GUILFORD COUNTY SCHOOLS CAREER TECHNICAL EDUCATION FIVE-YEAR WORK PLAN PROPOSAL August 2018
Overview Following Superintendent Contreras 2016-2017 Transition Report on Student Achievement, a report from the 2018 Triad Talent Alignment Study, and a report from Ed Shafer upon completion of his facilitation of the 2017-2018 Blue Ribbon Task Force, the Guilford County Schools CTE department compiled a comprehensive list of recommendations that informed this proposal to shape the delivery of career and technical instruction in our schools. The reports reviewed contained many common ideas and proposed solutions that correspond with both the national movement in Career and Technical Education as well as local labor market needs. The CTE department used a process document to tag the list of recommendations and align them with the Guilford County Schools Strategic. From there, the CTE department grouped the recommendations into meaningful buckets of work that became the goals of our work plan proposal. Objectives in the work plan proposal are expensive to implement but would, in the long run, be even more costly not to implement. The kind of education our students need for today s economy has changed. We are preparing students for new collar jobs we know little about or that have not yet even been created. Our proposal recognizes that a shift in mindset for our educators and our families is necessary. Why is it urgent for us to change our approach to CTE? 1. Based on our region s analysis, employee demand heavily outweighs employee supply in several industry sectors. By 2026, we will need at least 15,000 more healthcare professionals, 2000 additional Advanced Manufacturing and Engineering employees, and thousands more Information Technology and Cybersecurity specialists (whose average income ranges from $91,000 to $140,000). Currently, 75% of companies in our area state they have difficulty staffing important positions. At this moment Greensboro is importing 150,000 employees from surrounding areas to fill critical jobs. At the same time, Greensboro is exporting 165,000 employees to cities outside of Greensboro. This indicates that we have not yet aligned our local education and training systems with our local economic needs. Our school system and our local economy have a symbiotic relationship - a healthier local economy creates a healthier school system and vice versa so we must adjust our pathways. Furthermore 2. The rules of the college and career game have changed. According Anthony Carnevale with George Washington University 1, education level still matters and generally more is better for producing livable earnings; But, the program of study and the major matter even more. There is a great deal of variation in earnings within industries. For instance, the top 25% of earners in education earn in the same range as the median engineer or architect. Certificate programs and associate degree programs in STEM and healthcare lead to higher earning jobs than many bachelor degrees. College expense now averages between $10,000 - $35,000 per year, and according to U.S. student loan debt statistics 2 71% of students secure a loan to pursue their education. Almost 12% of students default on those student loans each year. Our students deserve better preparation to make smart choices with their education. Our students deserve the competitive advantage of having high quality Career and Technical Education programs. Students trust us to educate them so that they are equipped to create fulfilling lives for themselves. If we do not make a change in our approach, we are failing many students who need clearly defined educational pathways that lead to meaningful careers, as well as the right kinds of advisement along the way for them to reach their goals. Components of this work plan can help us make the shift in the right direction. 1 Carnavale, A. (2018). Five Rules of the College and Career Game https://cew.georgetown.edu/cew-reports/5rules [Accessed 13 August 2018]. 2 U.S. Student Loan Debt Statistics for 2018 Student Loan Hero 1
Goal 1. Design CTE programs of study that increase the number of students achieving college and career readiness, that reduce achievement gaps, and that align to labor market demands. Objective 2018 2019 2020 2021 2022 Responsibility 1a. Establish project teams to design rigorous programs of study for each CTE program. Programs to include all components of effective programs of study: Sequenced, nonduplicative courses from secondary leading to postsecondary education Rigorous, coherent technical and academic course content Articulated/dual credit opportunity Industry credential/certificate achievement CTSO or other student organization Career exploration and advisement, WBL experiences Supportive learning environment; culture of career development, professional identity development 1b. Align CTE programs of study to workforce needs and develop process for review 3 1c. Provide and encourage CTE student participation in dual enrollment and college credit courses as part of CTE programs of study. Include: Career and College Promise opportunities (Dual Enrollment) AP, IB courses Articulation of the pathway program of study and related academic and technical skills with that of the colleges Say Yes to Guilford 1d. Provide and encourage CTE student participation in work-based learning within each CTE program. Include: Industry advisor/mentorship GAP or other apprenticeship experience Internships Simulated work environments Guest speakers Field trips 1e. Ensure all middle and high schools provide a computer science or other IT CTE program; MS is an exploration opportunity and HS is a pathway 1f. Ensure all CTE courses emphasize applied literacy and math and CTE instructors are trained to support literacy and mathematical thinking. Require collaboration between CTE and core academic teachers. Engage college partners Review and develop agreements Engage business partners, Review and develop agreements Ongoing review BOE with advice of post-secondary partners, District and CTE Leaders, Counseling, SSOs, MS/HS Principals lead CTE teachers, CDCs, CFs and Counselors; Others CTE leadership & BAC, Others District and CTE leadership with advice of post-secondary partners District and CTE leadership with advice of BAC Review District and CTE Leaders, Counseling, CTE Leadership, SSOs, MS and HS Principals lead CTE teachers, CDCs, CFs and Counselors Review Phase In District and CTE Leaders, Counseling, SSOs, MS and HS Principals and key staff, lead CTE teachers 3 Priority pathways informed by local labor needs as indicated on EMSI LMD, recommendations of GSO/HP Chambers of Commerce, recommendations of Superintendent s Transition Report, recommendations of Triad Talent Alignment Strategy 2
1g. Ensure all CTE courses include differentiation for students with special needs and English learners and CTE instructors are trained to support students with special needs and English learners. 1h. Ensure all CTE courses include inquiry or project- based learning and all CTE teachers are trained in the instructional pedagogy. 1i. Ensure all CTE courses include work-based learning experiences and all CTE teachers are current in knowledge of current industry environment. Systematize a process for teacher externships. 1j. Provide students access to credible industry-based assessments for all CTE programs. *Proposal for requiring students to take industry credential exams as means to demonstrate technical attainment requires Board policy. 1k. Promote all CTE programs as equally rigorous for all high school students college and career quality. Review Phase In District and CTE Leaders, Counseling, SSOs, MS and HS Principals lead CTE teachers, CDCs, CFs and Counselors Review Phase In District and CTE Leader, Counseling, SSOs, MS and HS Principals, CTE teachers, CDCs, CFs and Counselors $38,000 for all MS (10 days) $152,000 (10 days) =$190,000 Pilot District and CTE Leaders, Counseling, SSOs, MS and HS Principals CTE teachers, CDCs, CFs and Counselors, business advisors $4,000 (10 days; per cohort of four) Grant coverage for 6 schools =$25,000 Study and Baseline Formulate engagement promotional strategy 1l. Promote all CTE programs with non-traditional populations. Formulate engagement promotional strategy 1m. Enrich the PK-8 exposure to careers and the world of work with career awareness in elementary school; career exploration and a career fair in middle school; and career preparation in high school. Review current practices Identify needed assessments that align with programs Seek approval of BOE Seek approval from NCPI for needed assessments not currently supported District and CTE leaders, business advisors, BOE, Asst. Super. T, L & PD, Counseling, SSOs, HS Principals, CTE teachers, CDCs, CFs and Counselors $130,000 per yr Continue District and CTE leaders, PR staff, principals, teachers and student support personnel $8000 for marketing Continue District and CTE leaders, PR staff, principals, teachers and student support personnel $8000 for strategic marketing Revise and enhance practices District and CTE leaders, PK-8 Principals & Directors 3
1n. in each middle school common CTE exploration programs in the areas of: Business, Computer Science (CS), and Technology, Engineering and Design (TED). Use reputable curriculum that incorporates Project-Based Learning Continue aligned practices Secure funding 1o. Provide access to high-tech labs and learning spaces in all middle schools. Assess space needs Provide training Staff, equip & train Phase In Secure funding $80,000 for WoW Event Current grant coverage for event $30,000 field trips Current grant coverage for field trips =$120,000 District and CTE leaders, 6-8 Principals, Directors, SSOs and Facilities District and CTE leaders, 6-8 Principals, Directors, SSOs and Facilities Allocate 1p. Strengthen and add support for Career and Technical Student Organizations by incentivizing teachers to sponsor organizations. 1q. Design data dashboard for ease of assessing performance of all CTE student subgroups. Review current participation Propose data dashboard requirements to designers Phase In Propose adjustments District and CTE leaders, CDCs, Finance, CTE teachers $75,000 per year CTE and District leaders; Accountability 4
Goal 2: Revitalize schools to ensure equity and access for all students to innovative learning environments through partnerships with business, community and higher education organizations. Objective 2018 2019 2020 2021 2022 Responsibility 2a. Conduct a study to establish full-day career technical high school/s for the following high demand, high skill career pathway programs: Biomedical Technology and emerging healthcare trends; Design, Innovation, and Cybersecurity; Advanced Manufacturing; and Transportation, Distribution, and Logistics. The career technical high schools will follow a P-TECH or similar model. 4 2b. Establish planning group/s for the renewal/establishment of new career technical schools, conversion of middle college programs, new location for arts school, redesign of low performing high schools, realignment of programs at comprehensive high schools and enhancement of middle school programing. The planning groups are charged with: Reviewing recommendations and proposed plans to prioritize sequence of CTE roll out Analyzing feasibility of school options based on cost Ensuring equitable distribution of programming Creating transportation plan Promoting ambitious goals through advocacy groups Providing positive messaging to school and local community and creating a sense of urgency about the work Providing feedback on mission/vision, infrastructure, equipment and staffing needs 2c. Transition three (3) middle colleges to career themed academies in strategic alignment with business and higher education partner needs (i.e. may be able to convert existing GTCC campus high schools to Advanced Manufacturing high schools). Key decision factors are priority pathway needs, space suitability, responsible financial stewardship, alignment with broad district objectives, and current school performance. 2d. Separate onto different campuses the non-arts affiliated CTE programs from the arts program at the Philip J. Weaver Center. Create The Weaver Academy of Art and Design in a new downtown location or remodel the existing facility. Arts-related CTE programs at Weaver are: Adobe Visual and Video, Apparel and Fashion Design, Game Design, and create a Transportation, Distribution and Logistics Academy and include the Weaver Automotive, Diesel, and Collision repair programs. Include remaining Weaver CTE programs within appropriately-themed academies at other campuses or within a new all- day Career Technical High School/s School #1 Study and Prep BOE with District and CTE leaders, BAC, Principals, Directors, SSOs, Facilities, Finance, Transportation School #2 Prep Form groups District and CTE leaders, BAC, Principals, Directors, SSOs, Facilities, Finance, Transportation Campus #1 District and CTE Leaders, Middle College Principals,Others Campus #2 Campus #3 Study BOE with District and CTE leaders, BAC, Principals, Directors, SSOs, Facilities, Finance, Transportation, Weaver Leaders 2e. Leverage industry and community partnerships to identify mutually beneficial opportunities for new and innovative school spaces in shared facilities. (i.e. Cone Health, GSO Science Center, Flow Automotive, Hendricks, GTCC, etc.) 2f. Use the wall-to-wall career academy school transformation model at two low performing high schools. Key components to include cohort student scheduling, common teacher planning time, advisory, and nationally recognized themed academy model (i.e. NAF, NGL, MBA Research, IB Career Program). Nationally recognized models require 1-3 years for full implementation. (HPC and Grimsley are IB schools where an IB Career-related Programme might be implemented more School # 1 Study, Prep BOE with District and CTE leaders, BAC, Others BOE with District and CTE leaders, BAC, Principals, Directors, SSOs, Facilities, Finance, Transportation 4 Options may include: remodeling, replacing or leveraging Weaver facility, converting existing schools, sharing facilities with local industry partners or higher education campuses, or constructing new schools. Recommended locations include Greensboro, High Point and the Greensboro/Randolph MEGASITE. 5
quickly. Key decision factors are space suitability, school readiness, and current school performance. 2g. Designate between 2-4 or more specialized CTE programs (may use academy structure) at each comprehensive high school determined by school location and the need for fulfilling priority pathway recommendations. Each school must offer at least one Computer Science or other IT focused program. CTE Programs to include all components of effective programs of study (Sequencing, WBL, Dual Credit, and CTSO). 2g. in each middle school common CTE exploration programs in the areas of: Computer Science and Technology, Engineering and Design. Middle School programs to provide specific courses that offer students opportunities to explore concepts connected to high school CTE pathways and inform decisions about high school selection. School # 2 Prep Will vary based on model (i.e. NAF: Initial $12,000- $16,.000 per academy ongoing $2000 per yr per academy IB CP: $9,000 per year plus cost of assessments) First group of 5 schools Second group of 5 schools Remaining schools First group of schools Second group of schools Remaining schools BOE with District and CTE leaders, BAC, Principals, Directors, SSOs, Facilities, Finance, Transportation District and CTE leaders and MS Principals, Others 6
Goal 3. Provide career and college awareness, exploration, and preparation at appropriate levels for all students PreK through graduation. Objective 2018 2019 2020 2021 2022 Responsibility 3a. Add a district level position to develop and oversee a comprehensive career and college advisement process and training plan (Include support with master scheduling for CTE programs of study). Fill position; 3b. Provide ongoing professional development in CTE-6-12 faculty, student support personnel and school leaders to incorporate career readiness into instruction, guidance systems, and operational practices of schools. 3c. All district leaders, principals, teachers, support staff, and counselors will participate in annual training during in the administration and advocacy for CTE programs. 3d. New Principals and counselors will engage in a full day of training in the administration of CTE programs. Draft job description and identify funding source Develop review modules and implement Develop review modules and implement Develop review modules and implement 3e. Utilize a digital tool for students to develop career and college profiles. Explore options 3f. With input from students, families, teachers, and counselors, develop personalized graduation and career plans that include use of an interest inventory in 8 th grade. Review current practices Revisions and annual delivery Revisions and annual delivery Revisions and annual delivery Select tool Explore and develop protocols Purchase, Train Train counselors, teachers and support staff District and CTE leaders, Counseling, HR, and Finance $80,000 per yr for Director position District and CTE leaders, Others $1900 per day for group of 30 = (initial) lead in house after initial District and CTE leaders, Public Relations (lead in house) District and CTE leaders, Others (lead in house) District and CTE leaders, Counseling, SSOs, MS and HS Principals, all teachers, CDCs, CFs, Counselors, students and families District and CTE leaders, Counseling, SSOs, MS and HS Principals, all teachers, CDCs, CFs, Counselors, students and families 7
Goal 4. Building on the work of the CTE Blue-Ribbon Task Force, establish an active that includes business and industry, community organizations, parents, and postsecondary partners. Objective 2018 2019 2020 2021 2022 Responsibility 4a. Establish and formally define scope of work of the Business Advisory Council Establish 4b. Formalize a plan for formats and frequency of meetings Establish and 4c. Identify a non-profit or other organization with ties to the business community to seek out and identify businesses who can step in and fill vacancies on the council and/or program advisories. 5 4c. Task the with creating a plan for growth and sustainability of externships, apprenticeships, internships, mentorships, field trips, and other work-based learning experiences necessary for implementation of effective CTE programs of study 4d. Task the with assisting in ongoing skills mapping between courses and workforce needs (similar to the process conducted by IBM with the P-TECH school model). 4e. Task the with co-facilitating the development of high quality CTE programming and for drafting necessary articulation agreements with higher education partners 4f. Use the to advise and support legislative advocacy. 4g. Create a multi-faceted and engaging communications campaign to inform students, parents, community and business leaders, and other audiences about CTE and high-wage, high-demand professions. 6 Define the role and seek interested partners to fulfill the role Refine and continue Begin the work and establish protocols Review with and fill Advisory and program advisor vacancies District and CTE Leadership & Business Advisory Council No cost District and CTE leadership and the No cost No cost Draft the plan District and CTE leadership and the Draft the plan District and CTE leadership and the District and CTE leadership and the District and CTE leadership and the No cost Baseline current a new District CTE, public relations, business effort, ID communication and community partners community strategy, monitor partners, define results and refine 5 Recommend using Chambers of Commerce 6 Recommend using Guilford Education Alliance 8
support required by Advisory and revise and refresh the effort 9