Posts Tagged ‘Oklahoma’

CTE and Workforce Systems Alignment: Lessons Learned from States

Tuesday, October 16th, 2018

Aligning systems is one of five key principles of the shared vision, Putting Learner Success First. System alignment can ensure a shared vision and commitment to seamless college and career pathways for every learner; by maximizing resources, reducing inefficiencies and holding systems accountable, every learner can have the supports they need to find success.

The recent enactment of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), the reauthorization of the Carl D. Perkins Career and Technical Education Act (Perkins IV), presents new opportunities to align Career Technical Education (CTE) and state workforce systems to strengthen and expand opportunities for learners. States have taken different approaches to align CTE and the workforce systems, from submitting Workforce Innovation and Opportunity Act (WIOA) combined state plans with Perkins IV as a partner program to establishing strong connections between CTE and the workforce systems via strategic partnerships and plans. As states think about improving the effectiveness of this connection, it’s critical to reflect on and learn from states’ efforts to enhance CTE and workforce system alignment.

To inform this post, Advance CTE interviewed several State CTE Directors to learn about how they align CTE and workforce systems in their respective states. Below are key takeaways from those conversations and highlights of a few state examples.

Approaches to Promoting CTE and Workforce Systems Alignment
While states take different approaches to aligning CTE and workforce systems depending on their needs, some common approaches to aligning CTE and workforce systems emerged.

Systems Alignment Sustainability
Trend data from Advance CTE surveys since 2005 suggests that coordination between CTE and other state initiatives is more common when there is an external forcing event, such as state or federal legislation that triggers a statewide planning process. As states expand upon or strengthen their work to align CTE and workforce systems, they must consider how they will sustain systems alignment even when these statewide planning processes conclude.

Some states, such as West Virginia, established CTE and workforce systems alignment sustainability through building partnership infrastructure. West Virginia has a WIOA combined state plan with Perkins IV as a partner program, which helps to promote collaboration between the CTE and workforce systems. Representatives from the West Virginia Division of Technical, Adult and Institutional Education (WV-CTE) serve on the WIOA State Board and helped to develop the state goals articulated in the WIOA combined state plan. Representatives attend a quarterly WIOA group that meets to ensure that the state is making progress on the goals articulated in its WIOA plan.

Additionally, WV-CTE has a Governor’s Economic Initiative office within it that ensures CTE programs of study are aligned to industry needs and developed collaboratively between business, industry and education. West Virginia is able to sustain its CTE and workforce systems alignment through establishing statewide goals via the WIOA combined state plan, clearly defining roles through committees and establishing routine accountability checks.

Conclusion
CTE and workforce systems alignment is necessary to ensure that learners are on a path to securing in-demand, high-wage careers. While the state examples in this resource showcase the importance of elevating partnerships and collaboration to achieve alignment, CTE and workforce systems alignment can take many different forms. A state’s approach to CTE and workforce systems alignment should be guided by its state vision, goals and infrastructure.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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California, Oklahoma and Virginia Invest in CTE

Friday, September 28th, 2018

The majority of 2018 state legislative sessions have come to a close. During these legislative sessions, states enacted budgets that illustrate a continued commitment to invest in Career Technical Education (CTE) and opportunities for learners to earn credentials that translate into high-skill, in-demand occupations.

In California, Governor Jerry Brown signed a Fiscal Year 2018-2019 budget that invests millions in CTE-related programs and initiatives. The budget includes $164 million ongoing funds to establish a K-12 specific component within the Strong Workforce Program, an initiative that aims to improve CTE programs and increase the number of learners enrolled in CTE programs that culminate in high-wage, in-demand jobs. The budget also includes $6.7 million in funds to offer 338 additional CTE programming slots and to expand CTE to thirteen additional sites in California.

Additionally, the budget provides $100 million one-time and $20 million ongoing funds to establish a statewide online community college. Currently, 2.5 million adults in California between the ages of 25 to 34 only have a high-school diploma, despite an estimated 65 percent of jobs requiring some form of postsecondary education and training beyond high school by 2020. The online community college will provide a cost-effective way for working adults in that age range to earn short, career ready credentials.

In Oklahoma, Governor Mary Fallin signed a Fiscal Year 2019 budget that increases the amount of funds appropriated to the State Board of Career and Technology Education by more than $12 million when compared to last year’s budget. This investment aligns with the the state’s efforts to build and strengthen career pathways through the Oklahoma Works initiative, which aligns education, resources, training and job opportunities to bolster Oklahoma’s workforce.

Virginia’s 2018-2020 biennial budget provides an additional $2 million in grant funding each year for the New Economy Workforce Credential Grant Program. This program, created in 2016, covers up to two-thirds of the cost of a noncredit workforce training program, requires the Board of Workforce Development to maintain a list of credentials and noncredit workforce training programs in high-demand fields, and encourages participating institutions to award academic credit for credentials earned.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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New Resources: Designing Meaningful Career-Ready Indicators (Part 2)

Tuesday, August 21st, 2018

Earlier this summer, Advance CTE in partnership with Education Strategy Group (ESG) and the Council of Chief State School Officers (CCSSO), released two profiles highlighting how states were integrating career-ready indicators into their accountability systems, specifically Progress towards Post-High School Credential and Assessment of (college and career) Readiness.

Today, we are releasing the final two of these profiles aligned with the remaining categories in  Destination Known: Valuing College AND Career Readiness in State Accountability Systems: Co-Curricular Learning and Leadership Experiences and Transitions Beyond High School. The Co-curricular Learning and Leadership Experiences profile focuses on how states like Georgia, Oklahoma and South Carolina are measuring work-based learning within their accountability system, while the Transitions Beyond High School profile explores how Colorado and Missouri are holding schools accountable for learners’ post-high school success in college and careers. While these are newer indicators and less likely to be included in states’ accountability systems, they are a critical to measuring college and career readiness in learners.

Read all four of the Career-Focused Indicator Profiles here and stay tuned for an update to Making Career Readiness Count (3.0) soon:

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Resources, Uncategorized
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Tackling Rural CTE Challenges on Capitol Hill

Thursday, August 2nd, 2018

What can state leaders do to expand access to high-quality career technical education (CTE) in rural communities? That was the focus of an event held last Thursday by the Congressional CTE Caucus, in coordination with Advance CTE.

The event featured state and local leaders from diverse geographies, who shared their experiences with delivering CTE in rural  communities, highlighting both barriers and best practices. The co-chairs of the Congressional CTE Caucus, Representatives Glenn “GT” Thompson (R-PA) and Jim Langevin (D-RI), also stopped by the event to provide remarks about the value of CTE and weigh in on the state of rural CTE.

As Representative Thompson (R-PA), who comes from a largely rural area in Pennsylvania, noted at the beginning of the event, “CTE restores rungs on the ladder of opportunity. We need to make sure that we are dealing with the barriers,” so that CTE can help close opportunity gaps and extend a bridge to lifelong career success. However, rural communities often face obstacles like scarce resources, critical teacher shortages and a limited employer base that make it difficult to deliver high-quality CTE at scale. As Advance CTE found through their interviews with state CTE leaders, these challenges are common across geographies, yet they are often exacerbated in rural communities (find all of the briefs in the CTE on the Frontier series here).

How can state and local leaders tackle these challenges? During the event, Dr. Marcie Mack — state CTE director for Oklahoma, spoke about Oklahoma’s career-tech system and the value of employer partnerships in rural CTE, particularly with Oklahoma’s technology center districts, which deliver CTE programs to high school, postsecondary, adult and justice-involved students.

We were pleased to also feature on the panel a 2018 Excellence in Action award winner, Traverse Bay Area Intermediate School District Career-Tech Center. Stephanie Long, curriculum supervisor for TBAISD, shared about the difficulty of connecting learners from rural districts with the high-quality CTE programming her career-tech center provides. The center serves a region as large as the state of Delaware, with many students traveling hours a day to get to and from classes. The center provides buses during the day and bus passes after school hours to help these learners access high-quality CTE.  

Jan Hanlon, executive director for the Mountain State Education Service Cooperative, discussed how West Virginia is tackling access challenges through Simulated Workplace programs. Through Simulated Workplace, more than 24,000 students annually develop real-world skills by participating in a realistic classroom-based company where they have to meet expectations for attendance, safety, sobriety and professionalism, just as they would need if employed by a local business. Representative Langevin (D-RI) of Rhode Island wrapped up the discussion with an important closing thought: “We can’t expect businesses to grow if we don’t have the workforce available.”

As the event’s panelists underscored, CTE is a critical strategy to help rural America adapt to the 21st century economy. The aftershocks of the Great Recession are still being felt in rural America today, where many learners are disconnected from opportunities to reskill and prepare for the jobs of tomorrow. CTE can help these learners build the skills they need for lifelong success and equip them with the knowledge and abilities to adapt to an ever-changing economy.

Austin Estes, Senior Policy Associate

By Austin Estes in Meetings and Events
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The New Fact Sheet on the Role of CTE in Statewide Attainment Goals

Thursday, May 24th, 2018

More than 40 states have set statewide attainment goals for the percentage of adults holding postsecondary degrees or credentials by a certain year. These efforts have been sparked by Lumina Foundation’s 2025 national credential attainment goal – 60 percent of Americans holding a credential beyond a high school diploma by 2025.

Some states have involved Career Technical Education (CTE) from the onset and others are now looking to ensure CTE is part of their overall strategy. The new fact sheet released by Advance CTE explains why and how CTE can be a major driver of postsecondary attainment across the country.

 

What States Should Do

Read more about how Oklahoma, New Jersey and Tennessee have connected the dots between CTE and statewide attainment goals in the new fact sheet.

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Announcements, Advance CTE Resources
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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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Getting to Know… Oklahoma

Monday, March 27th, 2017

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: Oklahoma

State CTE Director: Dr. Marcie Mack, state director, Oklahoma Department of Career and Technology Education

About Oklahoma: Oklahoma is home to the Oklahoma CareerTech System and the Oklahoma Department of Career and Technology Education, the state agency that oversees Career Technical Education (CTE) in Oklahoma. The system includes 29 technology center districts — each serving students at both the secondary and postsecondary level — and 395 comprehensive school district with CTE programs; 15 locations for 42 Skills Centers programs for offenders; and business and industry services to more than 7,000 companies annually. The system serves students through more than 500,000 enrollments annually. The Oklahoma Department of Career and Technology Education is governed by a nine-member, governor-appointed Board of Career and Technology Education. The board operates separately from the Oklahoma State Department of Education and the Oklahoma State Regents for Higher Education, enabling the state to collaborate more intentionally across various agencies.

There is growing enthusiasm for CareerTech in Oklahoma, spurred in part by Gov. Mary Fallin’s Oklahoma Works Initiative — a cross-sector effort to strengthen the state workforce and close the skills gap — and the goal to increase postsecondary education and training attainment to 70 percent of individuals between the ages of 25 and 64 by the year 2025. With such enthusiasm on postsecondary attainment, Oklahoma is optimistic the current 50 percent of students in grades nine through 12 who enroll in CareerTech courses each year will increase as the state works to meet the educational attainment goal.

Programs of Study: Oklahoma’s programs of study are organized into 15 Career Clusters® that are aligned to the national Career Clusters framework. The board of CTE uses Perkins funds to develop statewide frameworks for many programs of study that local administrators can download and customize to fit the needs of their communities. To support local delivery and ensure that students receive appropriate and timely guidance, in 2015 Oklahoma launched a web-based career guidance platform called OK Career Guide. It provides data and resources to educators, parents and students to facilitate career exploration and enable students to identify and pursue high-quality learning experiences tied to their career interests.

Cross-Sector Partnerships: As an independent body, the Oklahoma Board of CTE has been able to work collaboratively across various agencies and sectors. One such collaboration is with the Department of Corrections. For years, Oklahoma has provided CareerTech opportunities to incarcerated youth and adults through a correctional education system. Approximately 1,600 individuals are served each year through these programs, with a job placement rate of more than 80 percent.

Oklahoma CareerTech also works directly with counterparts in secondary and postsecondary education. Working closely with the State Department of Education, CareerTech ensures high-quality instruction and curriculum throughout CTE programs in sixth through 12th grades. Core to this partnership is the Oklahoma state superintendent’s position as the chairman of the CareerTech board, which helps to facilitate collaboration on efforts such as teacher certification, academic credit and academy approval. At the postsecondary level, the board works with the Oklahoma State Regents for Higher Education to maintain credit articulation agreements for prior learning assessments, helping to streamline the pathways from secondary to postsecondary education.

Additionally, Oklahoma has strong partnerships with business and industry leaders through technology center business and industry services which provided services to more than 7,000 companies last year.  Examples of some of the services include safety training, customized training, Oklahoma Bid Assistance Network, and adult career development to name a few.  The statewide Key Economic Networks (KEN) established with Oklahoma Works include representation from regional stakeholders who collaborate to develop, strengthen and expand career pathways. Through regional KENs, Oklahoma has been able to leverage employer insights, reflect on labor market information and encourage strong partnerships at the local level.

On the Horizon: In January 2017, JPMorgan Chase & Co. announced that Oklahoma would be part of a cohort of states focusing on transforming career readiness systems under the New Skills for Youth Initiative. Oklahoma, along with nine other states, will receive $2 million over the next three years to embark on an ambitious statewide effort to improve access to high-quality CTE programs.

Separately, the Oklahoma State Board of Education approved a new accountability framework late in 2016 that aims to count postsecondary opportunities as viable options for the framework, including participation in internships, apprenticeships, industry certifications and dual (concurrent) enrollment. Previously, these indicators were awarded as bonus points only.

Austin Estes, Policy Associate

By Austin Estes in Uncategorized
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Kicking Off #CTEMonth

Thursday, February 4th, 2016

CTE Month is off to an incredible start! Only four days in, the #CTEMonth hashtag has already been used 1,500 times on Twitter in posts that feature CTE facts, photos of students at work, resources to use during the month, and support from advocates in fields spanning education, policy, funding, business, media, research, and more.

We asked NASDCTEc members and Learning that works for America campaign users how they were celebrating, and are blown away by the submissions. During the month of February, you can expect to see a post every Thursday showcasing how people are simultaneously raising awareness for and celebrating CTE at the local, state and national level around this year’s theme, “Opportunities for Career Success.” 

For our inaugural 2016 CTE Month post, we’ll kick off by highlighting how a few states are promoting CTE during the month.

Tools to Raise Awareness & Educate

Wisconsin is encouraging their networks to celebrate CTE Month in variety of ways, one of which includes providing accessible and easily adaptable tools for schools and CTE organizations to use such as the 2016 CTE Month logo, a state-wide social media calendar, and a variety of proclamations from FBLA, FCCLA, FFA and SkillsUSA declaring February CTE Month. They also have support from Tony Evers, the State Superintendent, who authored an editorial discussing the importance of CTE in Wisconsin.

Maryland also supplied a ton of resources to their state network including a sample news release, template to create a student profile, CTE Month certificate and a public service announcement. Additionally, they suggested ways to acknowledge CTE Month at both the high school and middle school levels.

While students and educators are clear audiences to engage, Maryland is also acknowledging the value of school counselors as partners in promoting CTE, and invited school counselors across the state to participate in a free webinar sponsored by Georgetown Center on Education and the Workforce called, “What Counselors Should Know about 21st Century Competencies.”

Missouri is utilizing the radio to get their CTE message across, by launching 30 second radio spots running in large, medium and small markets throughout the month to provide the general public with more information about CTE.

In Michigan, all Department of Education employees were asked to use the Learning that works for Michigan logo in their e-mail signatures. You can join the campaign and receive your own state-specific Learning that works logo here.

Recognizing & Honoring Success

CTE Month is not only about raising awareness, but also celebrating the successes of all that it takes to makes a CTE program great.

Oklahoma is honoring the contributions made by CTE teachers by distributing a hardcopy booklet, which was given to legislators at the Capital during CTSO day on February 2. A digital version is featured on Oklahoma Horizon, a weekly television show’s website, and throughout their social media.

Pennsylvania is partnering with the Pennsylvania Association of Career and Technical Administrators to recognize each of the student organizations at a celebratory dinner for CTSO students and Pennsylvania legislators. Additionally, award recipients of the state’s newest awards program –  the Career and Technical Education Excellence Award, which recognizes high schools and career and technical centers where 75 percent of students have achieved advanced technical assessments – will also be in attendance.

Let us know what you are doing for CTE Month by emailing kfitzgerald@careertech.org, or tagging us in your Twitters posts @CTEWorks.

Katie Fitzgerald, Communications Associate  

By Katie Fitzgerald in CTE: Learning that works for America, Resources, Uncategorized
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Welcome to Oklahoma’s new State CTE Director Dr. Marcie Mack!

Wednesday, August 26th, 2015

We are pleased to welcome Oklahoma’s newest State Director of Career and Technology Education Dr. Marcie Mack!

State Director Mack’s career in career and technology education began in 1994 in the business and industry services area at Autry Technology Center in Enid, Oklahoma. After earning her master’s degree in telecommunications management at Oklahoma State University and then doctorate in educational administration and leadership, Dr. Mack moved into the role of information systems manager and business and information technology instructor.  In this role, she built the network infrastructure for the tech center while also developing and deploying a district-wide technology plan.  In addition, she taught four business and information technology classes for secondary and adult students in computer maintenance, computer programming, web design and computer networking, and developed curriculum for advanced technology instruction based on industry needs.  She advanced to director of technology and subsequently became assistant superintendent of Autry Technology Center in 2006.

Dr. Mack’s experience in the classroom combined with her understanding of administration and information technology prepared her for current role as state director of the Oklahoma Department of Career and Technology Education, a role she assumed in February 2015.

One of Dr. Mack’s goals is to support the Oklahoma workforce initiative, Oklahoma Works, positioning the state agency to address the workforce needs of the Oklahoma in high-demand areas.  Dr. Mack sees the strong relationships Oklahoma’s career and technology education programs must nurture with business and industry to grow the state’s economy and ensure that students are prepared with the academic and technical skills to fill the state’s skills gap.  Last year alone, the system served more than 6,600 companies in various ways, including business and industry training.  In addition to building and sustaining relationships with business and industry in the state, she has led new and continuous improvement initiatives, including the creation of a state-of-the-art data system to support the half million annual enrollments in CareerTech offerings.  Learn more about Oklahoma CareerTech here.

 Katie Fitzgerald, Communications Associate

By Katie Fitzgerald in News
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CTE Research Review

Thursday, April 30th, 2015

teachersToday in CTE research … a scan of career pathway models, a peek into employers’ views on competency-based education, recommendations to strengthen the teacher pipeline, and research into the labor market’s return on investment for higher education.

First up – MDRC’s new research, “New Pathways to Careers and College: Examples, Evidence, and Prospects”

Over the years, the high school reform debate has evolved to view CTE as a means to prepare all students for success in college and careers, and CTE programs are changing along with it. More programs are emerging that blend CTE, rigorous academic coursework and opportunities for career exploration. With that in mind, MDRC researchers took a first-ever scan of the most prominent career pathway models and their underlying principles, the localities where they are most popular, and some evidence of success.

At least one career pathway model can be found in high schools in virtually every state and most large cities, the researchers argue, and yet still only a small percentage of students are enrolled in pathways that include the key elements of success. Much work remains to scale programs that are anchored by infrastructure that ensures high-quality implementation, sustainability and continuous improvement.

NASDCTEc Executive Director Kimberly Green and Oklahoma State CTE Director Marcie Mack were among the national experts interviewed for this report.

The Pipeline of Teachers

ACT and the National Center for Education Statistics (NCES) have published new research that takes a closer look at the pipeline of future
teachers as well as how they fare during their first five years in the classroom.

In “The Condition of Future Educators 2014,” ACT examines which students are expressing interest an education career from administration to classroom teachers, and found that the number of students interested in becoming educators continues to drop significantly – just five percent of all ACT-tested graduates. There continues to be a lack of men and diversity among those who expressed interest in the profession. The study was based on the 57 percent, or 27,000 students, of the U.S. graduation class who took the ACT test in 2014.

Among the findings, just one percent, or 224 students, planned to make CTE teaching a focus of their postsecondary pursuits.

The report offered three recommendations to help drive more high-achieving and diverse students into the teacher pipeline:

At NCES, researchers provided a first look at the results of a nationally representative study of 2,000 teachers who entered the profession in 2007-08. After five years in the field, 17 percent of the teachers were no longer teaching, the study found. Salary was one of the greatest reasons why teachers remained in the profession. Education level had little impact. Those teachers who started with a $40,000 salary were more likely to still be teaching a year later.

Competency-based Education

Competency-based education (CBE) is gaining traction in communities across the country, particularly within higher education. But what do we know about how employers see it?

The American Enterprise Institute recently published a first-of-its-kind survey of 500 hiring managers to better understand how employers view CBE. The study found:

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research, Uncategorized
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