reVISION
Establishing a clear vision for Nebraska Career Education
Partners
• Nebraska Legislature
• NDE/Commissioner/State Board/C & I Team
• Department of Labor
• Department of Economic Development
• Nebraska Economic Development Association
• Postsecondary Education
• Educational Service Units
• State/Local Chambers of Commerce
Purpose
• Align CTE with Nebraska’s labor market needs
and economic initiatives
• Develop Nebraska’s talent pipelines for economic
growth and workforce development
• Strengthen secondary CTE to align with
postsecondary entrance expectations
• Create a common language between
employers and education
Outcomes
• Alignment with workforce and economic
development priorities
• Engage local/regional businesses in career
education programming
• Analyze and update current programs of
study and curricular offerings
• Evaluate K-12 career guidance and career
exploration curricula
ONE YEAR
preWORK
Step A:
Step B:
Participate
in and
Complete
the
reVISION
Orientation
reVISION
Grant
Application
The reVISION process
Part 1:
School’s
Assessment
of Current
Career
Education
Programs
Part 2:
Part 3:
Part 4:
Community
Meeting
Meeting
Facilitated Engagement Facilitated
Meeting
by
by
NCE
Nebraska
Staff
Career
Education
Staff
Part 5:
Technical
Assistance
by
NCE Staff
(As requested
by the school)
Funding
• Perkins Reserve
– Submit competitive grant for participation
– When completed eligible for Action Grant
• Competitive Action Grant
– Implement plan
– Must be aligned to H3, Labor Market
Demands and Economic Priorities
Impact
• Program of Study change
• Refocusing/elimination of courses/programs
• Reprioritizing CTE in districts
• Significant community involvement
• Image/perception change
• Statewide recognition
Lessons Learned
It’s about:
–
–
–
–
Data
Right people at the table
Clear mission
Leadership
Transforming CTE in Tennessee
Danielle Mezera, Ph.D.
Assistant Commissioner
The Challenge
How do we define educational success?
How do we define career success?
How do our students define success?
How do we ensure all of these align?
Realizing Postsecondary & Career Readiness Through CTE
Ultimately, how do we ensure that our students experience rigorous and
robust learning pathways that provide real options upon graduation?
Realizing Postsecondary & Career Readiness Through CTE
Responding to the Challenge
CTE in Tennessee
Redefining Student Learning
To meet the needs of Tennessee, our state’s Career & Technical Education must
be a Robust, Aligned Academic/Career 7th-16th Learning Pathway
Image Credit: Corporate Voices for Working Families
Realizing Postsecondary & Career Readiness Through CTE
What Should a Student Pathway Look Like?
RELEVANT
•
•
•
•
Work-Based Learning (grades 7-14)
Early Postsecondary Opportunities/
Obtained Credits (Grades 9-12)
Career Awareness (Grades 7-14)
Stackable Credentials (Grades 9+)
Middle
School
High School
SUSTAINABLE
•
•
•
Technology College
(Industry Certification)
Community College
(A.A./A.S)
University or College
(B.A./B.S)
Secondary & Postsecondary Academic
Seamless Alignment (“On/Off Ramps”)
Industry Engagement
Community Engagement
Realizing Postsecondary & Career Readiness Through CTE
14
Secondary/
Postsecondary
Program
Alignment
Early
Postsecondary
Opportunities
Education
and
Industry
Alignment
Sustainable
Student
Pathways
“Data Mining” to
Drive Decision
Making
Realizing Postsecondary & Career Readiness Through CTE
Student Pathway
Components
Education/
Career
Transition
Supports
Rigorous,
Relevant
Courses and
Student Plan
Career & Technical
DC/DE
Education
Tennessee
State Standards
General Education
Math Courses
ELA Courses
Social Studies
Courses
Project Based
Learning
Technical Skill
Attainment
Writing Prompts
Science
Courses
Citizenship
Communication
Skills
Standards / Instruction
Assessments
Academic Learning
STEM
WorkBased
Learning
Sequential Courses
Student
Activities
Creativity
PD / Training
Learning Environment
Work Ethic
Team Work /
Collaboration
Critical
Thinking
21st
Century
Skills
Realizing Postsecondary & Career Readiness Through CTE
Industry
Certifications
SAE
Problem
Solving
Technology Fluency
Career Cluster
Programs of
Study
Robust, Aligned
Academic/Career 7th-16th
Learning Pathway
Reforming our Courses
Moving from Misalignment to Alignment
from Competencies to Course Standards
Multi-Phased, Multi-Year Approach: Overview
Phase
Goal
Implementation
Phase I
Streamline our existing courses and programs of study
2013-2014 SY
Phase II
Add relevant new courses and new programs of study,
revise courses to align to higher student expectations
2014-2015 SY
Phase III
Measure success of students with rigorous assessment
options for all courses
2015-2017 SY
Immediate Wins:
Deeper Dive:
Eliminate redundancies
Measuring Success:
Revise existing courses
Streamline for greater flexibility
Develop new courses
Organize curriculum in POS
using existing courses
Increase relevance of POS to
reflect stronger alignment
Provide opportunities to
evaluate student
achievement using
assessment options
2013-14
Realizing Postsecondary & Career Readiness Through CTE
2014-15
2015-17
Summary of Phase I and Phase II Revisions
Realizing Postsecondary & Career Readiness Through CTE
Course Standards Reform: Look and Feel
Realizing Postsecondary & Career Readiness Through CTE
20
Side-by-Side: The New Look and Feel
Old course standards often relied on vague wording and multiple
competencies to convey student expectations, providing little
guidance for how teachers should approach instruction…
New: Introduction to Human Studies
Old: Family and Consumer Sciences (FACS)
5.0 Apply nutrition and food principles that
enhance individual and family wellbeing
across the life span.
5.1 Analyze factors that influence personal and
family nutrition and meal management across
the life span.
5.2 Examine basic nutrition needs and results of
dietary practices across the lifespan.
5.3 Demonstrate table service and dining
etiquette.
5.4 Acquire 100% mastery of safety and
sanitation standards necessary to ensure a safe
environment for laboratory experiences.
5.5 Select and prepare nutritious foods applying
the current federal dietary and safety and
sanitation guidelines.
Realizing Postsecondary & Career Readiness Through CTE
4. Cite specific textual evidence from U.S. Food
and Drug Administration and U.S. Department of
Health and Human Services to analyze necessary
dietary practices and specific recommendations for
physical health, including dietary guidelines and
meal plans. Research the importance of balanced
nutrition on human development and productivity,
and the correlation to mental health and wellness.
(TN Reading 1, 2; TN Writing 2, 7, 9; FACS 14)
…while new standards are “meatier,”
outlining concrete expectations without
limiting teacher flexibility to design tasks
appropriate for his/her students.
Side-by-Side
Old Standard and Competencies:
Landscaping and Turf Management
8
6.0 Investigate different aspects of competencies
management of turf grasses.
6.1 Evaluate the functions and
components of a turf grass.
6.2 Evaluate different turf grasses as …
to particular hardiness zones.
6.3 Determine site selection
and preparation for turf
grass establishment.
6.4 Evaluate the methods
of lawn installation.
6.5 Determine ph and nutrient
needs…establishment and
maintenance
6.6 Identify equipment …
6.7 Determine pest control methods for
the maintenance of turf grasses
6.8 Evaluate special needs in the
management of residential,
commercial and sports turf.
Realizing Postsecondary & Career Readiness Through CTE
New Standards:
Landscaping and Turf Science
7. Cite specific textual evidence to compare and
contrast the functions and components of turf
grasses of common turf grass species.
Demonstrate the ability to visually identify and
distinguish between turf grass species and
cultivars and compose an argument justifying
their applications for specific uses. (TN Reading
1; TN Writing 1, 9)
8. Describe methods for the establishment and
maintenance of turf grasses, including soil
preparation, installation, water, nutrient and pH
needs, and fertilizing techniques, attending to
appropriate ratios and calculations. Draw
conclusions about the importance of site
selection, site preparation, and consideration of
hardiness zones in the selection of turf grass
species and cultivars. (TN Reading 3, 9)
Additional Sample Standards
Study a schematic plan of a typical municipal water distribution system. Citing
evidence from a technical description or actual observation of a system, explain
how water travels from a water treatment plant to a fixture in a residence. Create
a graphic illustration to represent the movement of water from one component
to the others in the system. For example, sketch an isometric drawing of a simple
water distribution system and label its components. (TN Reading 1, 2, 3, 4, 7; TN
Writing 2, 9)
—Mechanical, Electrical, & Plumbing Systems II
Describe the components and purpose of a basic contract document for a
residential project. Recognize the relationship and responsibilities of various
parties to a contract. Write a basic contract for a construction job, such as a
carpenter’s contract to complete a deck addition for a residential client. (TN
Reading 2, 3, 4, 5; TN Writing 4)
—Residential & Commercial Construction I
Realizing Postsecondary & Career Readiness Through CTE
Additional Sample Standards
Review drawings and interpret American National Standards Institute (ANSI)
symbols to explain the function of a basic industrial hydraulic system. Develop a
written text that outlines, describes, and logs recommended regular preventative
maintenance on hydraulic equipment and controls. Use the text as a guide to
execute the recommended procedures and record the details of the
maintenance, explaining how the preventative maintenance will minimize failures
in hydraulic equipment. (TN Reading 2, 3, 4, 9; TN Writing 1, 4)
—Advanced Electromechanical Technology
Research and explain Mendel’s model of inheritance. Using this model, trace the
pattern of appearance within a family for a heritable disease that is on the
recessive allele and one that is on the dominant allele. Develop an argumentative
essay regarding how a certain biotechnology could genetically modify a gene to
prevent this disorder, citing information from textbooks and/or professional
journals and websites. (TN Reading 2, 3, 4, 9; TN Writing 1, 4, 8, 9; AP Biology E.U.
3.A, 3.B.)
—Biomedical Applications
Realizing Postsecondary & Career Readiness Through CTE
Programs of Study
 Highlights:
• A total of 58 programs of study are slated for the 2015-16 school year, representing
all 16 national career clusters.
• This tally includes brand-new programs of study in majority of career clusters.
• In addition, the programs of study have been streamlined to focus on coherence
and sequence within a pathway, with significantly less reliance on plug-in electives
and confusing multiple options.
 High-Level Changes:
• In response to feedback from educators and research into state and national
employment trends, Construction pathways have moved toward an integrated
model, while still retaining options for specialization at the higher levels.
• Welding has transitioned to the Advanced Manufacturing cluster based on research
into industry employment needs.
• Majority of programs of study have Level 4 practicum courses that infuse new
work-based learning standards and intensive performance-based standards
intertwined with on-the-job experiences.
Realizing Postsecondary & Career Readiness Through CTE
Student Pathway: Anatomy of Programs of Study
Career Cluster
Health Science
Advanced
Manufacturing
STEM
Agriculture
Program of Study
Diagnostic
Services
Level 1
Health Science
Education
Level 2
Level 3
Anatomy and
Physiology
Diagnostic Medicine
-and/or-
Cardiovascular
Services
-and/or-
Medical
Terminology
Clinical Internship
Digital Electronics
Mechatronics I
Mechatronics II
Engineering
Practicum
-and/orAP Physics
Agricultural
Business & Finance
Mechatronics
Principles of
Manufacturing
Technology
Principles of
Engineering and
Technology
Digital Electronics
Robotics &
Automated
Systems
Agriscience
Principles of
Agribusiness
Organizational
Leadership and
Communications
Agribusiness
Level 4
Supervised Agricultural Experience
Robust, Integrated Learning Approach
1. General Education Courses
2. Lab Science Credit
3. Personal Finance Credit
Realizing Postsecondary & Career Readiness Through CTE
4. Work-Based Learning Opportunities
5. Early Postsecondary Opportunities
(Statewide/Local Dual Credit, Dual Enrollment,
AP, etc)
Looking Ahead
Establishing End-of-Course Assessments and the
Implementation of a Robust Portfolio of Outcome Measures
Multi-Phase Reform: Phase III
Currently in the exploration and development phase of offering
authentic assessment options for CTE courses
 Assessment options will present opportunities for LEAs to:
• Effectively measure and reward student learning
• Effectively measure and give productive feedback to improve teaching
• Identify and share best practices and lessons learned across the state
20132014
Research &
Proposal
20142015
Exploration &
Development
Realizing Postsecondary & Career Readiness Through CTE
20152016
Field Test
& Pilot
20162017
Implementation
CTE Outcome Measures
Outcome-Based Measures (by Explorer, Completer, and Concentrator and by demographics – as
applicable, depending on grade level)

Student Achievement
o Previous student achievement
o End-Of-Course scores (Other)
o ACT scores

Early Postsecondary Opportunities (DE, DC, AP)

Industry Certifications (transferable - leading to immediate employment or postsecondary
credit/hours)

Secondary and Postsecondary Remediation (Math/ELA)

Postsecondary Enrollment upon Graduation

CTE Teacher Data

CTE End-of-Course Assessments (currently in development process)
o Envision: EOC exams for all Level 1 courses; version of formative exams for Levels 2 & 3;
Level 4 courses will take various forms (e.g. EOC exams, EPSOs, portfolios, certifications)
o Timeline: Field test specific assessments for 2015-2016SY; Operationalize other existing
identified assessments
Realizing Postsecondary & Career Readiness Through CTE
Kansas
Career Technical Education
Blake Flanders, Ph.D.
Vice President Workforce Development
Statute
Policy
Procedure
K.S.A. 72-4482

review existing and proposed postsecondary technical
educational programs and program locations …for
approval or disapproval of such programs for state
funding purposes;
K.S.A. 72-4482

…develop strategies and programs for meeting needs of
business and industry…
Program Alignment Procedure
Review
Research
1
Recommend
Credentials
& Exit Points
2
Staff Research
- Survey Results
- College Programs
- Third Party Student
Industry Credential
- Industry Accreditation
- Endorse Third-party
Nationally Recognized
Industry (Student) Credential
- Identify Value-added
Exit Points, including A.A.S.
Program Alignment Procedure
Select AARep
Select
Rep
To Serve On
To Serve
On
The
The
Curriculum
Committee
Curriculum
3
Committee
3
Review
Curriculum
Committee
Plan & Endorse
Alignment
4
State Curriculum Committee
- Identify Competencies
and Skills Supporting
B&I Identified Exit Points
- Determine Maximum
Program Length
- Develop Courses for
K-12 Articulation
- Review Alignment Outcomes
(e.g., map, letter, etc.)
- Provide Letter of Endorsement
- Follow Approval Process (TEA,
BAASC, & KBOR)
Career Technical Program Alignment
Credit hour programs aligned with industry-recognized
credentials
 Common courses
 Common exit points
 Common length

Industrial Machine Mechanic Program Alignment – Kansas Board of Regents CIP
47.0303
Industrial Machine Mechanic
CMRT Credential
Industrial Machine
Mechanic Degree
CMRT Credential
15 Credit Hours of General Education (minimum)
2014
5/15/2014
Certificate C
Maximum of 57 Credits
A.A.S.
Maximum of 68 Credits
Industrial Machine Mechanic Program Alignment – Kansas Board of Regents CIP
47.0303
2014
5/15/2014
Notes
Required Courses within Program
Common Courses
13 credits:
OHSA 10
1 credit
Industrial Programmable Logic Controls (PLC)3 credits
Mechanical Systems
3 credits
Mechanical Systems Reliability
3 credits
Industrial Process Control
3 credits
Support Courses
14-19 credits:
Direct & Alternating Current/Basic Electricity3-4 credit
Fundamentals of Motor Control/
Electrical Control Systems I
2-3 credits
Variable Speed Motor Controls/
Electrical Control Systems III
2-3 credits
Industrial Fluid Power/Fluid Power I & II 4-6 credits
Math
3 credits
Course list sequence has no implication on course scheduling by
colleges.
Institutions may add additional competencies based on local demand.
Specifics pertaining to Industrial Machine
Mechanic programs:
1.
Graduates will take and are expected to
earn the Certified Maintenance and
Reliability Technician (CMRT) certification
through the Society for Maintenance and
Reliability Professionals Certifying
Organization (SMRP).
1.
Educational Competencies align with
CMRT requirements.
1.
The common course may represent
opportunities for colleges to connect to K12 CTE pathways.
1.
Level C certificates that do not include any
general education course and lead to the
AAS degree cannot be greater than 53
credit hours to maintain the 68 credit
hour maximum for the AAS degree.
K.S.A. 72-4489
Excel in Career Technical Education

SB 155 passed by Legislature

Provided funding for:
•
Tuition for secondary students enrolling in college-level tiered technical
courses
•
Incentives to local districts for graduates earning industry certifications
•
Transportation reimbursement to districts providing student access to
postsecondary technical programs
•
Marketing to increase student participation in career technical programs
Success of SB155
Number of High School
Participants (Headcount)
College Credit Hours Earned
by High School Students
10,000
50,000
3,475
44,087
3,870
40,000
30,000
2,000
0
60,799
60,000
6,101
6,000
4,000
70,000
8,208
8,000
2011
2012
2013
28,00028,161
20,000
2014
10,000
Industry Credentials Earned
1,500
1,419
201
2
1,000
711
500
0
0
548
2011
2012
2013
2014
K.S.A. 72-4482

develop benchmarks and accountability indicators of
programs to be utilized in the awarding of state funding
…;
Outcome Metrics Pilot Project
Benchmarks

Industry recognized credential attainment benchmark for pilot:
90 percent of technical program concentrators exiting postsecondary education
at an approved exit point will have attained an industry credential

Student employment after exiting benchmark for pilot:
80 percent of technical program concentrators exiting postsecondary education
at an approved exit point will be employed

Wages of students employed after exiting benchmark for pilot:
Wages of those employed program will be at or above 95 percent of the
statewide entry level wage for the occupation corresponding to the student’s field
of study
80% Employment
%
Graduates
Graduates
Graduates
Exiting and
*Occupat ional Therapist Assist ant was not included due Graduates
Exited
Exiting and
t o small cell suppression
Employed
Employed
Automotive Collision
155
115
95
82.61%
Automotive Tech (Mechanics)
287
195
166
85.13%
Construction
103
54
46
85.19%
Dental Hygienist
61
60
53
88.33%
Diesel Tech
103
80
74
92.50%
Electrician
100
72
52
72.22%
HVAC
173
148
130
87.84%
Medical Assisting
97
71
56
78.87%
Nursing (Practical)
943
401
283
70.57%
Nursing (Registered)
1,021
852
777
91.20%
Physical Therapist Assistant
52
52
45
86.54%
Respiratory Therapy
68
56
50
89.29%
Welding
235
195
176
90.26%
Totals
3398
2351
2003
85.20%
Selected Programs
95% of Entry Level Wage
*Note: The average Kansas wage in 2012 was $40,630 annually.
Selected Programs
*Occupat ional Therapist Assist ant was not included due
t o small cell suppression
Automotive Collision
Automotive Tech (Mechanics)
Construction
Dental Hygienist
Diesel Tech
Electrical
HVAC
Medical Assisting
Nursing (Practical)
Nursing (Registered)
Physical Therapist Assistant
Respiratory Therapy
Welding Tech
Average Wage
Graduates Exited
and Employed
$20,586
$23,762
$20,289
$39,387
$32,423
$29,616
$29,052
$17,958
$33,031
$42,568
$35,238
$34,486
$27,470
State Entry 95% of State
Level Wage Entry Level
(2012)
Wage (2012)
$25,480
$24,206
$23,290
$22,126
$28,320
$26,904
$48,990
$46,541
$29,520
$28,044
$29,990
$28,491
$27,940
$26,543
$21,010
$19,960
$32,240
$30,628
$42,720
$40,584
$39,820
$37,829
$39,880
$37,886
$24,870
$23,627
Programs Exceeding
Both Employment and Wage Targets
Selected Programs
*Occupational Therapist Assistant was not included
due to small cell suppression
Automotive Tech (Mechanics)
Diesel Tech
HVAC
Nursing (Registered)
Welding Tech
Graduates
%
Graduates Exiting
Graduates
Exiting
and
Employed
Employed
195
80
148
852
195
166
74
130
777
176
85.13%
92.50%
87.84%
91.20%
90.26%
Average
Wage
Graduates
Exited and
Employed
$23,762
$32,423
$29,052
$42,568
$27,470
95% of
State Entry
State Entry
Level
Level
Wage
Wage
(2012)
(2012)
$23,290
$29,520
$27,940
$42,720
$24,870
$22,126
$28,044
$26,543
$40,584
$23,627
Accelerating Opportunity: Kansas

Delivers career/technical education at the same time as adult
basic skills instruction in a career pathways framework

Partnership between Regents and Commerce, with Department
for Children and Families
Accelerating Opportunity: Kansas
AO-K
Year 1 Totals
Year 2 Totals
Year 3 To-Date**
1,069
994
1055
3,118
184
456
710
1,350
Industry Recognized
Credentials Awarded
1,191
1,086
1,514
3,791
Individuals
Completing a 12Credit Hour Pathway
341
450
325
1,116
Number Employed
366
247
229
842
Enrollments
College Certificates
* Enrollment headcount is unduplicated
** Initial reporting period not complete until 9-30-2014
Cumulative*
Senate Substitute for House Bill 2506

Supported by legislation effective July 1, 2014:
• AO-K Proviso: tuition support for students in Accelerating
Opportunity Pathways
•
GED Accelerator: college incentives for GED participants
and industry recognized credentials
Questions