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Career and Technical Education


Kathy Finnerty Oswego County BOCES – PowerPoint PPT presentation

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Title: Career and Technical Education

Career and Technical Education
  • Kathy Finnerty
  • Oswego County BOCES

CTE Mission
  • CTE teaches the skills and dispositions necessary
    to ensure students are employable
    (military-ready) or able to enter a
    post-secondary institution without having to take
    remedial courses

CTE Program Industry Alignment Technical Assessment
Auto Body National Automotive Technicians Education Foundation (NATEF)  and Industry Conference on Auto Collision Repair (ICAR) National Occupational Competency Testing Institute (NOCTI) - Collision Repair and Refinishing Technology
Auto Technology National Automotive Technicians Education Foundation (NATEF) and Automotive Service Excellence (ASE)  National Automotive Student Skills Standards Assessment- Brakes, Suspension and Steering, Engine Performance, and Electrical/Electronic Systems
A Computer Repair CompTIA A Computer Repair Industry CompTIA A Essentials Certification Exam
Cisco Networking Cisco, Electronics Industries Alliance (EIA) and Telecommunications Industry Association (TIA)  Interconnecting Cisco Networking Devises Career Certification Exam
Construction Technology  National Center for Construction Education and Research (NCCER) National Construction Career Test - Academic Core
Cosmetology NYS Cosmetology Division of Licensing Services Cosmetology State Board Licensing Exam
Culinary Arts National Restaurant Association (NRA- ProStart)   Foundations of Restaurant Management and Culinary Arts Exam
Digital Media Technology National Educational Technology (NET) Internet and Computing Core Certification Exam (IC3)
CTE Program Industry Alignment Technical Assessment
Early Childhood Education Child Development Associate Competency Standards National Occupational Competency Testing Institute (NOCTI) Early Childhood Care and Education
Floral Design and Greenhouse Technology SkillsUSA  National Occupational Competency Testing Institute (NOCTI) Floriculture/Greenhouse
Heavy Equipment Repair and Operation  National Center for Construction Education and Research (NCCER) National Construction Career Test - Academic Heavy Equipment Operator Level One
Motorsports Fabrication National Institute for Metalworking Skills (NIMS)   Machining Level 1 Measurement, Materials, and Safety
Nursing Assistant NYS Nurse Aid Criteria  New York State Nurse Aide Competency Examination
Outdoor Power Equipment Technology Engine Service Association (ESA), Inc.- Outdoor Power Equipment Technician  National Occupational Competency Testing Institute (NOCTI) Small Engine Technology
Public Safety and Justice NYS Department of Justice Services and Homeland Security  NYS Security Guard Certification
Welding Technology  American Welding Society (AWS) Level 1- Entry Welder
CTE career-specific skills Aligned with
national/state industry standards Dispositions C
areer traits and attitudes an employer would
desire in an employee Universal
dispositions Career specific Modeled, directly
taught, and assessed on a daily basis
Integrated Academics
  • Explicitly teaching academic concepts embedded in
    the CTE curriculum as necessary tools for solving
    workplace problems

CTE New Paradigm
  • Intentionality to which the integration occurs,
    applying rigorous national industry, and Common
    Core State academic Standards, and using
    research-based practices to teach

Engagement and Relevance
  • Academics becomes just another tool in the
    students developing toolbox. The auto technician
    may reach for a wrench or an algebra formula to
    determine how best to improve your engines

  • Academic lessons are co-planned and co-taught by
    both the CTE teacher and certified academic
  • English teacher
  • Literacy coach
  • Science teacher
  • Math teacher

Integrated Academics
  • Applying CTE relevance to the teaching equation
    increases student engagement and achievement

High Schools That Work (HSTW)
  • Became a High Schools That Work site in 2001
  • Formed a Literacy Team in 2009 and trained team
    using the Literacy Across the Curriculum six-day
  • Wrote our Literacy Plan in 2009
  • Trained entire CTE staff in 2010

Oswego County BOCES Literacy Goals 2012-2013
  • Students will
  • read a minimum of three books or 300 pages of
    technical text
  • complete a minimum of one writing assignment
  • use reading and writing strategies daily
  • develop at least one research project/paper
  • Student literacy activities/projects will be
    reviewed by certified English teachers for rigor
    and content.

Oswego County BOCES Literacy Support Team
  • Literacy Team
  • CTE teachers (5)
  • Special Education teacher
  • English teacher
  • Science teacher
  • Curriculum Specialist
  • CTE Director
  • Literacy Coach

High Schools That Work (HSTW)
  • The High Schools That Work Assessment is based on
    the National Assessment of Educational Progress
    (NAEP). The HSTW Assessment is designed to
    measure student readiness for post-secondary
    education and the workplace. The Educational
    Testing Service (ETS) creates, scores, and
    generates the statistical reports for the HSTW

High Schools That Work (HSTW)
Testing Year of students who met the reading readiness goal
2008 25
2010 56
2012 69
Meeting the readiness goal means a student is
likely able to enter post-secondary studies
without needing to take remedial courses and
likely able to pass the reading portion of
most employer exams for entry level positions.
  • Aligned with college and work expectations
  • Focused and coherent
  • Define what all students are expected to know and
    be able to do at grade levels K-12
  • Internationally benchmarked
  • Based on evidence and research

Common Core State Standards Literacy in Technical Subjects Common Core State Standards Literacy in Technical Subjects
Reading Standard 1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Writing Standard 1 Write arguments focused on discipline-specific content. After reading the article about the merits of the new 2013 Prius, argue whether the evidence the author uses to compliment the improvements make the car more desirable for purchase (and if more important improvements should have been made). From what you know about servicing the lawn mower, refer to service manuals from two different manufacturers and argue which is more clear and complete as the service technician.
Common Core State Standards Literacy in Technical Subjects Common Core State Standards Literacy in Technical Subjects
Reading Standard 3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks analyze the specific results based on explanations in the text. After preparing a car door for painting, evaluate your work based on having followed the steps detailed in the textbook. After setting up the kitchen area for an activity with four-year-olds, use the safety chart in the textbook to evaluate your learning site. As you bathe a patient, have a peer check off the steps or procedures provided by the textbook as you complete each step (technique and sequence).
Common Core State Standards Literacy in Technical Subjects Common Core State Standards Literacy in Technical Subjects
Reading Standard 7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Discuss the trends in firefighter injuries in the last decade to include types of injuries and types of duties during injury. (Example of sources FEMA, NFPA articles/tables/charts/graphs) Advise a potential customer to install a specific type of heating (radiant, hot water, gas, propane, or solar) based on the customers specific finances, age, geography, etc. (Example of sources Consumers Report, manufacturers materials, customer interview, industry articles)
  • Focus and coherence
  • Focus on key topics at each grade level
  • Coherent progressions across grade levels
  • Balance of concepts and skills
  • Content standards require both conceptual
    understanding and procedural fluency
  • Mathematical practices
  • Foster reasoning and sense-making in
  • College and career readiness
  • Ambitious but achievable

  • Grades 9-12 conceptual themes
  • Number and Quantity
  • Algebra
  • Functions
  • Modeling
  • Geometry
  • Statistics and Probability
  • College and career readiness threshold

  • The gable roof of a structure having a span of 24
    feet and length of 36 feet has a rise of 5 inches
    per foot of run. The rafters are 2 by 8, spaced
    16 inches on center and have a 12 inch overhang.
    Calculate the total number of common rafters
    needed for the roof.
  • An 18 inch rotary lawn mower blade turns with a
    force of 2.5 pounds at the tip of the blade. How
    much torque is generated?
  • At 2600 RPM, an engine is capable of doing 1925
    foot-pounds of work per second. What is the
    engines horsepower rating at that engine speed?