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![Page 1: Building a Strong Relationship Between Competency-Based Pathways and Career Technical Education November 5, 2015.](https://reader035.fdocuments.net/reader035/viewer/2022062805/5697bfad1a28abf838c9bd5b/html5/thumbnails/1.jpg)
Building a Strong Relationship Between Competency-Based Pathways and
Career Technical Education
November 5, 2015
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Webinar Details
2
Dial-in Number:• 1 (866) 297-6395 Confirmation Number: 41021850• For operator assistance dial *0 at any time
Lines will be muted throughout the webinar
During the presentation, type your questions into the chat box.
During the Q&A, participants may ask questions verbally.
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Agenda
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Introduction: Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve
Overview of the report:• Kate Blosveren Kreamer, Associate Executive Director, National Association of
State Directors of Career Technical Education Consortium (NASDCTEc)• Andrew Valent, Senior Policy Associate, State Policy and Implementation
Support, Achieve
State progress:• Tom Thompson, Education Specialist, Oregon Department of Education• Suzanne Vita Loud, Associate Consultant, Connecticut Department of
Education
Question and answer
Reflections from the field: Stephen Dewitt, Deputy Director, Associate for Career and Technical Education (ACTE)
Closing
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CBP can help all students reach college and career readiness through the following strategies:
Students advance upon demonstrated mastery
Competencies include explicit, measurable, transferable learning objectives that empower students
Assessment is meaningful and a positive learning experience for students
Students receive rapid, differentiated support based on their individual learning needs
Learning outcomes emphasize competencies that include application and creation of knowledge
The process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers, and citizenship
Defining Competency-Based Pathways as College and Career Readiness for ALL Students
4Source: Adapted from Susan Patrick and Chris Sturgis, July 2011, Cracking the Code: Synchronizing Policy and Practice to Support Personalized Learning , iNACOL, http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf
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Source: NASDCTEc/ACTE
Defining Career Technical Education
Career Technical Education:
Any education that prepares learners for the career of their choice, including the technical, academic and employability skills
A high-quality CTE program of study is a sequence of courses/experiences across secondary and postsecondary that:
• Incorporates rigorous, state-identified college and career readiness standards
• Is aligned with the needs of industries
• Progresses in specificity (beginning with all aspects of an industry or career cluster and leading to more occupationally-specific instruction);
• Incorporates multiple entry and exit points
• Culminates in the attainment of a recognized postsecondary credential
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Poll Question #1
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Who is currently interested in your state in aligning CBP and CTE systems?
No current interest
Educators
District leaders
State policymakers
Employers
Third party organizations
Other
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Resource Spotlight
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Building a Strong Relationship between Competency-Based Pathways and Career Technical Education
• Identifies opportunities for collaboration, integration, and strengthened relationships between CBP and CTE leaders.
• Explores the leverage points and challenges• Offers state and district examples• Highlights key questions to drive in-state
discussions and planning
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Mutually Reinforcing
CTE & CBP
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Contextualized Teaching and Learning
Integrated instruction
Interdisciplinary projects, courses, assignments
Credit equivalency
Self-Directed Student Pathways
Student “choice and voice”
Individualized learning plans
Anchored in career
Leverage Points
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Extended/Experiential Learning Opportunities
“Work-based learning,” independent study, CTSOs
Employer engagement
Demonstration of employability/21st century skills
Leverage Points
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Project-Based Learning
Related to ELOs, contextual teaching/learning
Real-world/authentic problems (inquiry, student-driven, aligned to
curriculum)
Performance-Based Assessments
Augment assessment systems
Opportunities for demonstration (capstone, portfolio)
Leverage Points
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Key considerations
States can support better integration through several strategies:
Intentional partnership between CTE and CBP at the outset
Shared language and buy-in
Attending to equity
Building district and school capacity
Capturing learning where it happens
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“Proficiency-based teaching and learning practices are based on principles of standards-based achievement, student-centered instruction and assessment techniques, and collaborative professional learning for teachers.”
-Oregon Proficiency Project
Proficiency
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2002 •"Districts may award credit based on proficiency"
2004 •Pilot programs
2007 •Incorporated into new diploma requirements
A Brief History
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990 hours for high school instruction per year Graduation requirements
◦ Awarding credits Proficiency permitted No seat time requirements
◦ Demonstrate mastery on essential skills State testing OR Other approved assessments OR Work samples
◦ Personal plan and profile Identify student needs Identify means of meeting those needs
Current Policies
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990 Hours
Time Constant System
Course 1
Course 8
Course 7
Course 6
Course 5
Course 4
Course 3
Course 2
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Standards Constant System
Course 9
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Tale of two centersSabin Schellenberg CenterACE Academy
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Credit for biology through agriculture Collaborative development Student portfolio presentation
Sabin Schellenberg Technical Center
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◦ Project-based Academy◦ All standards mapped to projects◦ Credits based on meeting standards◦ Schedule developed around student needs
ACE Academy
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Assessment◦ Performance task development
workshop◦ Formative assessment training
Contextualized Teaching◦ Math in CTE◦ Literacy in CTE◦ Applied Math Project◦ Math in Real Life PD
Models for Proficiency Credit in CTE◦ Course equivalency
Building Capacity
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CONNECTICUT STATE DEPARTMENT OF EDUCATION
Mastery-Based Learning
and
Career & Technical Education
November 5, 2015
CONNECTICUT STATE DEPARTMENT OF EDUCATION
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CONNECTICUT STATE DEPARTMENT OF EDUCATION
Snapshot of Connecticut
• Permissive Statute – MBL is optional for districts
• 30+ schools currently in the process of shifting to a Mastery-Based Learning Environment
• Governor’s Task Force on Graduation Requirements
• Supporting LIS of CT with Program of Events- local & regional meetings, webinars and coaching
• Coming soon: MBL Resource Center Web site
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CONNECTICUT STATE DEPARTMENT OF EDUCATION
CT Actively Promotes CTE & CBP Integration
• CT Student Success Plan
• Carl D. Perkins Innovation Grants
• Unpaid Experiential Learning Program
• CTHSS Algebra I MBL Model
• CT American Apprenticeship Initiative (CT AAI)
• CSDE Presentations across state
• Annual CT CTE Conference
• Spotlight on Brookfield High School
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CONNECTICUT STATE DEPARTMENT OF EDUCATION
Spotlight District: Brookfield High SchoolBrookfield, Connecticut
Multiple-year recipient of Carl D. Perkins Innovation Grants
Exemplary use of Connecticut’s Student Success Plan to promote CTE
Innovator in writing MBL CTE Curriculum Units
Curriculum Mapping in Medical Careers to demonstrate mastery of competencies in multiple courses or learning opportunities
Pilot District- Unpaid Experiential Learning Program
Exemplar Senior Demonstration Project in CTE Pathway
CTSO CT HOSA State Co-Advisor with award-winning local HOSA Chapter
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Moderator:
Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc
Presenters:
Tom Thompson, Education Specialist, Oregon Department of Education
Suzanne Vita Loud, Associate Consultant, Connecticut Department of Education
Stephen Dewitt, Deputy Director, ACTE
Facilitated Question & Answer
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28
Moderator:
Andrew Valent, Senior Policy Associate, Achieve
Presenters:
Tom Thompson, Education Specialist, Oregon Department of Education
Suzanne Vita Loud, Associate Consultant, Connecticut Department of Education
Stephen Dewitt, Deputy Director, ACTE
Audience Question & Answer
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Poll Question #2
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What additional resources would best support your work?
Examples of practice
Examples of policy
Research on promising practices
Guidance documents or implementation tools
Other
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Poll Question #3
30
Based on today’s conversation and your own experience, which areas must the field address to better align CTE and CBP:
Aligned vision
Policy change
Clearer communications strategy and stakeholder engagement
Capacity building supports for educators
Transparent and accessible data/reporting systems
Quality control mechanisms and supports
Other
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Partner Reflection
31
What does the field need to better align CTE and CBP?
Stephen Dewitt, Deputy Director, Association of Career and Technical Education
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Additional Key Questions for States
32
The brief identifies key questions help states and districts consider how CTE is, can, and should be a part of their CBP strategies. Questions address the following areas:
Incorporating CTE at the outset
Attending to equity
Building district and school capacity
Capturing learning where it happens
Beholden to time
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Contact Information
33
Achieve Staff
Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve, [email protected]
Andrew Valent, Senior Policy Associate, State Policy and Implementation Support, Achieve, [email protected]
NASDCTEc
Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc, [email protected]
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Building a Strong Relationship Between Competency-Based Pathways and
Career Technical Education
November 5, 2015