Budgeting by Priorities: Budget Proposal Career and Technical Education. Academic Excellence

Transcription

1 Budgeting by Priorities: Budget Proposal Career and Technical Education Strategic Plan Goal: Academic Excellence Problem Statement: Career and Technical Education (CTE) integrates academics with technical skills training for students to successfully enter post-secondary education and the workforce. CTE must continuously upgrade curriculum, instructional materials, professional development, and student leadership advancement to align relevant and rigorous learning activities with in-demand livable wage employment opportunities. A world-class staff that is: knowledgeable about contemporary industrial standards, able to build positive relationships with students, post-secondary education and workforce partners, and is skilled in teaching pedagogy/best instructional practices, is essential for delivery of world-class CTE program. Case Statement: The Office of the Superintendent of Public Instruction (OSPI) reported in 2012 that students completing 360 hours of instruction in a CTE program area experienced an 89.4% graduation rate as compared to the State graduation rate of 78.9% (OSPI Grad and Drop-Out Stats, Report). The Workforce Training and Education Coordinating Board asserts that Washington State earns $9 in projected additional tax revenues for every dollar invested in secondary CTE (Workforce Training Results, 2014). The Pathway to Prosperity report (Harvard Graduate School of Education, 2011) recognizes the importance of comprehensive career counseling to support multiple pathways to high school completion in preparation for vacancies from an aging workforce, and the skills-gap between high school and college completers not having yet acquired the indemand technical skills relevant to today s livable-wage employment opportunities. Internships, summer youth employment, and attainment of industry recognized certifications (employer recognized certifications) builds contextual relevancy and third party validation of stackable certifications that reinforce student self-confidence and identity for successful entry into a career pathway. Stakeholders: 830,000 of Washington State s 7 million residents live in Pierce County, with just over 200,000 of these citizens residing within the boundaries of Tacoma, Washington. Tacoma is a port city and the economic hub for commerce to Pierce County and the Puget Sound Basin. The Tacoma- Pierce County Chamber of Commerce recognizes the importance of infrastructure, transportationlogistics, and a skilled workforce for attracting businesses to locate and contribute within the regional industry base. The children, families, community, and businesses are the stakeholders of high quality CTE programming that is relevant to regional in-demand livable-wage employment opportunities. Tacoma CTE is networked to business, industry, and post-secondary education providers through the CTE General Advisory Committee for receiving input in sustaining current educational programming that is aligned and articulated with options after high school completion. Teachers are supported through professional learning communities to bring student work and data

2 related to their focus career pathway industry recognized certification to problem-solve and remove barriers to attaining results. Scope of Work: What does the immediate work entail? Tacoma CTE is expanding its program delivery model from the five Career Fields (Arts & Communications, Business & Marketing, Health & Human Services, Engineering & Technology, and Science & Natural Resources) to the 16 career clusters with 79 career pathways under the auspice of Pathways to Industry Recognized Certifications. The conceptual model is an inventory of each school depicting a sequence of classes leading to industry recognized certifications, articulated programs with post-secondary providers and business partners, and classes bearing dual credit, equivalency credit, associated student leadership, and high priority scholarships. The model includes course of studies templates ranging from example pathways to undecided university majors to apprenticeship partnerships with apprenticeship coordinating boards, postsecondary education providers, and private employers; and includes internships and summer youth employment. The project unveils areas of priority for resources to align program reapprovals with the real needs and opportunities of the region. The CTE Department and Student Data Department will collaborate to create operational reports in EschoolsPlus to review student attainment of Industry Recognized Certifications and systemically respond to where progress is not being observed. A CTE coordinator will be added to the TPS CTE team and deployed to buildings for coaching and follow-up with professional learning communities/job-embedded professional development, business partnerships and CTE advisory committees, internships and field-trips to post-secondary providers, program re-approval for OSPI compliance, student leadership activities, scholarships, equivalency credit reviews, and articulation agreements. Coordinator to work with building administration, career counselors, and CTE departments in establishing SMART goals to increase student success in CTE courses of study and attainment of industry recognized certifications. Success Criteria and Goal Statements: 1. Professional development on national Career Clusters initiative 2. Complete/study Pathways to Industry Recognized Certification template for (baseline) 3. Identify a career pathway and priority industry recognized certification for each teacher 4. Creation of a course of study template for each Industry Recognized Certification 5. Visitations to post-secondary education providers and private industry in support of High School and Beyond Plans Performance Measures: % participation of CTE teachers, career counselors, and CTE assistant principals in the Career Clusters professional development. 2. Update Pathways to Industry Recognized Certification template for each high school. 3. Increase access and opportunity for each student to attain IRC through CTE.

3 4. Increase IRC rate of attainment from 3% in 2014, to 30% in Each CTE teacher, with career counselor, coordinates a field-trip to their articulated postsecondary partner. What specific Board adopted benchmarks will be influenced by this work? Academic Excellence - Student Readiness and Eligibility for Industry What do you predict your results will look like after: 9 Weeks of Implementation Completion of Career Clusters-Pathways-IRC professional development. Updates to list of TPS Industry Recognized Certifications uploaded into the district s eschoolsplus data entry page. Creation of Industry Recognized Certification operational reports in eschoolsplus. Creation of CTE Career Pathway reports in eschoolsplus to monitor student progress and provide input to building administrators for potential program shifts and professional development priority areas. Each career counselor/teacher/school submits calendar for field trips to post-secondary partner. 18 Weeks of Implementation Completion of IRC templates for each school and teacher. Ongoing professional learning communities organized by Pathway-IRC and focused on student work, data, and problems of practice inhibiting attainment of IRC. Monthly reports of IRC to superintendent, Board of Director, key CTE communicators. 27 Weeks of Implementation Completion of course of study template for each IRC. Ongoing professional learning communities organized by Pathway-IRC and focused on student work, data, and problems of practice inhibiting attainment of IRC. Monthly reports of IRC to superintendent, Board of Director, key CTE communicators. 36 Weeks of Implementation 3% to 30% attainment of IRC budget building to advance IRC attainment from 30% to 60% in , and 60% to 90% in Ongoing professional learning communities organized by Pathway-IRC and focused on student work, data, and problems of practice inhibiting attainment of IRC. Monthly reports of IRC to superintendent, Board of Director, key CTE communicators. Recognize and celebrate success at the CTE End of Year Celebration. Annual TPS CTE report presented to the Board of Directors for a study session. Attach documents associated with this proposal here:

4 CTE Budget by Priority Data Upload.pdf Adobe Acrobat Document 108 KB File Attachment File Attachment File Attachment File Attachment File Attachment File Attachment File Attachment File Attachment File Attachment File Attachment

5 Tacoma Public Schools Career and Technical Education Budgeting by Priority Specific Board adopted benchmark to be influenced by this work: Academic Excellence Student Readiness and Eligibility for Industry Baseline data from 2014 is 3% attainment of Industry Recognized Certifications of students enrolled in grades Goal is to move the attainment rate from 3% in 2014 to 30% in 2016.