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1585 Route 146 Rexford, NY 12148 Phone: 518-723-2137 Fax: 518-723-2140


CTE Technical A

i !ance Cen!e" #$ Ne% Y#"&: Mi

i#n an' P(")# e

The Career and Technical Education Technical Assistance Center (CTE TAC) of New York assists the New York State Education Department (NYSED) in carrying out its mission of impro ing the !uality" access" and deli ery of Career and Technical Education (CTE) through research#$ased methods and strategies resulting in $roader CTE opportunities for all students% The CTE TAC operates as part of the Successful &ractices Network (S&N) under a contract with the NYSED% The CTE TAC increases the capacity of the NYSED to ser e" support" and e'pand CTE across the state% CTE TAC ser ices are pro ided to teachers and students in( )ocal education agencies *+CES ,igh needs school districts CTE professional organi-ations CTE student leadership organi-ations CTE TAC .ork &lan CTE data collection and communications Networking to strengthen CTE /ntegration of the Common Core State Standards CTE program and student leadership e'pansion CTE program appro al process *est practices in CTE The Career and Technical Education Technical Assistance Center of NY has made every effort to ensure the accuracy and reliability of the information contained in this white paper. The views expressed are theirs alone and do not necessarily represent the position of the NYS Board of e!ents or the NYS "epartment of Education.

The C#n*e"+ence I,)e"a!i*e:

CTE Technical Assistance Center of New York

Uni$-in+ Aca'e,ic an' Ca"ee" an' Technical E'(ca!i#n

The evolution of convergence nationwide and worldwide has prompted education leaders to once a!ain address the persistent !aps and inconsistencies in education. The downward spiral of the achievement levels of #.S. students continues. $f the #nited States is to maintain its prominence in the !lobal mar%etplace& a convergence of rigorous academic and relevant

career and technical education (CTE) skills required by business and industry needs to manifest itself in new ways. Teaching for both academic rigor and CTE relevance is a win/win ex erience for all education stakeholders. The resulting convergence hel s students im rove their erformance and assists in the transition to ostsecondary education and careers.
'owever& while model CTE pro!rams are already embracin! their role in deliverin! academic s%ills and %nowled!e& academic pro!rams have been slower to embrace career(technical learnin! to improve student achievement. The Career and Technical Education Technical Assistance Center )CTE TAC* of New Yor% calls upon CTE and academic leadership to step forward and sei+e the school(improvement potential of a conver!ent curriculum. By so doin!& education leaders can help achieve the New Yor% Board of e!ents, !oal of enhancin! student achievement at all levels. !t the crossroads of the

im lementation of the Common Core "tate "tandards (CC"") and #ext $eneration !ssessments% CTE contributes a rich and valuable vehicle to develop colle!e and career

Gl#.al C#nnec!i*i!- I !he Ne% N#",

on ergence is real% The 01st century glo$al community and the nationwide and worldwide trend toward connecti ity re!uire strong academic and technical knowledge and skill% +ne does not ha e to look far to see scientific" societal" political" and economic trends that point to increasing con ergence% 2or e'ample( Na!i#nal ec#n#,ie a"e c#n*e"+in+ in!# #ne +l#.al ec#n#,- % Economies on e ery continent lean more hea ily on international markets for sur i al and growth% Emerging economies such as China" /ndia" and *ra-il are pro3ected to grow significantly as they look to other economies as markets for products and ser ices% The European financial crisis" for e'ample" impacts not only glo$al imports and e'ports" $ut also the economic sta$ility of countries an ocean away% The 4%S% stock market can rise or fall with changes in 5reece6s national de$t% Each country $uilds its own 5N& only $y recogni-ing the realities of glo$al economic and financial interdependency% Di*e" e c#,,(nica!i#n !echn#l#+ie a"e c#n*e"+in+ in!# 'i+i!al /a))liance 01 Communications technologies are con erging at an unprecedented pace% Digital hand#held appliances now pro ide many of the same functions that only a decade ago were performed only $y separate stand#alone tools such as telephones" laptop and desktop computers" clocks and watches" ideo game consoles" 2A7 machines" pocket planners" and e en cameras%

8oreo er" the a$ility to communicate with almost anyone" anywhere" anytime 9 and at the speed of light 9 has $ecome the norm% Connecti ity is :con erging; societies" institutions" organi-ations" relationships and" yes" people%

E'(ca!i#n I Not C#n*e"+in+

*y comparison" there has $een less :con ergence; in pu$lic education% .hile the world outside of school has changed dramatically" education often seems to $e a erse to change% The impending launch of the

CTE Technical Assistance Center of New York


Common Core State Standards (CCSS) and Ne't 5eneration Assessments stand out as an encouraging sign of $ringing closer together at least one aspect of education 9 that of creating connections $etween college and career readiness% ,owe er" gaps in education still a$ound and purposeful alignment remains the e'ception% Con ersations a$out forging connections $etween academic and CTE occur e ery day" $ut few meaningful" sustaina$le" and producti e changes occur% 5aps and disconnects remain% At#risk populations continue to lag in achie ing proficiency goals% The funding crisis in education has widened the gap $etween ha e and ha e#not districts and schools% The long#lamented achie ement gap remains also an opportunity gap% 8any are !uestioning the cost and return on in estment of a $achelor6s degree% A s tudy conducted $y &ayScale for Bloomber! Business-ee% suggests that the =+/ of a four#year college degree may $e highly o erstated" with alue depending greatly on the school attended% Across all schools sur eyed" only 1> reported that graduates would $e a$le to reco er the cost of their education and out#earn a high school graduate $y ?1%0 million in their working years% 2or most other schools" the =+/ :gap; 9 not to mention college de$t 9 is much greater% (http(@@www%$usinessweek%com@interacti eAreports@$sAcollege=+/ABC01%html) Although many 4%S% employers are frustrated $y a shortage of career#ready applicants with in# demand technical skills" education pathways leading to two#year degrees" industry certifications" apprenticeships" and other postsecondary credentials are still considered second#$est $y many administrators" guidance counselors" students and their parents% Academic@general education and CTE are still taught as separate programs of study in the ast ma3ority of 4%S% high schools% Although learning for most students needs to $e $oth rigorous AN" rele antD and although far too many of today6s students are disengaged from their classroom learning" little has changed in curriculum and program structures since the 1EFBs% This ongoing disconnect 9 $etween academic education and CTE 9 is $oth inefficient and ineffecti e" $ut is also readily addressa$le% The impetus $eing pro ided $y the CCSS promotes curriculums that focus e!ually on college and career readiness% Yet many states appear to $e missing this opportunity to $ring greater con ergence to their standards and curriculums% /n fact" only appro'imately half of the states that ha e adopted CCSS e en ha e CTE representation on their CCSS implementation teams" despite the o$ ious ad antages of CTE leaders taking a more acti e role% (8eeder" et al%" 0B10)

2h- F#c( #n Aca'e,ic an' CTE C#n*e"+ence3

/f the national con ersation and pu$lic policy are e er to reshape the ision of college and career readiness" it is now%

Since 0BBG" high unemployment and higher underemployment rates are highlighting mismatches $etween the skills that graduates ha e and skills and training that employers want% vision of interAmerica6s economic competiti eness is in decline% America connectedness between has lost much of the manufacturing industry that kept it the academics and CTE. leader among glo$al e'porters% The 4nited States has the highest unemployment rate since 1EG<% Students are not challenged and empowered $y world# class education standards and yet $oth high school and college graduates often lack the re!uisite skills to $e successful in entry#le el 3o$s% *usiness and industry are losing confidence in the American education system%

The CTE TAC of New York influences policy and practices to $ridge the di ide in deli ering academic concepts and CTE applications $y offering guidance on creating a new

Deca'e #$ Re$#", Ha*e Onl- Pe")e!(a!e' !he S!a!( 4(#

Studies and initiati es released o er se eral decades ha e pro ided clear warnings that were designed to $ring a$out changes in pu$lic education( 1EG<( A Nation at is% warned that students were under#prepared for the future%

CTE Technical Assistance Center of New York

1EE1( Secretary,s Commission on Achievin! Necessary S%ills (SCANS) was created when the Secretary of )a$or con ened a panel to identify the essential knowledge and skills re!uired for all entry#le el workers% The resulting report outlined industry e'pectations of graduates and listed critical :generic; competencies that should $e taught in 4%S% education programs% 1EEH( .oals /0001 Educate America Act. /n 1EGE" &resident 5eorge ,%.% *ush and FB go ernors announced si' education goals for the nation% 2ollowing the go ernors6 lead under the Clinton Administration" the legislation was passed in 1EEH% 0BB0( No Child 2eft Behind Act of /003 (NC)*)% The re#authori-ation of the 1ECF ESEA" titled NC)*" was designed to create school accounta$ility for measura$le student achie ement and addressing performance gaps% 0BBC( Carl ". 4er%ins Career and Technical Education $mprovement Act. Consistent with NC)*" Congress sought increased accounta$ility for CTE students6 academic achie ement and encouraged the concept of career pathways as a means to pro ide rigorous academics for students in CTE programs% &erkins6 reauthori-ation in 0B10 was in keeping with the spirit of integration of college and career preparation%

Despite all the e idence that pu$lic education needs re#thinking and impro ement" too few education leaders ha e heeded that cry% Despite e idence that most students would $enefit from pursuing a career pathway program of studies through secondary into postsecondary education" the pu$lic image of CTE as :+I for other peoples6 kids; remains entrenched% /n addition" many academic programs focus on teaching content and not on de eloping transfera$le a$ilities to apply knowledge% CTE programs often focus only on technical skills and not on academic college#preparedness% /n its continuing analysis of the nation6s highest performing and most rapidly impro ing schools" the /nternational Center for )eadership in Education has found that the distinction $etween where academics and CTE $egin and end is truly $lurred% Students in these schools tend to perform at higher le els on high#stakes tests and can use and apply knowledge to sol e challenging pro$lems with unpredicta$le solutions% 2inally" what :career and technical education; is called apparently has /n short" little has changed" little impact on e'isting $iases and preconceptions% + er se eral and yet" the world for which decades" la$els ha e changed to reflect more emphasis on the these programs prepare application of higher le el academic skills and knowledge 9 from young people has changed ocational education to occupational education to CTE% /n spite of dramatically% name changes" too many CTE programs generally remain isolated from academic education% The mindset that CTE is for students who cannot succeed academically is perpetuated $y policies and practices across the country%

Ne% Ini!ia!i*e 5 Ne% O))#"!(ni!ie

The new CCSS and Ne't 5eneration Assessments offer $oth academic and CTE educators opportunities to pro ide students with enhanced # and more :con ergent;# rigorous and rele ant learning% CTE can $ecome an integral partner in strengthening core literacy and mathematics skills across all disciplines% According to 8eeder" et al% (0B10)" the opportunity for $oth greater con ergence and a leadership role for CTE is now( *ecause of the significant changes to E)A and math e'pectations" CTE educators are $eginning to iew the CCSS as an opportunity to $uild upon the foundational work called for in the &erkins Act% /n particular" many state CTE directors and local administrators acti ely are esta$lishing CTE as an integral partner in strengthening core literacy and math skills" while continuing to play a alua$le role in fostering student career aspirations and pro iding practical career preparation for high school# age youths% .hile some states and districts ha e already em$raced the implementation of the CCSS as an opportunity to $etter integrate academic and technical knowledge and skills in their I#10 systems" many others ha e yet to take on

CTE Technical Assistance Center of New York

this challenge and are focusing more intently on implementing the CCSS in the core academic areas at this time% (p% C)

6ene$i! #$ Aca'e,ic an' CTE C#n*e"+ence !# Gene"al E'(ca!i#n5 CTE5 an' A,e"ica7 F(!("e
To effecti ely meet the needs of 01st century learners effecti ely and also address an increasingly challenging la$or market" academic and CTE con ergence pro ides students with the knowledge" skills" and credentials to achie e success% *ut new pathways are needed to achie e that goal% 5any of the best hi!h schools in America are creatin! stron!er blueprints for success throu!h the use of career and technical education )CTE* concepts and applications1 model CTE pro!rams are already embracin! their role in deliverin! academic s%ills and %nowled!e6 li%ewise model academic hi!h schools are already embracin! traditional CTE pro!ram components to improve student achievement Tim +tt" &resident J CE+ Successful &ractices Network

1% .ith thoughtful pathways and postsecondary linkages to apprenticeships" certificate programs" the military" corporate training" and 0 and H#year colleges" CTE can help put people into # as well as $ack to # work in high#wage" high#demand occupations% 0% A growing $ody of e idence suggests that the engaging learning pro ided in CTE courses can result in higher graduation ratesD greater academic success and access to postsecondary e'periences in college" apprenticeships" and $usiness and industry trainingD and increased earning power (Stone" 0B11D *ishop and 8ane" 0BBHD &athways to &rosperity" 0B11)% ,elping education leaders to understand the positi e impact that CTE programs can ha e on student success is imperati e% 3. CTE pro ides students with the rele ance that is so often lacking in academic classrooms% CTE educators can unco er rigorous academic standards em$edded in their course content to enhance $oth academic and CTE achievement. H% The human $rain processes information $y making connections" so when academic and CTE content are integrated" the $rain more readily retains that information% (Caine" =%N% and Caine" 5%" 1EE1) Students will achie e at higher le els when knowledge and skills are rele ant" applied" and interconnected% F% *oth knowledge and skills are con erging in the 01 st century% The National =esearch Council6s Education for 2ife and -or%1 "evelopin! Transferable 7nowled!e and S%ills in the /3 st Century (0B10) reports that 01st century competencies will re!uire deeper learning i%e%" the process of learning for transfer% :Transference; ena$les an indi idual to take what was learned in one situation and apply it to new situations 9 $oth content knowledge and procedural knowledge% C% &ostsecondary learning for its own sake should not $e the goal" $ut rather how to help students make successful transitions to adult life and careers $y completing college" not 3ust attending college% (&athways to &rosperity" 0B11) >% All educators need to $e e er#mindful of the fact that" :CTE pro ides a conte't for impro ing the rigor of knowledge and skills in pu$lic educationD $ut it also pro ides opportunities for students in all segments of the population to e'plore their interests and successfully transition to postsecondary education Kand careersL%; (/nternational Center for )eadership in Education" 0B11" p% 00)

6a""ie" !# Aca'e,ic an' CTE C#n*e"+ence

*arriers to successful academic and CTE con ergence are many% .ithin a school or school system" they can $e related to organi-ational and instructional leadership as well as to teaching 9 and can $e

CTE Technical Assistance Center of New York

e'amined through the lens of the /nternational Center for )eadership in Education6s Daggett System for Effecti e /nstruction (DSE/)% See http(@@www%leadered%com@dsei%html

CTE Technical Assistance Center of New York


O"+ani8a!i#n Lea'e" hi)

The academic community" parents" students" and the community at large often misunderstand CTE% They do not see the impact it can make across the entire curriculum in engaging students and raising student achie ement" especially when CTE courses incorporate academic rigor% District and school leadership often does not fully understand the transition New York State has made from ocational education to CTE and the more recent mandates to integrate the CCSS into CTE programs% 8any educators fail to see the potential of con ergence $ecause organi-ational structures do not encourage acti e and colla$orati e relationships among CTE leadership and school and district organi-ational and instructional leadership% CTE educator professional organi-ations are loosely associated% Although e'cellent national and state groups such as ACTE" NTYSACTE" and ACTEA pro ide ad ocacy for all of CTE" program# specific educator professional organi-ations ha e historically focused their marketing efforts primarily on their own career areas" which diffuses ad ocacy for CTE as a whole% .hile the intent of the CTE program re iew@appro al@re#appro al process is sound" the $urden to gain appro al is placed on indi idual CTE programs" which often ha e limited staff to carry out this time and resource#consuming process% Districts" *+CES" and high schools can $e frustrated $y the lack of e'isting models and e'emplars of con ergence#$ased programs% The fiscal restraints facing schools and a misunderstanding of the alue of CTE in school impro ement ha e placed many e'isting CTE programs at risk% 2acing such challenges" many CTE educators and leaders may $e 9 unfortunately and perhaps shortsightedly 9 unwilling to change or e'pand e'isting programs to em$race con ergence%

In !"(c!i#nal Lea'e" hi)

Academic teachers and principals often alue *+CES as a con enient and efficient way to pro ide students with CTE options% Yet comprehensi e high schools are $y their nature logical enues for :con ergent; inno ations such as career academies" early college programs" and others% &hysically separating the locations for deli ery of academic and CTE programs may impede con ergence initiati es% :,igh#!uality teacher; re!uirements also can pro ide a challenge% CTE educators" unless dual certified in their technical area and an academic area" cannot assume full responsi$ility for teaching an academic su$3ect% :8ost CTE certification programs do not ha e academic#focused course or competency#$ased re!uirements%; (8eeder" et al%" 0B10" p% 0<)

CTE teachers often iew themsel es as teaching only technical skills and percei e core academics as the domain of academics teachers% This perception works against the implementation of the CCSS and con ergence% Teacher unions" core su$3ect teachers" department chairs" etc%" are fre!uently am$i alent a$out integrated academics and the con ergence of CTE and academics% English language arts" mathematics" and science teachers typically ha e limited e'perience enhancing their su$3ect through hori-ontal alignment with other content areas" including CTE% CTE teachers typically ha e limited e'perience with the focused integration of English" math" and science into their CTE content areas% CTE teachers may not iew instruction in English" math" and science as a step toward greater student success in CTE%

CTE Technical Assistance Center of New York

O))#"!(ni!ie $#" C#n*e"+ence !h"#(+h O"+ani8a!i#nal Lea'e" hi)5 In !"(c!i#nal Lea'e" hi)5 an' Teachin+
.here there are $arriers" there are also opportunities% The Daggett System for Effecti e /nstruction (DSE/) can ser e as a unifying framework to help state" district" and school leadership $uild" maintain" and enhance the con ergence process% The DSE/ model is $ased on the premise that an aligned and coordinated focus on all three le els of the education organi-ation ( O"+ani8a!i#nal Lea'e" hi)5 In !"(c!i#nal Lea'e" hi)5 and Teachin+) is re!uired to make con ergence sustaina$le and scala$le for student achie ement across an entire education system% The elements within each of the three domains can $e used to help educators de ise and plan strategies that will lead to academic and CTE con ergence% Ele,en! #$ O"+ani8a!i#nal Lea'e" hi)

Create a culture of high e'pectations

Create a shared ision *uild leadership capacity Align organi-ational structures and systems to ision Align teacher@administrator selection" support" and e aluation Support decision making with data systems

Ele,en! #$ In !"(c!i#nal Lea'e" hi)

4se research to esta$lish urgency for higher e'pectations

Align curriculum to standards /ntegrate literacy and math across all content areas 2acilitate data#dri en decision making to inform instruction &ro ide opportunities for focused professional colla$oration and growth

Ele,en! #$ Teachin+
Em$race rigorous and rele ant e'pectations for all students *uild strong relationships with students &ossess depth of content knowledge and make it rele ant to students 2acilitate rigorous and rele ant instruction $ased on how students learn Demonstrate e'pertise in use of instructional strategies" technology" and $est practices 4se assessments to guide and differentiate instruction

O"+ani8a!i#nal Lea'e" hi)

De elop a common ision of :college and career ready%; 8any New York State school leaders may understand the college#ready concept" $ut need to reflect on what :career#readiness; means% A coherent single definition of :college and career ready; would assist districts and schools in de eloping a culture and set of e'pectations leading to a ision consistent with the goal% The CTE TAC of New York pro ides the following definition for reflection and consideration( To $ecome college and career ready" students in New York should ha e preparation in three ma8or s%ill areas( core academic skills" employa$ility skills" and technical" 3o$ specific skills" which allow them to transition seamlessly to an entry le el position and@or a postsecondary credentialing program (e.!.& apprenticeship" licensure" community" or college)% /n order to make this happen students should( de elop indi idual college and career plans with academic core re!uirements and course choices appropriate to their plans e'plore and understand the academic and skill re!uirements for their selected career cluster

CTE Technical Assistance Center of New York

possess the specific academic skills appropriate for" and which are foundational to" the career they wish to pursue $e a$le to apply academic skills to situations in an increasingly sophisticated workplace and society

=aise the percei ed alue of the technical endorsement on the =egents diploma and diploma with ad ance designation with core content administrators" coordinators and teachers" colleges" apprentice programs" and the $usiness community% /ncluding this information on school report cards would $e a positi e step in signaling the importance of this enhanced diploma and would ser e the dual purpose of indicating the num$er of students who ha e passed a technical assessment% .hen information on CTE participation and results is made transparent" there is a significant opportunity to impro e the profile and importance of CTE% Take ad antage of the changes in graduation re!uirements proposed $y the *oard of =egents with the potential for greater fle'i$ility in meeting academic re!uirements through rigorous CTE programs and su$stitution of a technical assessment for a =egents e'amination% Strengthen the knowledge $ase of administrators who may $ecome CTE leaders% This is an important $ut neglected effort% &otential administrati e leaders should $e tapped from among CTE teacher leaders and leaders of CTE professional associations% /n addition" information a$out the rele ance of CTE programs should $e included in all leadership programs% Create career pathways in which an articulated se!uence of rigorous academic and CTE courses leads to a two# or four#year degree or a certificate@license that is recogni-ed $y $usiness and industry% These pathways meet all academic standards and testing re!uirements" as well as postsecondary entry re!uirements% Students get a head start in learning foundation knowledge and industry#recogni-ed skills in their chosen career fields and may $e a$le to earn college credit through dual enrollment or articulation agreements% A colla$oration among ,ar ard 4ni ersity6s &athways to &rosperity &ro3ect" Mo$s for the 2uture" and si' states has $egun to $uild career pathways systems for high school students $y deeply engaging $oth educators and employers% *uild STE8 education to reinforce today6s high#tech" high#skill glo$al economy% STE8 students engage in acti ities" pro3ects" and pro$lem#$ased learning" 4%S% Secretary of Education which pro ide them with a foundation and path to college and Arne Duncan calls STE8 career success" along with mentorships and workplace one of the Ngreat models of e'periences% The &ro3ect )ead The .ay (&)T.) and the new CTE succeeding all Engineering $y Design curriculums in middle and high schools across the country%N are founded in the fundamental pro$lem#sol ing and critical# thinking skills taught in traditional CTE" while integrating academic and technical learning standards and STE8 principles% 4se the CTE &rogram Appro al &rocess de eloped $y the NYSED (New York State Career and Technical Education" *oard of =egents" 0BB1) to encourage and support the transition in CTE programs% NYSED uses this process to ensure the !uality of local CTE programs in meeting the needs of all students% The CTE TAC of New York recommends that more schools use this process as a way to e'pand opportunities for students to $e college and career ready when recei ing a high school diploma" there$y helping to achie e the *oard of =egents6 goal of enhancing student achie ement at all le els% The process is currently $eing used $y the CTE TAC of New York to dri e reform efforts in selected schools across the state%

In !"(c!i#nal Lea'e" hi)

&ro ide tools and professional de elopment to assist CTE teachers to enhance their instructional focus on English language arts" mathematics" and science% Ensure that any CCSS and Ne't 5eneration Assessments planning includes cross#disciplinary teams of $oth academic and CTE teachers% &ro ide information and training on CCSS curriculum mapping strategies@tools and lesson planning" as well as the time to complete them% &ro ide methods to crosswalk current standards to the CCSS%

CTE Technical Assistance Center of New York


,elp CTE educators ac!uire the skill sets to de elop student learning and performance tasks (formati e and summati e) at the le el that will $e re!uired in New York State6s new assessment program and also in compliance with the NYSED guidance on Student )earning +$3ecti es (S)+s)% Seek Smaller )earning Communities (S)C) program awards" i%e%" federal discretionary grants to local education agencies support the implementation or e'pansion of S)Cs and acti ities to impro e student academic achie ement in large pu$lic high schools% /mpro ements in curriculum and instruction include structures such as freshman academies" multi#grade academies organi-ed around career interests or other themes" NhousesN in which small groups of students remain together throughout high school" and autonomous schools#within#a#school" all of which are conduci e to academic and CTE con ergence% 2oster CTE and academic colla$oration $y helping $oth CT E teachers and academic teachers to

take leadership positions in de eloping professional learning communities% These communities can help all teachers to unite around common goals" sustain a passion for teaching" and co#promote instructional e'cellence among peers% Teachin+
/n estigate opportunities for shared instruction and planning with peers across the academic#CTE :di ide%; 4se and encourage other teachers to use a :flipped classroom; approach" one in which teachers $ecome learning facilitators" coaches" and tutors rather than presenters of content% :)et the students work while the teacher o$ser es" instead of ice ersa% : Employ more technology" pro3ect#$ased learning" and student colla$oration to deli er academic skills and knowledge% /dentify and culti ate professional relationships and colla$orations with administrators" peers" and mentors who are recepti e to greater con ergence% *ecome aware of academic standards that readily lend themsel es to incorporation and integration into CTE programs% Encourage academic teachers to apply rele ant career competencies that can engage students in core classes%

CTE7 C#n*e"+ence I,)e"a!i*e

&u$lic education and the opportunity for con ergence as a dri er of school impro ement are at a crossroads% .hile connecti ity is sweeping the glo$e" con ergence in academics and CTE is stalled" at the same time education leadership =ele ance (CTE) makes is struggling to pro ide students with the skills and knowledge for rigor (academics) possi$le% success in a glo$al" e er#changing" high#tech economy% 8ore of the same#old same#old will not suffice% Con ergence $etween academic and CTE learning is a powerful" inno ati e tool to transform education for the future well#$eing of students" the 4%S% economy" and the nation as a whole% To this end" the CTE TAC of New York is influencing state and local policy and practices that promote inno ati e and transformati e directions such as con ergence% /ts goal is to implement a new definition of college and career readiness" which is especially timely $ecause the new standards and assessments are facilitating 9 and necessitating 9convergence. The vision is to support all students in ac!uiring the
rigorous knowledge and rele ant skills needed to succeed as producti e citi-ens in a glo$al economy%

The NYSED +ffice of Career and Technical Education and the CTE TAC of New York are acti ely working to pro ide more information" research" ad ocacy" and professional de elopment to CTE and academic educators through concerted and dedicated leadership and stewardship" forethought at the policy and program le els" and education for decision makers a$out the power of CTE for school impro ement and student success% As a result" they are helping all educators to capitali-e on intersecting forces and strategies that can dramatically impact a student6s achie ement and future success%

CTE Technical Assistance Center of New York


The CTE TAC of New York welcomes the opportunity to assist all educators in this endea or% &lease use the contact information on the co er%

*ishop" M% and 8ane" 2% (August 0BBH)% The /mpacts of Career#Technical Education on ,igh School )a$or 8arket Success" Economics of Education eview" Ool% 0<" /ssue H% *looms$erg *usinessweek% -hat,s Your Colle!e "e!ree -orth9 =etrie ed from http(@@www%$usinessweek%com@interacti eAreports@$sAcollege=+/ABC01%html *rand" *% (8ay 0BBG)% Supporting ,igh Puality Career and Technical Education through 2ederal and State &olicy% American Youth &olicy 2orum% =etrie ed from http(@@www%aypf%org@documents@CTE8eeting&aper%pdf Caine" =% N% and Caine" 5% (1EE1)% 5a%in! connections1 Teachin! and the human brain. Ale'andria" OA( Association for Super ision and Curriculum De elopment Career and Technical Education Technical Assistance Center of New York% (0B10)% Challen!es to CTE 4ro!rammin! Success in NY State. =e'ford" NY( Career and Technical Education Technical Assistance Center of New York ,umes" I%" Mones" N%A%" and =amire-" =% =% (8arch 0B11) + er iew of =ace and ,ispanic +rigin( 0B1B% .ashington" DC( 4%S% Census *ureau" 4%S% Department of Commerce" Economics and Statistics Administration% =etrie ed from http(@@www%census%go @prod@cen0B1B@$riefs@c0B1B$r#B0%pdf /nternational Center for )eadership in Education% (0B11)% Career and Technical Education for Colle!e and Career eadiness : Conver!ence of Academics and CTE. =e'ford" NY( /nternational Center for )eadership in Education /nternational Center for )eadership in Education% Daggett System for Effecti e /nstruction% =etrie ed from http(@@www%leadered%com@dsei%html 8eeder" ,%" Suddreth" T%" the Association for Career and Technical Education" and the National Association of State Directors of Career Technical Education Consortium% (0B10)% Common Core State Standards ; Career and Technical Education1 Brid!in! the "ivide between Colle!e and Career eadiness. .ashington" DC( Achie e" /nc% National Association of State Directors of Career and Technical Education Consortium% (0B1B)% 4p to the Challenge 9 The =ole of Career and Technical Education and 01st Century Skills in College and Career =eadiness% &artnership for 01st Century Skills" Association for Career and Technical Education National =esearch Council% (0B10)% Education for 2ife and -or%1 "evelopin! Transferable 7nowled!e and S%ills in the /3st Century. =etrie ed from http(@@www>%national#academies%org@$ota@DeeperA)earningA=eportA,omepage0%html New York State Career and Technical Education" *oard of =egents% (0BB1)% $mplementation .uide for CTE 4ro!ram Approval. Al$any" NY( New York State Education Department% =etrie ed from www%p10%nysed%go @cte@ctepolicy@guide%html 4athways to 4rosperity1 5eetin! the Challen!e of 4reparin! Americas Youth for the /3st Century. (2e$ruary 0B11)% Cam$ridge" 8A( ,ar ard 5raduate School of Education" ,ar ard 4ni ersity Stone" M% (0B11)% College and Career =eady( A Conceptual 2ramework for /ncreasing Engagement" Achie ement and Transition% National =esource Center on Career and Technical Education" unpu$lished manuscript

CTE Technical Assistance Center of New York