Making Career Technical Education Equitable for Everyone How

Making Career & Technical Education Equitable for Everyone How to collaborate with School Counselors, Administrators & Staff to promote CTE enrollment. Kiersta Stallman, M. Ed. Richard Paiva, GCDFI, M. Ed. Presented at NAPE Professional Development Institute, Washington DC April 17 th 2012

ASCA National Model & School Counselors • American School Counseling Association Ø Student Centered & Empowerment of Students • Model Philosophy: Promote the development of the school counseling program based on the following areas of the ASCA National Model: Ø Foundation Ø Delivery Ø Management Ø Accountability

ASCA National Model & School Counselors Foundation Ø Built on Philosophy/Beliefs: • Professional school counselors believe every child can learn and that all students have an equal right to access a school counselor and to participate in a comprehensive school counseling program designed to ensure student success. • All students’ ethnic, cultural, racial differences and special needs are considered in planning and implementing a school-wide program.

ASCA National Model & School Counselors Foundation (continued) Ø Built on Philosophy/Beliefs: • There is a collaborative effort among the school counselors, administration and teachers to coordinate with parents and the community. • Classroom lessons and activities are based on curriculum standards/competencies which incorporates the personal/social, academic and career domains. • School counselors adhere to ethical standards and regularly participate in professional development activities.

ASCA National Model & School Counselors Delivery • School counselors provide culturally competent services to students, parents/guardians, school staff and the community in the following areas: Ø School Guidance Curriculum*1 Ø Individual Student Planning*1 Ø Responsive Services* * - ASCA Model recommends that school counselors spend 80 percent of their time in direct service (contact) with students. 1 – Majority of Formal Career and Academic Career Planning at the middle and high school level

ASCA Competencies & Standards Standard B: Students will employ strategies to achieve future career goals with success and satisfaction. • C: B 1 Acquire Career Information • C: B 1. 1 Apply decision-making skills to career planning, course selection and career transition • C: B 1. 2 Identify personal skills, interests and abilities and relate them to current career choice • C: B 1. 3 Demonstrate knowledge of the careerplanning process • C: B 1. 7 Describe traditional and nontraditional career choices and how they relate to career choice, employment trends and future training

ASCA Competencies & Standards • National Standards for Students Ø Academic Ø Personal/Social Ø Career Development* “ASCA National Standards for career development guide school counseling programs to provide the foundation for the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work, and from job to job across the life span. ” - From the American School Counseling Website (2012)

ASCA Competencies & Standards • C: B 2 Identify Career Goals • C: B 2. 1 Demonstrate awareness of the education and training needed to achieve career goals • C: B 2. 2 Assess and modify their educational plan to support career goals • C: B 2. 4 Select course work that is related to career interests • C: B 2. 5 Maintain a career-planning portfolio

Communication & Collaboration Career Pathway Plans of Study (CPPOS) • Develop Plans for ALL Career Clusters • Student Centered • Provide Rigorous & Relevant Courses • Development Process vs. Final Product

Communication & Collaboration CPPOS • Delivery System Ø Career & Academic Curriculum • Infusion into Core Classes Ø Access by Parents & Professionals Ø Marketing to Staff/Faculty/Administration Kuder Navigator Milford High School & Applied Technology Center

Communication & Collaboration Dual Enrollment • Reach a broad range of students • Reach a broad range of curriculum • Rigor can be achieved Ø (Despite AP/Collegeboard’s Marketing campaign) • All 50 states allow for Dual Enrollment Ø Either set in State policy or as locally defined Ø Local/State policies may restrict decisions on how and when programs are offered.

Dual Enrollment Highlights 2 Year Institutions/College 4 Year Institutions/University Geographic Proximity Higher Acceptance of Credits Less Intimidation Factor Perception of Academic Rigor Options for on & offsite* 80% College vs. 55% High School Campus* 5 States are Two-year Public Postsecondary Institutions Only** • Arizona • Connecticut • Illinois • Maryland • North Carolina *Edwards, Hughes, Weisberg, 2011 **Education Commission of the States, 2009

Dual Enrollment Highlights High School Based College/University Based Higher Integration/Alignment Transportation Issues Greater Student Access/Flexibility The College “Experience” Teachers - HQT, Master’s Level & Instructional Methods Professors - Connecting with HS Students *Key Considerations for Successful Dual Enrollment Programs • Postsecondary Authenticity • Critical Consideration of Context & Parameters • Flexibility in Programmatic Decisions • Broad Range of Student Supports *Edwards, Hughes, Weisberg, 2011

Credits Required for Graduation NH Department of Education: • Art 0. 5 • Info Technologies 0. 5 • English 4. 0 • Math 3. 0 • Physical Science 1. 0 • Biological Science 1. 0 • US/World History 2. 5 • Health Education 0. 5 • Physical Education 1. 0 • Open Electives 6. 0 Total = 20 credits

Credits Required for Graduation Milford High School Fine Arts 1. 0 Applied Technology 1. 0 English 4. 0 Math 4. 0 Science 3. 0 Social Studies 3. 0 Wellness (Health/PE) 2. 0 Career Focus Electives 2. 0 Open Electives 6. 0 Total = 26

“Program Completers” • In most instances students are required to take at least two levels in the same content area to be considered a program completer. • Under a traditional block schedule some of these programs can be completed in one academic year: Accounting I & II Marketing I & II Microbiology & Biotechnology Graphic Design & Screen Print Business Applications & Entrepreneurship Programming Fundamentals & JAVA Video Production 1 & II Engineering Design and Advanced Engineering Design

Program Completers • Some technology programs require two full years to be considered a completer: Automotive I & II Culinary Arts I and II *Through these courses students may also elect to pursue Running Start credits through local community colleges.

Additional Program Completer Options • The Construction Trades Program and the Precision Machining Program recommend the following for successful completion: 1 semester of the level I class and; 2 semesters of the advanced classes *Both programs offer articulation credits through local community colleges.

Marketing and Promotion Students and Parents • Video tours (on line/school web site/in person) • Open House for upcoming 8 th grade students and parents. • Open House to current students and parents • CTE tours and visits • CTE Informational Fairs during lunches • Mailing information to uprising 8 th graders. • Student Service informational visits to middle schools. • Visibility through clubs (Robotics, FBLA, etc. ) • Summer Exploratory Camps

Marketing and Promotion Faculty and Staff Counselor Breakfasts. Sending school meetings/tours at CTE sites. Rotating meetings whereby a CTE program is featured each month, including a presentation/tour of their specific program. Hands on presentation by current CTE students to guidance counselors and teachers. Ongoing collaboration and consultation.

Introducing students to CTE Programs Each spring eighth grade students are invite to tour facilities following their course selection introductory meetings with guidance counselors. • Tours are in small groups and all students visit all CTE sites. • Teachers (of all content areas), school counselors, and administrators are asked to assist with the tours. • Two student representatives (one male and one female) are selected by their technology instructors to speak to the specifics of their program.

Exploratory courses designed for Freshman The following courses are designated as exploratory courses. Student may take an introductory course simply as a way to fulfill their technology credit requirement. Others may use these classes as a way to gauge their desire and interest in pursuing higher level courses with the intent of becoming a completer: • Computer Studies • Introduction to Culinary Arts • Adobe Photoshop • Introduction to Pre-Engineering • Introduction to Video Production • Woodworking Technology

Electronic Media Marketing Target Audiences Ø Students Ø Parents Ø Faculty/Administration Each Demographic appealed to strategically

Electronic Media Marketing Parents, School & Local Community Members Milford High School & Applied Technology Center Student Target Audience Pinkerton Academy - "Discover Yourself with CTE"