DEVELOPING

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SUMMER SEMINARNEW YORK STATE CTE PROFESSIONAL
ORGAINIZATIONS

• DEVELOPING
• COLLEGE AND CAREER READY STUDENTS
• Ed Shafer

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STATUS OF OUR COMMON VOICE REVISITING
THE FEBRUARY POSITION PAPER
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THEMES

• To be competitive in the global economy, our
  business, industry and service sectors require
  employees who have world-class academic,
  technical, and workplace skills and dispositions.
• To meet this expectation, our education system
  must provide compelling learning experiences that
  connect all students to adulthood and the labor
  market based upon a strong instructional
  convergence of academic, technical, and
  employability skills.

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ASSUMPTIONS

• A rigorous and relevant education is necessary to
  prepare students for academic, career and life
  success.
• College and Career Readiness are not mutually
  exclusive and include many overlapping skills and
  knowledge to meet this objective.
• CTE is a diverse community of instructional
  programs that has multiple objectives, intensity
  and career foci, but shares the common
  characteristic of teaching academic, technical
  and personal skills through applied,
  contextualized learning experiences.
• CTE defines both a learning content based on
  workplace skills and knowledge as well as a
  method of instruction that emphasizes applied
  learning.
• Enrollment in CTE in middle and high school
  should always enhance a students ability to meet
  postsecondary entrance requirements.

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RECOMENDATIONS

• Integrated academic and technical instructional
  opportunities must be provided to all students.
• Rigorous technical studies, career skills and
  technical assessments must be recognized as a
  component of graduation requirements.
• Achievement in career and technical education
  should be included in documentation of a
  students readiness for college and career.
• Linkages between and among learner levels must be
  a component of the student graduation plans.

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RESEARCH AND OPINION BASE

• Students drop out of high school and college for
  many reasons But certainly a major reason is
  that too many cant see a clear, transparent
  connection between their program of study and
  tangible opportunities in the labor market. -
  Pathways to Prosperity
• Current research provides evidence that students
  will need a full range of academic,
  employability, and technical skills to be
  successful in postsecondary experiences, the
  world of work and life. This research base
  provides evidence that pathways with a strong
  connection between academic and career skills
  yield tangible benefits for students. These
  benefits include higher high school completion
  rates and higher levels of academic achievement,
  reduced remediation in postsecondary education,
  higher initial earnings, and acquisition of the
  rigorous knowledge and skills needed to succeed
  as productive citizens in a global economy.

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OUR COMMITTMENT

• For CTE programs to flourish in this challenging
  new environment of educational accountability,
  CTE leaders must
• Continue to find meaningful ways to equip
  students with the competencies that employment
  requires.
• Develop and reinforce with both rigor and
  relevance the academic standards that are tested
  on state assessments by embedding and reinforcing
  these skills in CTE courses.

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YOUR WORK

• Individuals
• Reread the documents (10 minutes)
• Make notes on what concerns you, what you
  continue to support, points of interest and
  progress if any we have made
• Groups
• ID a time keeper and recorder
• Individual report outs with clarifying questions
  only (2-3 minutes each)
• Group discussion of concerns, support and
  progress
• Recommendations for getting the word out
• Prepare a brief report out

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KEY TAC FIELD BASED WORK

• Thanks to Field Team Associates
• Workshops, seminars, consultations and
  professional development support
• Common Core Standards
• Program Approval Process
• Data
• Next Generation Assessments
• Good practice i.e. rigor and relevance
• 12 Approved Program Reviews
• Perkins reviews
• Focus schools
• Engineering by Design
• Focused work plans (NYC and Syracuse)
• Outreach to superintendents, principals, school
  boards, business, and others

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WELCOME

• WELCOME
• INTRODUCTIONS
• SPEAKING WITH A COMMON VOICE
• COMMITMENT TO CTE
• COMMON AGENDA
• COMMON SET OF TALKING POINTS
• SHARING AND WORKING TOGETHER
• WEIGHT OF THE COLLECTIVE ON POLICY MAKERS
• OPPORTUNITIES PRESENTED BY THE REGENTS POLICY
  QUESTIONS ON ASSESSMENTS AND CTE CONTENT