1. Kansas CTE Conference, Wichita, KS February 21, 2011 Mike Gross MikeGross@usd475.org

2. Objectives: Identify the core components of effective CTE programs Explore the commonalities between CTE programming and the development of Career Academies and the Career Clusters framework Visit elements from the Perkins IV legislation and other national initiatives and discuss the impact on CTE, Career Clusters, Career Academies and school reform movements Discuss best practices for career-based school reform

3. Standards of Practice ten key elements for successful, sustained implementation of academies research was showing that academies were making a difference in graduation and dropout rates and in career choices was not being demonstrated was the difference academies make in academic achievement academies to share strategies, challenges and successes The National Standards of Practice for career academies were developed by an informal consortium of national career academy organizations. Drawn from many years of research and experience, they are framed around ten key elements for successful, sustained implementation of academies. There are several reasons why these NSOP were developed. First, research was showing that academies were making a difference in graduation and dropout rates and in career choices for young people. What was not being demonstrated was the difference academies make in academic achievement. These Standards are a way to ensure that academies are adhering to rigor on multiple levels, including academics. Secondly, the term “career academy” was being utilized in many ways to define all types of schools and programs. These Standards become a way to define a career academy which is a smaller learning community and provide a vehicle for academies to share strategies, challenges and successes on a level playing field. The NSOP were introduced nationally at a press conference in December 2004 in Washington, DC. Endorsing the Standards were a variety of organizations, as well as the U.S. Departments of Education and Labor.

4. Perkins IV integrateacademic …integrate rigorous and challenging academic and career and technical instruction… (sec 2.2, purpose) programs of study …career and technical programs of study, which may be adopted by local education agencies and postsecondary institutions… (sec 122.c.1.a, state plan) programs of study Offer the appropriate courses of not less than one of the career and technical programs of study… (sec 134.b.2, local plan) small, personalized career- themed learning communities Develop and support small, personalized career- themed learning communities. (sec 135.c.13, permissive use of funds)

5. Smaller Learning Communities Smaller is better- 350 to 450 students according to research Schools at 1000+ need to be reduced School within a school Can be random, by grade, by interest Divide and conquer Economy of scale: Small school environment plus opportunities of large school

6. Career Clusters 16 clusters Dept. of Education project (Now state directors of Career and Tech) All careers can be classified in one of clusters Clusters provide framework for courses offered

7. KSDE On Career Clusters A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 16 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.

8. Career Clusters and Perkins IV Strong language has been written into the newest Carl Perkins Act legislation for implementation of Career Clusters The specifics of this language emphasizes the use of PLANS OF STUDY based on the clusters (examples)

9. Cluster Plans of Study: Key Elements Academic courses Career and Technical courses Post-secondary connections Career opportunities

10. Career Academy A physical grouping of students and staff for the purpose of increased focus on broadly related career development and the integration of academic and career and technical skills.

11. Career Academy Academies should contain a full complement of academic, elective and Career and Technical teachers. Academies should have a dedicated support system, including autonomous administration and SPED personnel.

12. “Pocket” Career Academies Academy is housed within larger comprehensive high school Students apply to academy In house “magnet school” West coast, New England

13. “Wall to Wall” Career Academies All students in school are placed in an academy School provides opportunities for all students and career interests Broad career groups Can be based on clusters

14. Career Academies Each academy has: Principal Academy Leader Counselor Dedicated office support in academy area Special Education support Full academic course offerings

15. Career Pathways A career pathway is a specific sequence of courses that leads to a terminal course, industry based certification, or a post-secondary connection A Career and Technical Education completer program is the best example of a pathway

16. Summary Smaller Learning Communities group students and staff into smaller units The 16 Career Clusters form a classification system for careers that can be used as a guidance and planning tool for students using a Plan of Study Career Academies are SLC’s that are based upon common, broad-based career interest A Career Pathway is a specific sequence of courses that lead to something beyond school Career and Technical Education (CTE)…

17. Recommendations: Determine your specific needs and goals Research best practices from everywhere Bring faculty and admin together from the beginning Vote on big decisions Public relations must be continually emphasized Be your own “best expert” - Avoid models that do not align with your philosophy, goals and needs Build on existing strengths

18. Overcoming Barriers Don’t let anyone call this tracking! Each sub-system must provide equal services Teachers follow other teachers most of the time, but the boss must be the boss for some issues… Communication is critical; Promise (and deliver!) alignment to the shared philosophy

19. Thoughts on Leadership… Management, administration and leadership are all different skills… although very related and all necessary Leading isn’t really leading if you are alone- it is about the team Leadership is about people… not places or even processes “He who is least, is greatest” Leadership is a resource for those on the team