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Signature Features of CT Programs of Study How do we give students access to more of them?
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Transcript of Signature Features of CT Programs of Study How do we give students access to more of them?
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Signature Features of CT Programs of Study
How do we give students access to more of them?
TCTW Forum 2013 1
Gene BottomsSenior Vice President
Southern Regional Education [email protected]
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
One Signature Feature of Rigorous CT Pathway Programs of Study —
Assignments to CT Students Matter
What are the elements of a good assignment?
1.2.3.4.
TCTW Forum 2013 2
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SouthernRegionalEducationBoard
College- and Career-Readiness Goals
Graduate 90 percent of students who enter grade nine, with 80 percent of entering ninth-graders graduating college- and career-ready and with 60 percent of entering ninth-graders eventually earning a state-approved industry certification; certificate from a community or technical college or degree from a two- or four-year college.
TCTW Forum 2013 3
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What does SREB mean by college-ready?
Being college-ready means a high school graduate has the reading, writing and math knowledge and skills needed to succeed in all credit-bearing, first-year course work in associate’s and bachelor’s degree programs in non-mathematics-based majors.
TCTW Forum 2013 4
Source: The Next Generation of School Accountability. Page 9
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What does SREB mean by career ready?
Being career ready — ready to enter and advance in a job or succeed in advanced training. At a minimum, it means that high school graduates: a) have the reading, writing and math skills to succeed in advanced training programs leading to a certificate, or b) have also acquired the additional technical and cognitive skills needed to pass a state-approved industry certification or licensure exam of sufficient depth and breadth that would add value to employers, the economy and long-term benefits for the individual.
TCTW Forum 2013 5
Source: The Next Generation of School Accountability. Page 9
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What does SREB mean by college- and career-ready?
Being college- and career-ready means a high school graduate has met the reading, writing and math expectations set by the state to succeed in entry-level, credit-bearing courses leading to an associate’s or bachelor’s degree. Graduates have also met the state’s expectations regarding the reading, writing, math and technical skills to succeed in advanced training in a given career field leading to a certificate or advancement in the workplace, or has passed a state-approved industry certification exam of recognized value.
TCTW Forum 2013 6
Source: The Next Generation of School Accountability. Page 10
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How many TCTW Students Experienced at Least Four Elements of a Rigorous Assignment?
Indicators Used to Define Rigorous Assignments
7
Had Rigorous
CT
No Rigorous CT (Matched
Sample)
n = 2667 n = 26671. Develop a logical argument for your solution to a problem or project.
67% 11%
2. Make inferences from information provided to develop a solution for a problem or project.
77 16
3. Use math to solve complex problems related to my CT area.
73 21
4. Apply academic knowledge and skills to my CT area.
90 35
Source: 2012 TCTW AssessmentNote: No Rigorous CT is demographically matched to Had Rigorous CT.
TCTW Forum 2013
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
How many TCTW Students Experienced at Least Four Elements of a Rigorous Assignment?
Indicators Used to Define Rigorous Assignments
8
Had Rigorous
CT
No Rigorous CT (Matched
Sample)
n = 2667 n = 26675. Apply technical knowledge and skills to new situation.
90% 33%
6. Develop and test hypothesis. 54 57. Complete an extended project that requires planning, developing a solution or product and presenting the results orally or in writing.
72 16
8. They used computer skills to complete an assignment or project in their CT classes at least weekly.
60 29
Source: 2012 TCTW Assessment Note: No Rigorous CT is demographically matched to Had Rigorous CT.
TCTW Forum 2013
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Interview of Students at Columbia Montour CT Center in Pennsylvania
Validates Student Survey
TCTW Forum 2013 9
# of Indicators Involved in Assignment
1. Designed a commercial kitchen 7 of 82. Completed a forensics analysis 8 of 83. Did a clinical at a nursing home 5 of 84. Designed a car for drag racing 8 of 85. Designed a computer game 4 of 86. Designed a graduation
announcement4 of 8
7. Did a cosmetology internship 4 of 8
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Interview of Students at Columbia Montour CT Center in Pennsylvania
Validates Student Survey
TCTW Forum 2013 10
# of Indicators Involved in Assignment
8. Study of cerebral palsy 6 of 89. Internship in a hotel 6 of 810. Study of spray tanning 4 of 811. Landscaping project for a local
restaurant8 of 8
12. Designing and building a radio 8 of 813. Planning a wedding event with a
set budget6 of 8
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Do rigorous assignments matter?
TCTW Forum 2013 11
Percentages of Students Meeting College- and Career-Readiness Standards Based on Having or
Not Having Rigorous Assignments
Had Rigorous Assignments
No Rigorous Assignments
(Matched Sample)
Reading 63% 40%Math 58 43Science 62 38
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Preparation for Tomorrow Curriculum
See Attachment A: Sample of Rigorous Assignment from Preparation for Tomorrow (PFT) project
See Attachment B: Sample of PFT Embedded Literacy Assignment
See Attachment C: Sample of PFT Embedded Math Assignment
TCTW Forum 2013 12
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Percentage of Students Meeting College- and Career-Readiness Standards
TCTW Forum 2013 19
No Rigorous CT Assign.
Rigorous CT Assign.
Rigorous CT + Completes 3 Parts of Rec. Acad. Curric.
# of Students 4,481 2,670 519
Reading 38% 63% 73%Math 40 58 72Science 36 62 70
Source: 2012 TCTW Assessment
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SouthernRegionalEducationBoard
Percentage of Students Experiencing Rigorous CT Assignments by Career Pathways
TCTW Forum 2013 20
Career Pathways
CT StudentsHad
Rigorous CT
No Rigorous CT (Matched
Sample)Total
n = 2667 n = 2667 n = 5334
Agriculture, Food & Natural Resources 43% 58% 100%
Architecture & Construction 47 53 100Arts, A/V Tech & Communications 44 56 100Business, Management & Administration 44 56 100
Education & Training 49 51 100Finance 56 44 100
Source: 2012 TCTW Assessment (TCTW Sites only)Note: No Rigorous CTE is demographically matched to Had Rigorous CTE.
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Percentage of Students Experiencing Rigorous CT Assignments by Career Pathways
TCTW Forum 2013 21
Career Pathways
CT StudentsHad
Rigorous CT
No Rigorous CT (Matched
Sample)Total
n = 2667 n = 2667 n = 5334
Government & Public Admin. 58% 42% 100%
Health Science 55 45 100Hospitality & Tourism 40 60 100Human Services 45 55 100Information Technology 66 34 100Law, Public Safety, Corrections & Security 53 48 100
Source: 2012 TCTW Assessment (TCTW Sites only)Note: No Rigorous CTE is demographically matched to Had Rigorous CTE.
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Percentage of Students Experiencing Rigorous CT Assignments by Career Pathways
TCTW Forum 2013 22
Career Pathways
CT StudentsHad
Rigorous CT
No Rigorous CT (Matched
Sample)Total
n = 2667 n = 2667 n = 5334
Manufacturing 45% 55% 100%
Marketing 57 43 100Science, Technology, Engineering & Math 81 19 100
Transportation, Distribution & Logistics 52 48 100
Other CT Concentration 43 57 100
Source: 2012 TCTW Assessment (TCTW Sites only)Note: No Rigorous CTE is demographically matched to Had Rigorous CTE.
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
TCTW Forum 2013 23
0% 10% 20% 30% 40% 50% 60% 70%160
180
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280
Reading Scores by Percent Having Rigorus CTE
Percent Having Rigorus CTE Studies
Read
ing
Scor
e
Source: 2012 TCTW Assessment
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SouthernRegionalEducationBoard
TCTW Forum 2013 24
0% 10% 20% 30% 40% 50% 60% 70%160
180
200
220
240
260
280
Mathematics Scores by Percent Having Rigorus CTE
Percent Having Rigorus CTE Studies
Mat
hem
atic
s Sc
ore
Source: 2012 TCTW Assessment
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
TCTW Forum 2013 25
0% 10% 20% 30% 40% 50% 60% 70%160
180
200
220
240
260
280
Science Scores by Percent Having Rigorus CTE
Percent Having Rigorus CTE Studies
Scie
nce
Scor
e
Source: 2012 TCTW Assessment
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Possible Elements of a Good Student Assignment
The assignment should require students to: use higher-order thinking skills —
critical thinking and problem solving, etc.
exercise judgment read textbooks, related documents
and seek other information to prepare a work plan, a design plan, a study plan, etc.
apply math calculations and analysis to complete
TCTW Forum 2013 26
Yes No
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SouthernRegionalEducationBoard
Will the assignment require students to: learn to use certain technology and
software to complete learn new technical concepts and
skills Does the assignment reflect authentic
work? Will the assignment provide the
context for applying the scientific, engineering, problem-solving process or some other process?
TCTW Forum 2013 27
Possible Elements of a Good Student Assignment
Yes No
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Will the assignment result in a final product(s)/deliverable(s)?
Does the assignment clearly specify how students will be assessed?
Is the assignment large and complex enough that it will require several days to complete along with enabling learning activities to complete the larger project?
Will the assignment allow students to reflect on what they are learning and to see connection between academic and technical studies and potential further study, a job and a career?
TCTW Forum 2013 28
Possible Elements of a Good Student Assignment
Yes No
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
1. Why should technology centers redesign existing programs, develop/adopt new ones with signature features of a rigorous career pathway programs of study?
a.
b.
c.TCTW Forum 2013 29
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SouthernRegionalEducationBoard
2. What would be signature features for a rigorous CT pathway program of study?
a.
b.
c.
TCTW Forum 2013 30
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SouthernRegionalEducationBoard
3. What can the TCTW network, state and SREB do to provide more access to rigorous career pathway programs of study?
TCTW Forum 2013 31
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
What is SREB’s effort to develop more rigorous CT pathway
programs of study?
TCTW Forum 2013 32
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Preparation for Tomorrow is SREB’s effort to develop more rigorous CT
pathway programs of study.
The intent of the PFT initiative by SREB and 11 partner states is to:Develop rigorous CT curricula in high-
demand, high-skill, high-wage fields.
Support states to use the PFT approach to transform existing CT pathways to ensure more students have challenging and engaging learning experiences.
TCTW Forum 2013 33
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Participating States
TCTW Forum 2013 34
Alabama Aerospace EngineeringArkansas Innovations in Science and TechnologyGeorgia Advanced ManufacturingKansas STEM Education and TrainingKentucky InformaticsNebraska Food and Nutritional SciencesNew Jersey Entrepreneurship and Global LogisticsNorth Carolina Project Management
Ohio Automated Materials Joining Technologies and Health Informatics
South Carolina Clean Energy TechnologyWest Virginia Energy and Power
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SouthernRegionalEducationBoard
Preparation for Tomorrow
Partner with business leaders to develop a sequence of rigorous standards-based CT courses aligned to the unique economic needs and opportunities of states.
TCTW Forum 2013 35
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SouthernRegionalEducationBoard
Signature Features of Preparation for Tomorrow CT Pathway
Programs of Study
1. Employers from the career field participated in identifying technical, academic and 21st-century skills and in framing each authentic project or problem around which courses are developed.
2. Curriculum developed around authentic real-world projects in high-skill, high-wage, high-demand fields with developed daily lesson plans.
TCTW Forum 2013 36
Yes No
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SouthernRegionalEducationBoard
Signature Features of Preparation for Tomorrow CT Pathway
Programs of Study Requiring students to:
3. Apply State Common Core academic skills — literacy, math and science — and industry identified technical knowledge and skills to complete assignments.
4. Formulate problem statements and research options and prepare a written plan of attack with justification of approach to complete the assignment.
5. Use appropriate technology software and technical skills to complete assignments.
6. Apply 21st-century skills — habits of behavior and mind — in completing the work.
TCTW Forum 2013 37
Yes No
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
7. 80 percent of students complete a college-ready academic core.
8. Students complete end-of-assignment and end-of-course exams demonstrating literacy, math and technical skills required to complete the assignment and/or course.
9. Require students to take, with an increased percentage of students passing, state-approved industry certification exams.
38TCTW Forum 2013
Key Signature Features of Preparation for Tomorrow CT Pathway Programs of Study
Yes No
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
10. Inform students about careers and further educational opportunities and their requirements.
11. Taught by a highly qualified teacher
12. Assess and inform students about their readiness for college and careers and develop next steps plans.
13. Create opportunities for students to pursue dual credit options for at least two CT courses aligned to a postsecondary career pathway.
39TCTW Forum 2013
Key Signature Features of Preparation for Tomorrow CT Pathway Programs of Study
Yes No
HSTWMMGW/TCTW
SouthernRegionalEducationBoard
Redesign existing CT programs and adopt new CT pathway courses aligned to labor market demands and to postsecondary studies, and give challenging and intellectually demanding assignments that use technology and common core reading, writing, math and science standards. They should be taught by teachers prepared to engage students in such assignments.
TCTW Forum 2013 40
Summary