post secondary licenses or
    certificates -credentials short of an associates
    degree earn more than an average bachelors
    degree recipient
  • By 2018 there will be 8 million openings in blue
    collar fields and 2.7 million will require a post
    secondary credential. This type of education-as
    opposed to a BA-is a ticket to a well-paying job
    and more education

The College Completion Agenda-Pathways to
Prosperity
5
Employment Results
  • 37 of employed 4-year college graduates are in
    jobs that require less than a high school diploma
  • 48 of employed 4-year college graduates are in
    jobs that require less than a 4-year degree

Source Bureau of Labor Statistics
6
College Completion in NYS
  • 23 who enter complete community college in 3
    years (2004 Cohort)
  • Only 61 entered the second semester
  • 34 who enter community college complete in 10
    years (1997 Cohort)
  • 58 who enter a four year college complete
    bachelors degree programs in 6 years
  • NYSED and the College Board

7
Majors Matter
  • United States
  • Our Competitors
  • Business
  • General Studies
  • Social Science and History
  • Psychology
  • Health Professions
  • Education
  • Visual and Performing Arts
  • Engineering and Technology
  • Communication and Journalism
  • Computer and Information Science
  • Business
  • Engineering and Technology
  • Computer and Information Science
  • Health Professions
  • Education
  • Social Science and History
  • Communications and Journalism
  • Visual and Performing Arts
  • Psychology
  • General Studies

8
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9
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10
Relevance Makes Rigor Possible for Most Students
  • Students without Purpose
  • Engagement
  • Purposeful Found something meaningful with
    sustained interest-20
  • Dabblers Tried purposeful pursuits and are yet
    to commit-30
  • Disengaged No purpose and no inclination to find
    one-25
  • Dreamers Imagine great things, without practical
    Pursuits-25
  • Engagement Crisis -when students speak of boredom
    they refer to the lack of engagement in class and
    lack of connection between what is presented and
    how it applies to their life or future
  • The Silent Epidemic -high school dropouts
    reported that the most frequent reason for
    leaving school was that classes were not
    interesting.
  • 46 percent of high-school students were bored in
    school because the curriculum was not relevant to
    the real world.
  • Just 26 percent thought that high school provided
    skills necessary for work after graduation.

Source The Path to Purpose, William Damon
Source The Silent Epidemic Perspectives of
High School Dropouts, Civic Enterprises, 2006
11
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12
Pathways
  • A College-Career Pathway is an educational
    program (not a test)
  • a sequence of inter-connected academic and
    elective classes (relevant pathway choice)
  • .helps students to make a clear connection to
    college and (not or) career opportunities

13
What this Should Not Be.in my opinion
  • A call for every student to be a CTE student
  • An attempt to limit student choice and develop
    tracks
  • A call for a separate CTE pathway independent of
    other equally viable educational experiences and
    pathways
  • Watering down standards
  • Abandoning the Common Core State Learning
    Standards
  • Adding more assessments
  • Slavishness to business interests

14
A PATHWAYS PROPOSAL WHAT IT COULD LOOK LIKE FOR
A STUDENTFoundation 15 Credits
  • All students would be required to meet certain
    established requirements aligned to New York
    State Standards including the P-12 Common Core
    Learning Standards for each diploma pathway
  • An example of a rigorous college- and
    career-ready foundation might require
  • 2 credits of Common Core mathematics
  • 2 credits of Common Core aligned Social Studies
  • 3 credits of Common Core English Language Arts
    (ELA)
  • 2 credits of science
  • 1 Career and Technical Education (CTE) credit
  • 1 Language Other Than English (LOTE) credit
  • 1 Arts credit
  • 2 Physical Education credits
  • ½ Health credit, and
  • ½ Financial Literacy credit
  •  

15
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16
Pathways A Proposal
  • Regents Pathways
  • Pathways engage students of all levels of
    achievement and offer students an opportunity to
    explore arts, humanities, science, technology,
    math and careers.
  • Pathways are aligned to college and career ready
    standards, while also providing technical skills
    and work-based learning opportunities.
  • Students may take an additional, approved exam
    within a pathway to fulfill part of the Regents
    examination graduation requirement.

STEM
LOTE
Humanities
Arts
CTE
17
Assessments and Coursework
  • Credits and Coursework
  • 22 Credits No change
  • Required Courses No Change
  • Social Studies
  • Assessments
  • 4 1
  • Regents Existing Exams Used in 3 of 5 Pathways.
  • Alternatives to Regents Exams CTE Assessments
    the Arts
  • Technical Assessments
  • CTE Approved Programs
  • 13 CTE assessment equated by outside panel

18
Observations and Recommendations
  • Connect work based learning to all pathways
  • Put the TE back into STEM
  • Use the CTE approval process for all pathways
  • Adjust accountability measures on the Report Card
    to include career metrics
  • Adjust system to the proposed 15 foundational
    credits and 7 elective credits
  • Enrich and broaden career orientation at the
    middle level
  • Bring our K-12 system into alignment with our
    college and career platform

19
Statewide CTE Assessment Project
  • Unifying CTE
  • Initiated by District Superintendents

20
Leadership Team
  • Dave Arnsten MO BOCES
  • Cathy Balestrieri PNW BOCES
  • Mike Capuana Erie 1 BOCES
  • Joyce Cymber - Monroe 1 BOCES
  • Jay DeTraglia HFM BOCES
  • Tony DiLucci TST BOCES
  • Doug Leavens WSWHE BOCES
  • Tom McNair BT BOCES
  • Gene Silverman Nassau BOCES

21
Mission
  • Develop a statewide plan for implementation to
    measure growth and achievement in CTE and
    initiate a longer term approach to unify CTE in
  • New York State
  • Developing assessments for CTE using a
    collaborative approach
  • Develop a process for constructing the
    assessments
  • Develop scoring mechanisms and procedure manuals
    for implementation
  • See Executive Summary

22
Key decisions along the way.
  • Leadership Decisions
  • Communication Plan
  • Psychomatrician
  • Informational Meetings All 37
  • Embedded Professional Development
  • Content specific activities
  • Deliverables

23
Process
  • Priority Content
  • Initial Survey
  • Survey Redeployment
  • Collegial Discussion and Carousel
  • Employability Profile
  • Defined Themes
  • Document and PC Compendium
  • Question Development
  • Professional Development
  • Multiple Choice Knowledge
  • Multiple Choice Scenario Based

24
In addition.
  • The meetings in which the lead teachers for this
    process can get together in person was crucial to
    the success of this test. It would have slowed
    down the process and made it more difficult to
    achieve this without being able to discuss these
    items in person. Everyone in our group found this
    valuable.

25
  • The idea of setting the priority content is very
    important in any program, setting it with our
    team members from across the state really narrows
    the focus. Working with your team members gives
    you a sense of where your program is and where it
    needs to go, very valuable! I like the RAD
    system, especially when it is kept open and I can
    work on it in my free time.

26
  • As state moves toward Common Core in all
    subjects, Career and Technical Education will
    need to develop common core curriculum for each
    career area. A unified assessment tool will
    strengthen CTE, provide an accurate assessment
    tool for APPR, move towards creating career
    pathways in New York State

27
  • We are trying to develop a state wide assessment
    tool which local BOCES may or may not use for
    their APPR. We are doing some preliminary work to
    make all our BOCES consistent with one CTE
    assessment which hopefully in the future will
    increase our chances of the state approving a
    "CTE regents-like" diploma.

28
Steps Since June 2014
  • Pilot administration June 2014
  • Psycho work - 28 of 31 forms met expectations
  • Reconvened all 37 BOCES
  • Next 8 Surveys
  • Second 8 Content Areas - Albany November 2014
  • First 8 Content Areas Reconvene January 2015

29
Contact Information
  • Questions ?
  • Doug Leavens dleavens_at_wswheboces.org
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