During NASDCTEc’s Spring Meeting in Washington, D.C., attendees had the opportunity to participate in a variety of concurrent workshops. Below we have highlighted two workshops, one focused on advancing CTE in Career Pathway and another on Performance Based Funding systems. 

Since 2012, five states have worked with the U.S. Department of Education’s Office of Career, Technical, and Adult Education to integrate CTE programs of study with state and local career pathways systems.

During a breakout session, CTE leaders from Kansas, Minnesota and Colorado discussed their wide-ranging efforts that include employer engagement initiatives, a transformational state pathways project and a toolkit for industry-recognized credentials.

In 2013, the U.S. Department of Transportation added funding to the Career Pathways initiative specifically to support transportation-related career pathways. As part of this work, the Transportation Learning Center launched a large data project to examine the current and future workforce needs across six transportation sectors.

Age is one of the greatest liabilities for the industry, with 49 being the average age for a new mechanic hire. Through retirements and attrition, it’s estimated that 4.2 million jobs will be open between 2012 and 2022. When accounting for industry growth, the Center estimates that one new transportation worker will need to be hired every minute over the next 10 years to fill industry demand.

During a concurrent session led by Steve Klein and Laura Rasmussen Foster of RTI International and the National Center on Innovation in Career Technical Education, presenters discussed opportunities and challenges to performance-based funding (PBF) systems.

This session drew on findings from the recent report, State Strategies for Financing CTE, which was discussed in detail on this co-hosted webinar, but was moderated as an open forum, with state leaders engaging in an candid discussion on what was working and what barriers stood in the way in supporting PBF.

For example, Texas shared details on their incentive grant program, which uses Carl D. Perkins Career and Technical Education Act (Perkins) funds to encourage higher enrollment in CTE programs, particularly in rural communities. Districts meeting a certain threshold of their Perkins performance indicators are eligible for a sliding amount of incentive funds. Kansas shared early successes of its (state-funded) district incentive grants for students earning state-approved industry-recognized credentials.

Some of the major takeaways shared include:

• Be clear about the goals and intent when designing PBF (“If you pay for it, you will get more of it”),
• A little money can go a long way in changing behavior,
• PBF systems will only work if they are based on quality indicators, which rely on valid and reliable data, and
• Be sure to build support among policymakers and practitioners early and often to make PBF happen.

Post written by Andrea Zimmermann, State Policy Associate and Kate Blosveren, Associate Executive Director 

During NASDCTEc’s Spring Meeting in Washington, D.C., attendees had the opportunity to participate in a variety of concurrent workshops. Below we have highlighted two workshops, one focused on how states can develop a Unified State Plan, with Ohio as a premier example while another discussed how Vermont integrated Career Technical Education (CTE) in their state’s Comprehensive Economic Development Strategy (CEDS).

With the passage of the Workforce Innovation and Opportunity Act (WIOA), there is a lot of discussion about cross-program and systems collaboration. The state of Ohio is a well ahead of the game. At the behest of Governor Kasich, the state has been engaged in a collaborative planning process among state agencies with the goal of creating and submitting a unified state plan under the Workforce Investment Act (WIA) that would fulfill planning requirements for the state’s three largest workforce programs – WIA, Adult Basic and Literacy Education and the Carl D. Perkins Career and Technical Education Act (Perkins).

The vision for the collaboration was to make sure Ohio had a literate and prepared workforce by ensuring Ohioans had the knowledge, skills and abilities to fill the top in-demand jobs in the state. This meant a shift in thinking away from planning driven by institutions or the delivery system and instead a focus on students and career pathways. The state also developed a Workforce Success Measures data dashboard and common metrics focused on outcomes (employment, increased skills, increased wages and value to employers) to help guide the work.

Some lessons learned:

• Leadership must be committed: This is crucial. Leadership needs to be engaged at the highest levels and be committed to a shared vision. In Ohio, the Governor set the vision and tasked agency leadership with the specific goal of developing the unified plan.
• Be patient: Change is difficult and often feared. This sort of shift takes time and building of trust. In Ohio this was accomplished through a lot of outreach, meetings, learning, and stakeholder/public input.
• Be Open to Learning: A lot of learning happened as the agencies shared through what they do, who they serve, etc. With the shared commitment and focus on student success, an openness to see the potential of new partnerships and ways to serve Ohioans emerged.

The Ohio unified state plan was submitted to the federal agencies for approval. At the time of the presentation, the plan was pending approval.  The state will likely have to resubmit a plan under WIOA but with the groundwork laid to break down silos and to focus on students and results, Ohio is well-positioned to lead the way!

For more information make sure to check out a copy of Ohio’s presentation, delivered by Steve Gratz, Tony Landis and Bill Bussey.

Last summer, after facing a series of economic and natural challenges, Vermont became one of only a handful of states in the country to develop and implement a comprehensive economic development strategy (CEDS). The strategy brought together stakeholders from the state’s education, workforce and economic development communities to develop a cohesive economic development “road map” for the next five years. Much of this planning was supported by funding from the U.S. Department of Commerce’s Economic Development Administration’s (EDA) CEDS program which sought to help businesses prosper in the state while ensuring all student populations— both traditional and nontraditional— were fully served.

So what was notable about this endeavor? Quite a bit according to Vermont CTE Director John Fischer and David Ives, a Sustainability and Planning Coordinator for EDA. The two took an in-depth look at Vermont’s CEDS during a breakout session at the 2015 NASDCTEc Spring meeting which looked at Career Technical Education’s (CTE) role in the plan and ongoing implementation. One message was clear throughout— education and training is a “key ingredient” to economic development and should be incorporated into the wider “workforce ecosystem.” Significantly, Vermont’s CEDS has served as a catalyst for the state to prioritize its CTE investments and has been a strong policy lever for leaders to implement high-quality statewide CTE programs of study.

Be sure to check out the plan and the newly updated CEDS guidelines on the meeting resource page!

Post written by Kimberly Green, Executive Director and Steve Voytek, Government Relations Manager

Last week, NASDCTEc held its 2015 Spring Meeting in Washington, D.C. bringing together leaders from across the country in Career Technical Education (CTE). As part of the meeting, NASDCTEc hosted a panel, Featuring Excellence in the Press, highlighting why the media is telling CTE’s story, and to offer insights into how CTE advocates can best and most effectively engage the media in support of CTE.

The panel began stressing how the CTE conversation has shifted over the years including rebranding from the more traditional vocational education programming. Along with the shift in moving from ‘vocational education’ to ‘career technical education,’ panelists noted a focus on the concept of college and career readiness and showing students early in schooling how their education is relevant to careers they can have in the future. In addition, speakers saw a noted shift in CTE’s inclusion of career-ready and employability skills as integral to today’s CTE.

Emily Hanford, Education Corresponded at American RadioWorks and correspondent and producer of Ready to Work highlighted how her year working on the documentary greatly influenced her perspective on CTE. “CTE is really exciting and refreshing,” said Hanford. “I came away from filming this documentary with a sense of envy. No one had challenged me to see what I wanted to do.”

Panelists also offered up tips to the audience on how to best tell their CTE story. Emily Ann Brown, K-12 Education Policy Reporter at Education Daily stressed the importance of introducing high-quality data, along with providing access to a variety of stakeholders when pitching a story to the press. Caralee Adams, Contributing Writer at Education Week emphasized showing the press that your story is backed up by local and national trends, but also showing how those trends translate into real-life successes by including the voice of teachers, administrators and students. Hanford, on the other hand, suggested a missing voice in the CTE narrative is alumni of CTE reflecting on how their education successfully prepared them for their career.

Check on a wide array of materials and resources shared by the speakers on our Spring meeting resource page.

Katie Fitzgerald, Communications Associate