DEVELOPING COLLEGE AND CAREER READY STUDENTS Ed Shafer SUMMER SEMINAR NEW YORK STATE CTE PROFESSIONAL ORGAINIZATIONS

STATUS OF OUR COMMON VOICE REVISITING THE FEBRUARY POSITION PAPER

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.

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 student’s ability to meet postsecondary entrance requirements.

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 student’s readiness for college and career. Linkages between and among learner levels must be a component of the student graduation plans.

RESEARCH AND OPINION BASE “Students drop out of high school and college for many reasons… But certainly a major reason is that too many can’t 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.

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.

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

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

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