Posts Tagged ‘Kentucky’

Governors Praise CTE, Workforce Development in 2021 State of the State Addresses

Thursday, February 11th, 2021

Since the beginning of the year, over 35 governors have delivered their State of the State addresses, sharing their visions for the future of their state and highlighting educational priorities. Some addresses proposed to create new Career Technical Education (CTE) initiatives or increase funding for work-based learning, while others emphasized the importance of preparing students for their careers. In all, 24 addresses implicated CTE in some capacity, especially in the areas of workforce development, work-based learning and funding.  

Workforce Development

Speeches most commonly addressed workforce development at all learner levels which, considering states’ strategies for economic recovery, comes as no surprise. At the secondary level, Missouri Governor Mike Parson set a goal of 12,000 high school students with the WorkKeys Certification, calling the program an “important stepping stone for students who are not immediately college bound but have the knowledge and skills to fill high-demand jobs.” Kentucky Governor Andy Beshear announced the creation of the Better Kentucky Promise Program, a postsecondary-focused initiative to help over 6,000 Kentucky residents complete associate degrees or secure industry-recognized certificates. At the adult level, Governor Greg Gianforte of Montana announced the establishment of the Montana Trades Education Credit, which subsidizes businesses through scholarships up to 50% of the cost of upskilling or reskilling employees, and highlighted the Missouri One Start program, which has trained over 100,000 adults through 400 employer training partnerships.

Work-Based Learning

Many governors highlighted the importance of work-based learning initiatives in providing secondary students with career-ready skills. Governor Kim Reynolds of Iowa applauded efforts to integrate work-based learning into the K-12 curriculum and called on legislators to make work-based learning an expectation in all Iowa schools. Governor Brad Little similarly highlighted the role of work-based learning in Idaho, committing to further connecting students and employers for on-the-job experiences and professional skill development. Alaska Governor Mike Dunleavy also called for an expansion in this area, directing the Alaska Department of Education to create an apprenticeship program allowing secondary students to receive credit while working for local employers.

Funding and New Initiatives

Announcements of new or proposed funding also featured prominently across many speeches. South Carolina Governor Henry McMaster proposed $97 million for high-demand job skills training and workforce scholarships and grants to improve access to skills-based certificates. Governor Bill Lee of Tennessee highlighted the Governor’s Investment in Vocational Education (GIVE) Act, which consisted of $25 million in grants for 28 projects focused on CTE program expansion, and proposed a $10 million expansion for ten new sites, prioritizing economically disadvantaged communities. North Dakota Governor Doug Borgum advocated for $45 million allocated to supporting the expansion and development of successful CTE centers through matched grants, while South Dakota Governor Kristi Noem announced the Build Dakota Scholarship, a five-year, $40 million investment to match students with high-demand career opportunities. Investment in access to and expansion of CTE programming and training remains a clear priority nationwide. 

Outside of CTE related areas, governors also focused heavily on equity in education, including highlighting how COVID-19 has disproportionately exacerbated achievement gaps for communities of color and allocating additional funding for expansion of broadband to students still participating in virtual learning. Advance CTE will continue to monitor the State of the State Addresses as they happen for their relevance to CTE.

Additional resources can be found in our Learning that Works Resource Center.

Dan Hinderliter, Policy Associate

By Brittany Cannady in Uncategorized
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This Week in CTE

Saturday, January 9th, 2021

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

CTE PROGRAM OF THE WEEK

Michigan Great Lakes Virtual Academy, a virtual K-12 academy in Michigan, has seen an increase in enrollment for CTE courses. As a result of the pandemic, many students have responded to local labor market needs, and taken an interest in the health science Career Cluster®

One Health Science Instructor at the academy, AJ Krey, mentions, “it’s a program for all students that are interested in anything medicine.” More information can be found in this article published by WBKB-TV 11. 

WEBINAR SERIES OF THE WEEK

The Kentucky Department of Education’s Office of Career and Technical Education announced their upcoming webinar series on CTE in the middle grades. The first of two webinars will be held on January 27, 2021. Click here for more information and to register. 

CTSO OF THE WEEK

SkillsUSA has opened their application window for the National Technical Honor Society/ SkillsUSA Scholarship. Both organizations strive to uphold the other’s mission by providing learners with scholarship opportunities that contribute to their educational experience.

SkillsUSA is a partnership of students, teachers and industry representatives working together to ensure America has a skilled workforce and that each learner excels. SkillsUSA provides educational programs, events and competitions that support CTE in the nation’s classrooms.

More information on the scholarship and how to apply can be found here

VIDEO OF THE WEEK 

This week, the Ohio Association of Career-Technical Superintendents shared this video to aid in career exploration and the awareness of Ohio‘s 49 career centers.

LEGISLATIVE UPDATE OF THE WEEK

Last week the omnibus bill that was passed by Congress to provide federal funding for the remainder of Fiscal Year 2021 (FY21)- which includes Labor, Health and Human Services, Education and Related Agencies (Labor-HHS-Ed)- was signed into law by the president. Importantly, this included an increase of $52.25 million for the Perkins basic state grant, bringing the total to approximately $1.334 billion. Overall, the bill included an increase of approximately $785 million for education programs and an increase of approximately $122 million for labor programs.

View more Legislative Updates from this week here

RESOURCE OF THE WEEK

The State of Career Technical Education: Employer Engagement in CTE examines the ways in which states can foster and sustain meaningful employer engagement to strengthen their CTE systems for all students. States can use this resource to evaluate best practices and strategies for engaging the employer community.

The report drew from a survey of 47 State CTE Directors as well as a dozen interviews to understand how and in what ways employers were engaging with CTE across the country and to illuminate the state’s role in fostering employer engagement.

View The State of Career Technical Education: Employer Engagement in CTE in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By Brittany Cannady in Uncategorized
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This Week in CTE

Friday, October 9th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

CAREERS IN CONSTRUCTION MONTH

Throughout the month of October, we will celebrate careers in construction. Utilize these classroom resources to engage with students about the opportunities in the construction industry.

 

CTSO OF THE WEEK

National Technical Student Association (TSA) Week concluded with friendship day! Follow the hashtag #TogetherTSA on Twitter for more from the week.

COMPETITION OF THE WEEK

Social Finance and JFF have announced the 2020 Career and Technical Education Through Pay for Success Competition. This competition will expand the reach of high-quality CTE to under-served, high-need youth by offering free technical assistance to awardees to scale programs to achieve data-driven results with long-term sustainability.

The deadline for Perkins-eligible CTE providers to notify Social Finance and JFF of intent to apply is October 16, 2020— please email solicitations@socialfinance.org. Requests for proposals and more information can be found here

VIDEO OF THE WEEK

Wisconsin is attracting talent to the manufacturing industry with this video. Happy Manufacturing Month! 

RESOURCE OF THE WEEK

Advance CTE, in partnership with the National Center for Homeless Education (NCHE), has published a new resource as part of the Making Good on the Promise series, which outlines state CTE leaders’ critical responsibility to advancing equitable access and success in CTE for individuals experiencing homelessness.

This new resource identifies common access barriers to high-quality CTE and strategies to support learners experiencing homelessness. Key action steps are included for state CTE leaders and state coordinators for homeless education to consider when developing and growing homeless education partnerships in their state.

View Making Good on the Promise: Improving Equity in and Access to Quality CTE Programs for Students Experiencing Homelessness in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By Brittany Cannady in Resources
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This Week in CTE

Friday, September 4th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

VIDEO OF THE WEEK 

Postsecondary institutions in Kentucky have reported an increase in dual-enrollment over the past five years. Other notable gains include higher grades for enrolled secondary learners and a higher rate of continuance on to postsecondary education.

COMMUNITY SERVICE OF THE WEEK

New Mexico CTE students delivered COVID-19 (coronavirus) care packages to first responders in their community to complete their service hours for their certification program. The Community Health Workers program offered to these students is the result of a partnership between the New Mexico Public Education Department, Forward NM National Network of Area Health Education Centers and Western New Mexico University.  Read more in this article published by Silver City Sun News.

TWEET OF THE WEEK

WEBINARS OF THE WEEK

Wisconsin CTE hosted a CTE Back-to-School Webinar Series, featuring CTE leaders from across the state. Topics discussed included, but not limited to, standards-aligned and integrated curriculum, student assessment, access and equity, prepared and effective program staff, and business partnerships. The webinar recordings are now available and can be accessed here

RESOURCE OF THE WEEK

Despite increased interest in CTE by students and businesses, states and school districts are struggling to maintain or expand CTE programs due to limited federal, state and local funding. Area technical centers are an especially viable option for districts wanting to provide students with high-quality CTE in a cost-effective way.

Area CTE Centers: Conquering the Skills Gap through Business and Industry Collaboration provides information on the history, benefits and cost effectiveness of area technical centers. Several examples of best practices are highlighted including from Ohio and Oklahoma.

View this resource in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By Brittany Cannady in Uncategorized
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State Reentry Plans Prioritize Equity

Thursday, June 25th, 2020

Many states are in the process of planning for learners to physically reenter school and college in the fall. However, the possibility of a “second peak” or “second wave” of COVID-19 (coronavirus) means that states are also preparing to provide high-quality Career Technical Education (CTE) to learners at a distance. States are preparing for an “accordion effect,” in which learners may spend some time in the classroom and some time engaging in distance learning. To help institutions prepare for different scenarios, state agencies have released guidance and plans for reentry. Specifically, many of the reentry plans call attention to the importance of advancing equity during the pandemic and ensuring that each learner has access to the supports needed to succeed.

In June, Arizona released a “Roadmap for Reopening Schools” that provides strategies and considerations for local education agencies as they prepare for reentry and periods of campus closures. Core to the guide is taking a learner centered approach through leveraging strategies related to leadership and instruction, such as strategies related to trauma-sensitive teaching and social emotional learning. The state recognizes that supporting learners during this time requires a community effort. To that end, the roadmap includes critical questions for institutions to consider as they build out their plans, such as “what partnerships are necessary to implement the plan (i.e., Tribal Nations, youth and community organizations, etc.)?” and “what can we do now to reduce the disparities in access to learning that will exist for vulnerable student populations if schools are forced to close?”  

Similarly, Kentucky released considerations for reopening schools. The resource includes key questions institutions should consider as they develop their plans, such as “how will schools and districts ensure students participate in and fulfill work-based learning placements?” and “how will schools and districts ensure the equity of instruction for students who are still choosing to learn from home or must remain at home due to safety restrictions?” State CTE leaders can leverage the key questions that are featured in states’ reentry plans to help inform what it means to provide high-quality work-based learning opportunities, access to industry-recognized credentials and access to other CTE opportunities during periods of remote learning.

In addition to questions for consideration, state reentry plans include strategies to advance equity during the pandemic. Virginia released “Recover, Redesign, Restart 2020,” which emphasizes the state’s commitment to ensuring equity and includes considerations, key steps and strategies to advance equity during coronavirus. Some key strategies include establishing processes and accountability levers to ensure that the implementation of reentry plans do not lead to disparate impacts and consequences and investing in equity. Specifically, the guide encourages institutions to prioritize funds, such as federal stimulus funding, to meet the needs of Enlgish language learners, students with disabilities, undocumented students and students living in proverty.

This is the first blog in a series that will examine state guidance and plans for reentry. To learn more about Advance CTE’s commitment to advancing equity in CTE, click here. To access resources related to equity and the coronavirus, click here.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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This Week in CTE

Friday, June 19th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

WEBINAR OF THE WEEK

Advance CTE hosted a webinar with the U.S. Chamber of Commerce Foundation and industry leaders who have built long-lasting and meaningful two-way partnerships to improve both learner outcomes and industry’s talent needs. New resources from The U.S. Chamber of Commerce Foundation, developed with support from Advance CTE, were shared and discussed to strengthen employer-CTE relationships using the Talent Pipeline Management(R) process.

View the recording here, and sign up for our next webinar, CTE Forward: How to Attract and Recruit Diverse Students at the Postsecondary Level: Lessons from Aspen Institute on July 9! 

TWEET OF THE WEEK

Many school districts have developed innovative ways to honor graduating seniors in ceremonies in light of social distancing orders. Take a look at how seniors from one high school in the state of Virginia raced to the finish line. Read more here

PRIZE COMPETITION OF THE WEEK

The Evergreen National Education Prize identifies and scales programs that best help low-income youth access and complete college or CTE degrees. Learn more about what the prize consists of, past prize winners, eligibility criteria and more. Applications are now being accepted and must be completed in full by 5 p.m. ET on July 3, 2020.  Email info@evergreenprize.org with any questions.

LEGISLATIVE UPDATE OF THE WEEK

The U.S. Department of Education approved six more state plans under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The newly approved plans are from Colorado, Florida, Kentucky, New York, South Carolina and Utah. As of now, 31 state plans have been approved in total. You can check out which states’ plans are approved, as well as the final materials on our website

RESOURCE OF THE WEEK 

Advance CTE examined research and best practices in Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner. This report features data on the benefits of Credit for Prior Learning (CPL) for learners, as well as best practices in Colorado, Kansas, Louisiana, Minnesota, Tennessee and Virginia across topics such as CPL for military service members, portability of credits and how to communicate about CPL opportunities. View the report here.

Brittany Cannady, Digital Media Associate

By Brittany Cannady in COVID-19 and CTE
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Strengthening Career Readiness Systems through New Skills for Youth: A Look Back at States’ Impact

Wednesday, December 11th, 2019

Under Kentucky’s new program approval and review process, schools and districts can use state and federal funding to support career pathways only if their programs are aligned with priority industries or top occupations. This is just one of the strategies Kentucky used under the New Skills for Youth (NSFY) initiative to transform and phase out virtually every career pathway that was not well aligned with labor market demand.

From 2016 through 2019, Kentucky and nine other states in the NSFY initiative received $2 million and hands-on technical assistance and coaching to strengthen their career readiness systems. As part of the NSFY initiative, a $75 million national initiative developed by JPMorgan Chase & Co, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems.

Through NSFY, Delaware, Kentucky, Louisiana, Massachusetts, Nevada, Ohio, Oklahoma, Rhode Island, Tennessee and Wisconsin took action to:

The impact of these states across the entire initiative is highlighted in the NSFY Impact Snapshots and NSFY Impact Summary, which examines the state role in catalyzing and transforming career readiness opportunities for youth.

Through NSFY, 10 states demonstrated the importance of strong state leadership to advance career readiness by setting a clear vision and agenda, catalyzing and scaling pathways and work-based learning, and ensuring access and equity in career readiness opportunities. As a result, the impact of the states was far-reaching. For instance, under NSFY Delaware was able to develop 19 career pathway programs in high-demand occupations and Tennessee was able to ensure that 100 percent of high school students have access to at least four early postsecondary courses.

To learn more about the work states completed under the NSFY initiative, register for Advance CTE’s A Look Back at States’ Impact through the New Skills for Youth Initiative webinar, which will take place on December 12 from 1-2 p.m. EST, and download the NSFY Impact Snapshots here.

Brianna McCain, Policy Associate

By Brianna McCain in Publications
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How New Skills for Youth States are Defining Criteria for High-quality Career Pathways

Thursday, May 10th, 2018

What defines a high-quality career pathway? Is it alignment to labor market needs and career opportunities? The quality and qualifications of teachers and faculty? Access to meaningful, aligned work-based learning experiences? Perhaps all of the above?

Defining the the components of high-quality career pathways is a critical priority of the 10 states participating in New Skills for Youth (NSFY), an initiative to transform career pathways and student success by expanding options for high school students. NSFY is a partnership of the Council of Chief State School Officers, Education Strategy Group and Advance CTE, generously funded by JP Morgan Chase & Co.

Today, Advance CTE released a series of snapshots highlighting promising practices and achievements of the 10 NSFY states, including the different approaches each state is taking to define and promote high-quality career pathways.

In Massachusetts, a cross-sector committee developed criteria for high-quality college and career pathways (HQCCP), part of an effort to improve career-readiness opportunities for students in the commonwealth. Massachusetts plans to identify, designate and support two types of high-quality secondary pathways: early college pathways, which enable students to earn up to 12 college credits in high school, and innovation pathways, which are aligned with high-demand industries. The joint committee set a high bar to designate each type of pathway. To officially be recognized as a HQCCP, pathways must:

In 2017, Massachusetts began accepting applications to designate HQCCPs, and plans to announce designated sites shortly. These sites will receive support, and in some cases, funding, from the state, and will work together as a community to strengthen meaningful career pathways that are aligned to the joint committee’s HQCCP criteria.

Other NSFY states chose different approaches to defining quality career pathways. Ohio designed a framework for local program administrators to evaluate program quality and make informed decisions about which programs to scale up and which to phase out. The framework is designed using four dimensions: learning environment and culture, business and community engagement, educator collaboration, and pathway design.

Wisconsin took a regional approach through its Pathways Wisconsin pilot. Through the project, which has been rolled out in four regions across the state, regional Pathways Wisconsin directors are working with key stakeholders in their community to identify and recognize different career pathways within priority industry areas.

Defining criteria for high-quality career pathways was a common priority across the NSFY states. Other priorities include:

To learn more about the pursuits of the NSFY cohort, read the 2017 NSFY Snapshot Executive Summary or download individual state snapshots.

Austin Estes, Senior Policy Associate

By Austin Estes in Publications, Resources
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Analysis of Labor Market Information is Incomplete without Effective Dissemination of Results

Thursday, November 9th, 2017

Many states, school districts and postsecondary institutions use labor market information (LMI) to justify the creation of new Career Technical Education (CTE) programs and to inform program design. This information, which includes data on the current and projected number of openings in specific industry sectors, as well as data on salary and any technological or policy advancements that may affect the Career Clusters®, can also be used at the state, regional, local and even student levels for career awareness and exploration in priority sectors.

However, the dissemination of LMI has often been carried out in an ad hoc and not a strategic way, hurting the effectiveness of the data itself. Today, Advance CTE released a guide about the effective dissemination of LMI, which will help states think through this process more strategically. The guide highlights work done in Nevada, Kentucky and Washington and their dissemination of LMI to employers, districts and learners, respectively, and poses guiding questions for states to consider for each of those audiences.

This guide was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase & Co.

In Nevada, the state leveraged newly restructured Industry Sector Councils to create the 2017 In-Demand Occupations and Insights Report, which lists industries’ job growth and salary information for identified priority sectors along with a crosswalk for employers and CTE practitioners that identifies which occupation titles fall into which career pathways. This allows industry partners and CTE practitioners to communicate about LMI with a common language.

Kentucky similarly worked with industry partners to create a common language and used various data visualizations to share that information with school districts. When sharing LMI with district superintendents and CTE coordinators, the state was deliberate in how it presented the information so the LMI would have the most impact on policy with the least amount of confusion or varying interpretations.

Washington takes the state’s LMI straight to individual learners with Career Bridge, an online portal that allows students to explore career pathways and how they tie directly with job projections within the state. Additionally, the portal lists educational providers for specific career pathways and details student outcomes and other relevant data so that students have as much information as possible about their desired pathway.

All three of these state approaches disseminate LMI in various ways, but each is deliberate and thoughtful in both audience and messaging so that LMI can have the greatest positive effect for CTE programs. Read more about these strategies and examine your state’s approach by accessing the guide here.

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Advance CTE Resources, Research
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Unpacking Putting Learner Success First: Commitment Across Systems

Friday, August 11th, 2017

A little over one year ago, Advance CTE launched Putting Learner Success First: A Shared Vision for the Future of CTE. This document, which was developed using input from a broad array of stakeholders, calls for a systematic transformation of the education system grounded in five principles. This blog series will dive into each principle, detailing the goals and progress made in each area.

For more resources related to Putting Learner Success First, including state and local self-assessments, check out our Vision Resources page.

All systems work together to put learner success first.

In order to deliver high-quality CTE for all learners, state systems must work together at every level. Secondary and postsecondary must work together and with agencies that handle workforce and economic development issues. All of those agencies must also engage with employer partners and local districts and institutions to inform the design, validation and implementation of CTE programs.

This engagement should include a common vision and goals, along with shared terminology and data, so that each system can function together efficiently.

Those who have signed onto the principle have committed to accomplishing this objective through the following actions:

Since the launch of Putting Learner Success First, Advance CTE has been conducting research and policy scans to raise up examples and promising practices related to this principle. Now, when state leaders place their focus on cross-sector coordination, they have access to multiple resources related to secondary and postsecondary partnerships, governance, accountability systems and statewide longitudinal data systems.

Principle in Action

Relevant Resources

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Uncategorized
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