Iowa « Advance CTE Blog

Increasing FAFSA Completion Rates and Postsecondary Plans with Iowa’s College and Career Transition Counselor Initiative

Thursday, August 24th, 2023

Iowa’s College and Career Transition Counselors (CCTCs) are filling a need within school counseling and admission programs for learner-centered, one-on-one support for postsecondary planning and career exploration for Iowa’s learners. Providing learners with the skills to navigate their own career journey helps to ensure that each learner can have success in the career of their choice. The Iowa CCTC program is an example of how local-level innovation can lead to state-wide scale with positive impact on learner outcomes and success. This blog will present an overview of the structure and funding of the CCTC Initiative with considerations and recommendations for state leaders to take first steps towards implementation in their own state.

In 2015, David Ford, Future Ready Coordinator, Mississippi Bend Area Education Agency (MBAEA) and Director of the Area Education Agency Postsecondary Readiness and Equity Partnership (AEA PREP), was recruited to the Eastern Region of Iowa because of his research on secondary to postsecondary transitions. At the time, the region had the lowest postsecondary enrollments in the state and historically poor postsecondary outcomes. In partnership with Eastern Iowa Community College, Louisa-Muscatine and Columbus Community Schools and with support from the Future Ready division of MBAEA, the College and Career Transition Counselor (CCTC) position was created in 2017. Over the course of a few years, significant improvements were shown in Free Application for Federal Student Aid (FAFSA) completion rates and college intention as well as overall positive postsecondary outcomes for the learners who were part of a CCTC’s roster.

Source: Partnerships that Work: College and Career Transition Counselors a Case Study from Eastern Iowa

Thanks to the success of the Eastern Iowa program, David was asked to present to college presidents statewide and when the demand for CCTCs across additional community colleges and high schools grew, David partnered with the Iowa Department of Education, Bureau of Career Technical Education to scale the CCTC program. Using the Eastern Iowa program as a model, the Department of Education launched its statewide CCTC Initiative in the 2021-2022 school year.

The time and effort required to establish a CCTC program is well worth it; Iowa has seen continued improvement in FAFSA completion rates and postsecondary intention. For the class of 2022, the overall FAFSA completion rate for the high schools served by a CCTC was 59.3%, up from 41.5% for the class of 2021. David Ford states that the CCTC Initiative is “one of the few strategies that I’ve come across that is directly improving outcomes for first-generation students.”

Read on to learn more about how the Iowa CCTC Initiative is structured and funded as well as for considerations and recommendations for implementing a similar program.

The Eastern Iowa Model

While districts and community colleges have flexibility in how they structure their CCTC position(s), the majority of the current programs in Iowa follow the Eastern Iowa Model. Within this model, a community college forms a partnership with two high schools within their local area to share a CCTC. The CCTC is an employee of the community college, however, they work within the high schools as well as on the community college campus. It is important to note that the number of schools sharing a CCTC can vary based on the needs of each specific partnership. A community college may form multiple partnerships with local area high schools, employing multiple CCTCs, to best meet learner needs. For the 2023-2024 school year over 50 CCTCs will serve learners in over 100 high schools employed across all 15 community college regions in Iowa.

The Role of the CCTC

The CCTCs serve as a liaison between the secondary and postsecondary partners while providing direct support to the learners on their roster; they complement the school counseling department and can go deeper into postsecondary options and opportunities than school counselors are able to. Danielle Sampson, a former school counselor and CCTC, now Community Engagement Specialist with Iowa College Aid, part of the Iowa Department of Education and a CCTC initiative partner, explains that “the CCTC does things that school counselors don’t have the time to do.” Additionally, while school counselors are tasked with serving the entire student body, the CCTC can target learners who need more support in developing and pursuing a postsecondary plan.

The CCTC’s roster (caseload) is capped at 300 learners and is often generated by targeting first-generation college students, learners who are economically challenged and English learners (ELs). Danielle believes that most families have a need for additional support, however, as admission processes and post-secondary options have changed drastically in the last 20 years. Learners generally begin working with a CCTC in their junior year (11th grade) and continue working with the CCTC through their first postsecondary year.

A typical week for a CCTC could involve a wide variety of activities including career exploration field trips, coordinating career expo events, college campus visits, apprenticeship tours, working with military recruiters, a parent FAFSA night, individual student meetings, teaching a “How College Works” class, paperwork for concurrent enrollment, connecting with Iowa Intermediary Network or work-based learning coordinators, helping learners with test preparation, small group meetings, and meetings with families which could include helping them to complete FAFSA or other paperwork.

State Role in Striving for Consistency in Scale

In order to create consistency and alignment with the general role and responsibilities of CCTCs across the state, the Iowa Department of Education brought on Erica Wood-Schmitz, a former school counselor who has first-hand experience working alongside a CCTC, to oversee the CCTC program as Education Program Consultant: Academic and Career Planning.

To further increase consistency and alignment across the state, the CCTC Steering Committee, which Erica oversees, was formed and is comprised of community college supervisors, representatives from the Iowa Department of Education, school counselors, representatives from local districts, Iowa College Aid and AEA PREP.

The CCTC Steering Committee created a standard job description of the CCTC including clearly defined roles and responsibilities. Additionally, the CCTC Steering Committee created competency statements that would guide the training of the CCTCs. Realizing the need for a greater voice from the CCTCs themselves, a CCTC Leadership Team, comprised of CCTCs from the field, was formed to help create the training plan and to inform the competencies, roles and responsibilities.

Qualifications and Training

At the inception of the state-level CCTC Initiative, a CCTC was required to have a master’s degree with a license or endorsement in school counseling. This is still the preferred education requirement, however, in order to better meet demand, those with a related master’s or a bachelor’s degree are now eligible. If a partnership will require the CCTC to teach a college success course, they must have a master’s degree.

To best train and meet the individual learning needs of the CCTCs, the CCTC Initiative uses a cohort model. Currently, there are three cohorts:

Cohort 1 – CCTCs that were part of the original Eastern Iowa program and new CCTCs for the 2021-2022 school year
Cohort 2 – new CCTCs for the 2022-2023 school year
Cohort 3 – new CCTCs for the 2023-2024 school year

CCTCs create their own Individual Learning Plan (ILP) relative to their districts’ needs and receive support from the CCTC Leadership Team and Erica. They attend a two-day training held in August for cultural competency development, data and goal setting. Iowa College Aid plays a large role in providing training and resources for the CCTCs.

Funding

To incentivize and help districts and community colleges create a CCTC program, the Iowa Department of Education has used its Carl D. Perkins Career and Technical Education Act Reserve Funds (Perkins Reserve Funds) to create a three-year tiered grant for which CCTC partnership schools can apply. The districts split the cost of the shared CCTC with the community college, estimated to be $65,000-75,000 annually with benefits. The tiered grant is structured as follows:

Year 1 initial Iowa Department of Education grant funding: Perkins incentive support (up to $40,000 per position*). *Funding amounts are subject to change.
Year 2 Iowa Department of Education grant funding: Perkins support ($7,500).
Year 3 Iowa Department of Education grant funding: Perkins support ($2,500).

School districts may also be able to access operational sharing dollars and federal grants to help fund the CCTC program. To continue to scale the initiative the 15 community colleges across Iowa received federal grant funding to add 15 new CCTCs for the 2023-2024 school year bringing the state total over 50.

Source: College and Career Transition Counselor Program Toolkit

Challenges

There are some challenges that the CCTCs have faced that create additional barriers to serving the learners on their roster.

Clear communication among faculty and between the institutions sharing a CCTC. Within the districts, CCTCs can receive push-back from school counselors who do not understand the CCTC’s role. In order to overcome this hurdle, clear information on the role of the CCTC and how they complement, and not compete, with the counseling department is needed.
Different interpretations of the role of the CCTC between institutions. Districts may see the CCTC as another school counselor while community colleges may see them as an addition to their admissions team. The CCTC is not intended to be a recruiter for the community college and while enrollment may increase as a result of their work with learners, college is not the only path after high school graduation. To this end, it is important for CCTCs to broaden their understanding of what college is. Danielle Sampson explained it well, “college is anything a student does to build a skill set after high school – apprenticeship, military, trade school or a two or four-year college.”
Difficulty navigating the competing schedules between buildings and this is where communication between the partnering institutions is key. The CCTC is truly a shared position and the administration across institutions must be willing to work together to help set the CCTC up for success. “The partnership and the relationship between the community college and high schools that share the counselor are paramount to the success of the program,” shared David Ford. “If the relationship isn’t there, it will really hinder if not destroy the program.”

Considerations and Recommendations

For states that may be interested in trying to create their own CCTC initiative, Iowa State CTE Director Dennis Harden emphasized the importance of building relationships between local districts and community colleges. Dennis shared that it is Iowa’s strong dual and concurrent enrollment programs that laid the foundation for these relationships and the early success of the CCTC Initiative.

Dennis along with Erica Woods-Schmitz, David Ford and Danielle Sampson have the following recommendations for those considering starting a CCTC program:

Intentionally create opportunities and incentives for relationship building between districts and colleges.
Target districts driven by data to serve as pilot programs. The districts must understand their data and using additional data beyond FAFSA completion will allow for better overall tracking of program results.
Create an oversight or governing body to ensure consistency in training, roles and responsibilities (i.e. steering committee, leadership team).
Have a clear understanding of how districts and colleges can braid funding, including Perkins Reserve Funds to fund the program long term.
Partner with intermediaries (like Iowa College Aid and AEA PREP); these partnerships are integral to success as they can help facilitate the program and train CCTCs.
Encourage colleges to find the right match between the CCTC and the high school(s) they will be serving.
Encourage CCTC programs to evaluate the highest times of need for a CCTC and consider a 10-month period that may not fit exactly within the standard school year. This may allow the CCTC to be available over the summer when learners transitioning out of high school and into their postsecondary path have a need for guidance.

For more information on Iowa’s College and Career Transition Counselor Initiative, please visit the following resources:

Jodi Langelotti, Communications Associate

By Layla Alagic in Public Policy
Tags: Career Exploration, Carl D. Perkins Act Funding, CCTC, community college, FAFSA, First-Generation Students, Iowa, Learner Outcomes, Postsecondary Planning

Spotlight on CTE Month: Celebrating the creative ways states engaged with stakeholders

Tuesday, March 7th, 2023

February’s Career Technical Education (CTE) Month celebrations illustrated CTE’s continued spotlight in both federal and state communications and policymaking. This post recaps some of the inspiring activities from across the nation elevating both the value of CTE and the learners it serves.

Spotlight on CTE in the Nation’s Capital

CTE Month started strong this year with a major policy speech by U.S. Secretary of Education Miguel Cardona, during which he highlighted the importance of Career Technical Education (CTE): “We must challenge our myopic view that emphasizing the importance of career pathways is about limiting students, or the view that its four-year-college or bust. Advancing career pathways in high schools is about more options for students, not less. What it does is prepare them for the careers of today with options, and in some cases, their employer will pay for their future education. If we do this well, our graduates will be able to compete on a global stage. It’s my intention to Raise the Bar so we can lead the world in advanced career and technical education.”

Just two weeks later, First Lady Jill Biden’s guests for the State of the Union (SOTU) address included Kate Foley– a 10th-grade computer-integrated manufacturing student who the First Lady had met last year during a visit to CTE programs in Rolling Meadows High School. In addition, Rep. Glusenkamp Perez (D-WA) brought Cory Toppa, a construction, engineering design, and manufacturing teacher at Kalama High School and the director of CTE for the Kalama school district.

During the SOTU, President Biden highlighted how the intersection of education and workforce development is integral to America’s ability to compete within the wider global economy. The President mentioned career-focused education saying, in part, “Let’s finish the job, and connect students to career opportunities starting in high school, provide access to two years of community college, the best career training in America, in addition to being a pathway to a four-year degree. Let’s offer every American a path to a good career, whether they go to college or not.”

Finally, support for CTE extended to Capitol Hill, with both the House and Senate passing resolutions supporting CTE that achieved a high water mark for the number of co-sponsors.

Spotlight on CTE in State Capitols and Beyond

Outside of the U.S. House, 25 states and at least 1 U.S. Territory had proclamations designating February as CTE Month, and many state capitols hosted CTE students for showcases and meet and greets.

Spotlight on engaging with CTE stakeholders

Many states used CTE Month as an opportunity to connect with learners, families, employers and other stakeholders.

Louisiana hosted a roundtable discussion featuring panelists from K-12, postsecondary and industry professionals at their annual conference. Michigan hosted a Value of CTE virtual conference for employers and Missouri launched their CTE Perceptions Survey to learners, families, educators and business leaders.

States used a variety of marketing channels to share stories and promote CTE. Wyoming released a CTEZine published in local newspapers. South Carolina created My CTE Story videos featuring learner stories. North Dakota shared tips for maximizing messaging during CTE Month in their monthly newsletter. Oklahoma created a week’s worth of suggested activities that fostered pride in and self-promotion of local programs during #ILuvOKCTE week.

Through social media posts, many states shared information on the power and purpose of CTE as well as success stories and celebrations of CTE learners.

While CTE Month is a great opportunity to promote and educate those not familiar with the opportunities within and successes of CTE, our advocacy and education efforts should continue year-round. For information on how you can more effectively communicate CTE, check out the following resources in our Resource Center:

Jodi Langellotti, Communications Associate

By Jodi Langellotti in Uncategorized
Tags: CTE Month, Iowa, kansas, Louisiana, Michigan, Minnesota, Missouri, Nebraska, New Jersey, North Dakota, Oklahoma, rhode island, SOTU, South Carolina, U.S. Secretary of Education, Washington DC, Washington State, Wyoming

Top Recommendations from Coalition for Career Development Center’s Inaugural Report to Improve State Career Readiness

Thursday, August 11th, 2022

In May, the Coalition for Career Development Center released the first annual The Condition of Career Readiness in the United States. The 129-page report evaluates key states’ career readiness policies, investments and outcomes across all 50 states, including personalized career and academic plans (PCAP), funding, curriculums, accountability, and Career Technical Education (CTE) program outcomes. Accompanying the report is an interactive national map that links available PCAP resources, work-based learning (WBL) toolkits, Perkins V plans, social-emotional learning (SEL) toolkits and ESSA plans for each state to allow state leaders to assess and enhance their career readiness systems

The report finds that “[to] become a Career Ready Nation we all have work to do. And, cost-effective solutions and strategies used by many states or regions within states offer a way forward.” As a 50-state landscape of key components of career readiness, this report gives state Career Technical Education (CTE) leaders valuable findings and guidance to better align and interconnect career readiness systems that are responsive to the needs of each learner across their entire career journey.

Here are several recommendations and state highlights that state CTE leaders can consider to make that alignment possible;

Recommendation 1: Expand Post-School Outcome Data

For postsecondary CTE concentrators, the report finds that 40 states are placing 70 percent or more of secondary learners into postsecondary training and education, military or employment after high school graduation. Only three states, however, are placing 70 percent or more of all high school graduates into either a two-year or four-year postsecondary training or education program. The report recommends expanding post-school data points as well as counting military service and employment as post-school outcomes for learners.
Kansas, in addition to assessing advanced social-emotional learning (SEL) skills that serve as high-demand employability skills, creates an annual report that provides high schools with information on the average percentage of students that complete career interest surveys; write postsecondary goals and post-secondary plan; and complete portfolio tracking for internship records, dual course credit; certifications and applications to postsecondary education.

Recommendation 2: Identify Engagement Strategies for Learners Ages 16 to 19

47 states were found to be connecting more than 90 percent of their youth population aged 16 to 19 to education, training programs, or employment. However, only five states reported that more than 90% of their young adults aged 20 to 24 are connected to education, training programs, or employment. The report recommended that longitudinal data systems be designed to determine whether and when young adults become disconnected.
The 16+ DataHub, managed by Scotland’s Careers Services, integrates data from a range of sources including education, workforce, and health and human services. Once identified, Careers Services deploys a career counselor to reconnect them to education, training, and employment opportunities.

Recommendation 3: Invest in PCAP

While 30 states offer high-quality career readiness policies, referred to as personalized career and academic plans (PCAP), the report highlights the need to improve alignment through cross-sector teams. Specifically, the report recommends leveraging federal and state funds to support the adoption and quality implementation of PCAPs or other career planning processes by schools, youth-serving organizations and higher education institutions. Additionally, cross-sector teams should focus on aligning PCAP with the state’s education, workforce development, wellness, and career readiness policies, resources and initiatives.
The Delaware Pathways initiative is a cross-sector-created team of diverse stakeholders who established a common vision and language for linking their PCAP (referred to as Student Success Planning) with CTE, SEL, and work-based learning initiatives in a manner that seeks to increase access for all learners. Advance CTE featured Delaware Pathways in a recent brief on braiding funding in career pathways design.

Recommendation 4: Increase Access to Work-based Learning Opportunities

Wage and employment opportunities increase when youth have career conversations and experiences. The report finds that 29 states identified work-based learning as an important element in their Perkins V plans. However, fewer than ten states name specific plans to enact or expand key work-based policy areas. The report recommends providing statewide infrastructure to support implementation; using state and federal funding incentives to encourage industry/business participation and communication systems that enable stakeholders to access and participate in work-based learning and leveraging intermediaries to provide capacity for state-wide work-based learning implementation infrastructure is an effective solution.
Iowa established a network of 15 regional intermediaries through its community college system which connects industry partners and the education system to offer relevant, work-based learning activities to learners. This work was highlighted in an Advance CTE webinar earlier this year.

Recommendation 5: Invest in Career Advising

High schools in just 28 states are meeting the American School Counseling Association’s recommended school counselor to student ratio of 250:1. To further this progress, the report calls for more investment in career readiness for elementary and middle school learners and emphasizes exposure can make a difference in aiding learners to select the best career pathway.
PBS Kids has created programs for learners ages three to six to give them the opportunity to see themselves reflected in various careers regardless of race, disability, or gender. Cajon Valley Union School District’s World of Work Initiative focuses on supporting children from lower income and racially diverse communities to build confidence through mentorship and career exposure.

The extensive report includes sources cited from several publications in Advance CTE’s Learning that Works Resource Center (specific references can be found starting on page 119.)

Brice Thomas, Policy Associate

By Stacy Whitehouse in Resources
Tags: Career Advisement, career readiness, Delaware, ICAP, Intermediaries, Iowa, kansas, Learner Engagement, student outcomes, work-based learning

Coronavirus Relief Funds: States Leverage Federal Funds to Enhance CTE Program Quality

Wednesday, December 15th, 2021

This blog series examines trends in state uses of federal stimulus funding for Career Technical Education (CTE). Stimulus funds were appropriated for emergency relief related to the coronavirus pandemic through the federal Coronavirus Aid, Relief and Economic Security (CARES) Act; the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA); and the American Rescue Plan (ARP) Act. The five major stimulus funding streams for states and educational institutions include the Coronavirus Relief Fund (CRF), the Elementary and Secondary School Emergency Relief (ESSER) Fund, the Governor’s Emergency Education Relief (GEER) Fund, the Higher Education Emergency Relief Fund (HEERF), and Coronavirus State and Local Fiscal Recovery Funds.

CTE program quality is key for ensuring that learners have access to necessary skills and competencies, meaningful experiential learning opportunities and strong career pathways. Alignment across workforce development systems and both secondary and postsecondary education institutions is essential for connecting learners and employers, as well as promoting experiential and work-based learning opportunities. As states continue to adapt to the challenges posed by the coronavirus pandemic, many are focusing on program quality and investing federal relief funds to strengthen industry alignment and work-based learning initiatives.

Some states have already directed federal relief funding to align CTE programs to industry needs and high-skill, high-wage, in-demand jobs. Florida made a $35 million GEER allocation for the state Department of Education to partner with state and technical colleges to expand and improve short-term programs leading to in-demand technical certificates, career certificates and industry-recognized certifications. Through providing additional resources to these critical CTE programs, the state hopes to “reimagine its postsecondary CTE offerings as a mechanism for economic and social mobility.” Florida made an additional $2.5 million GEER investment to develop the Pathway to Job Market Dashboard, an online platform to compile and centralize data on CTE programs across the state. The dashboard will provide an accessible, comprehensive view of CTE program performance and alignment to labor market needs.

Massachusetts directed $10.4 million in CRF funding to expand workforce partnerships with employers in the state’s target sectors. The investment will create aligned training-employment pathways statewide. The state also made an additional $300,000 CRF allocation to expand a project to transform career/vocational technical high schools into Career Technical Institutes that also serve adult learners. These Institutes will run three shifts a day and train 20,000 new workers over four years in technical fields and skilled trades. The CRF funds were used to supplement the $8.4 million state investment to expand skills training and align programs to industry needs.

Other states are prioritizing expanding high-quality work-based learning opportunities that connect learners with employers and industry. Delaware invested $8.3 million in ARP state fiscal recovery funds as part of a public-private partnership to expand the Delaware Pathways program, which provides rigorous, industry-aligned career pathway opportunities for high school students. The funding will allow the program to reach over 80 percent of high school learners in the state, as well as over 6,000 new middle school learners. Support will be targeted for workforce development and “earn and learn” apprenticeship programs in high-growth, high-wage target industries such as health care, engineering, finance and information technology.

Iowa made a $10 million CRF allocation to create two Registered Apprenticeship grant opportunities. Apprenticeships follow an employer-driven, “earn and learn” model that connects classroom learning with on-the-job experience and culminates in an industry-recognized credential. One grant opportunity is available for high schools, nonprofit organizations and small businesses, while the other is open to postsecondary institutions and healthcare employers. Grants can be used to purchase equipment or instructional materials to create or expand apprenticeship programs that also provide for online learning.

As states look to education and workforce development as avenues for mitigating the effects of the pandemic, coronavirus relief funds provide a key opportunity to enhance CTE program quality. Industry-aligned programs that provide work-based learning and pathways to high-quality credentials will be essential to ensure that learners are prepared for a continually shifting labor market.

To learn more about how states have spent federal relief funds on CTE, please stay tuned for future Coronavirus Relief Funds blog posts and visit Advance CTE’s coronavirus resource page for additional resources.

Allie Pearce, Graduate Fellow

By admin in COVID-19 and CTE
Tags: American Rescue Plan, apprenticeship, CARES Act, Coronavirus, CRRSAA, Delaware, Florida, Iowa, Massachusetts, Program Quality, systems alignment, work-based learning

Welcome Allie Pearce to Advance CTE!

Wednesday, September 29th, 2021

My name is Allie Pearce, and I am so excited to join Advance CTE as the 2021-2022 Graduate Fellow, helping to advance the organization’s federal policy priorities and initiatives. My work will be anchored in the organization’s federal policy agenda, specifically the reauthorization of the Workforce Innovation and Opportunity Act (WIOA). While completing this fellowship, I will also lead work centered on federal stimulus funding and equity-based initiatives.

I am currently pursuing a Master of Arts in Educational Transformation at Georgetown University, with a concentration in Advocacy and Policy. My experiences allow me to approach Career Technical Education (CTE) from an education policy perspective. While attending Grinnell College in my home state of Iowa, I volunteered on a local school bond campaign and worked as a preschool teaching assistant. From there, I worked for a variety of organizations, including the Learning Policy Institute; the Food Research and Action Center; and the Senate Health, Education, Labor and Pensions Committee. Through these opportunities, I examined issues of equity and access in public education through policy research and advocacy.

Increasing equity and access to high-quality CTE will be more important than ever as the labor market continues to respond to the persisting skills gap and systemic inequities exacerbated by COVID-19. I am humbled to join Advance CTE at such a critical time, and I look forward to being a part of innovative systemic change.

In my free time I enjoy visiting the national monuments, hiking with my two dogs, checking in virtually with my family back in Iowa and watching women’s college basketball (go Hawkeyes!).

Allie Pearce, Graduate Fellow

By admin in Uncategorized
Tags: Federal Policy, Iowa, Stimulus Funding, WIOA

This Week in CTE

Saturday, May 22nd, 2021

Developed with input from nearly 200 national, state and local education and workforce development leaders and supported by 40 national organizations, Without Limits: A Shared Vision for the Future of Career Technical Education lays out five inter-connected and equally critical principles.

Only through shared commitment and shared ownership among leaders and practitioners at all levels can we realize the possibility and aspiration of a new career preparation ecosystem that provides each learner with limitless opportunity. The This Week in CTE blog series will highlight state and local examples where CTE Without Limits has been made actionable. If you would like to share how your Career Technical Education (CTE) program creates limitless opportunities for each learner in this blog series, please email Brittany Cannady, bcannady@careertech.org.

This Week in CTE: May 17-21, 2021

Each learner engages in a cohesive, flexible and responsive career preparation ecosystem

“Tennessee is investing $30 million to encourage school districts to reimagine the possible and create innovative, high-impact high school experiences for all students by developing strategic partnerships with business and industry in their local community,” said Education Commissioner Penny Schwinn.

21 school districts in Tennessee will receive grants for the new Innovative High School Models program. The goal of this new program is to intentionally connect Tennessee public school districts, postsecondary institutions and local employers to work together and create a career preparation ecosystem for each learner.

This grant program is funded with federal Elementary and Secondary School Emergency Relief Fund (ESSER) stimulus funding.

Each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem

Congratulations to the Partnership to Advance Youth Apprenticeship (PAYA) 2021 grant r ecipients! Advance CTE is proud to be a PAYA National Partner and excited to watch the grantees launch opportunities that build more inclusive local and regional economies.

Youth apprenticeships will be an extremely important strategy in ensuring each learner has the skills and supports needed to succeed in the career preparation ecosystem and the career of their choice. Not only do they provide opportunities for young people to access affordable postsecondary credentials, they also allow employers to tap into a rising generation of talent. The 17 PAYA grantees will expand their programs over the next 18 months as they develop ambitious strategies, accelerate implementation and connect with partners to expand and strengthen the field of youth apprenticeship.

Advance CTE recently published the first blog in a series in partnership with New America through the PAYA network. The blog series will highlight how the PAYA sites are using data to improve youth apprenticeship quality and equity.

Each learner skillfully navigates their own career journey

Culper Technical Education Center (CTEC) in Virginia has an intentional focus on preparing each learner for their future careers through hands-on instruction and authentic workplace experiences. Learners enrolled as a CTEC student commute from their home school to participate in CTE programs, on-site, for half of their school day.

This week, we congratulate learners who have made the decision to begin the next step in their career journey at CTEC!

Our @culpeperschools #CTE Signing Day begins at 10am. We are so excited to celebrate our #Enlisted and #Employed!#CareerReady #LifeReady #CTEWorks pic.twitter.com/1nkNRLZaOL

— CTE4CCPS (@CTE4CCPS) May 20, 2021

Each learner’s skills are counted, valued, and portable

Last week, the U.S. Department of Education announced the 57th class of U.S. Presidential scholars. This week we continue to celebrate the accomplishments of those receiving this honor, particularly the 20 U.S. Presidential Scholar in Career Technical Education.

This year, Raymond A. Slifer of Quakertown Senior High School became Pennsylvania’s first-ever CTE student to receive the award.

“I am proud of Raymond for becoming Pennsylvania’s first U.S. Presidential Scholar in Career and Technical Education since the inclusion of CTE in the Presidential Scholars program in 2015,” said PDE’s Director of the Bureau of Career and Technical Education Lee Burket.

“Raymond demonstrated his academic accomplishments, ingenuity, and problem-solving, and is being recognized at the national level. I congratulate him for being an outstanding student who demonstrates excellence in CTE.”

Each learner can access CTE without borders

Four mentoring programs based in California, Iowa, Massachusetts and Minnesota have been an asset for learners amidst barriers presented by the pandemic. Regardless of social distancing guidelines and mandates, virtual mentoring opportunities still provided learners with access to networking, financial literacy, training for workplace skills and more.

This article published by The 74 shares more about how youth across borders, particularly those from historically marginalized communities, were able to connect to adult mentors during the pandemic through the networks provided by these programs.

Brittany Cannady, Senior Associate Digital Media

By admin in CTE Without Limits
Tags: apprenticeship, California, Iowa, Massachusetts, Minnesota, PAYA, Pennsylvania, tennessee, Virginia

This Week in CTE

Saturday, May 15th, 2021

Only through shared commitment and shared ownership among leaders and practitioners at all levels can we realize the possibility and aspiration of a new career preparation ecosystem that provides each learner with limitless opportunity. The This Week in CTE blog series will highlight state and local examples where CTE Without Limits has been made actionable. If you would like to share how your CTE program creates limitless opportunities for each learner in this blog series, please email Brittany Cannady, bcannady@careertech.org.

This Week in CTE: May 10 – 14, 2021

Each learner engages in a cohesive, flexible, and responsive career preparation ecosystem

This week we extend congratulations to the 57th class of U.S. Presidential Scholars! Of the 161 high school seniors selected, 20 outstanding learners from CTE programs have been awarded this honor for their accomplishments. The 2021 class of U.S. Presidential Scholars in CTE represent the following states: Arizona, Delaware, Florida, Iowa, Maryland, Massachusetts, Michigan, Missouri, Pennsylvania, Puerto Rico, Texas, Utah, Washington, West Virginia and Wisconsin.

A full press release can be found here.

Each learner feels welcome in, is supported by, and has the means to succeed in the career preparation ecosystem

This week career tech centers in Ohio received a visit from Lieutenant Governor Jon Husted, who serves as the Director of the Governor’s Office of Workforce Transformation. During the site visits, learners shared reasons for participating in career pathways and early postsecondary opportunities (EPSOs).

Reflecting on his visits Lt. Gov. Husted stated, “We have to have more students who are taking their career seriously at an earlier age, gaining some real world experience, preparing for work, earning college credits without having to run a bunch of debt, and make the education affordable and effective.”

Read more from learners and about the career tech site visits in this article published by Dayton Daily News.

#CareerTech @LtGovHusted visits @MVCTC & highlights the importance of thinking about career early, gaining experience and earning credits without taking on debt @OhioOWT https://t.co/2iYmedtIbO

— Ohio Higher Ed (@OhioHigherEd) May 12, 2021

Each learner skillfully navigates their own career journey

“Some students are already working in the field part time…students who are skilled in masonry will always be able to find work because of demand.”- Holly Pore, District Career Technical Education Director, Rowan-Salisbury Schools.

North Carolina CTE students competed this past week at Skills Rowan, a skills-based competition where Rowan-Salisbury schools showcase their industry skills. Despite the challenges due to the pandemic in hosting a competition that mimics years past, students were still able to feel value from competing and receiving the opportunity to be the true navigator of their career journey.

Read more in this article published by the Salisbury Post.

Each learner’s skills are counted, valued, and portable

Advance CTE’s newly released communications research indicates that learners who participate in CTE are more prepared for and more likely to plan to complete college. When states build more cohesive systems where early EPSOs such as dual enrollment are fully counted, valued and portable, learners have more equitable paths to college and career success.

Intentional Acts of Dual Enrollment: State Strategies for Scaling Early Postsecondary Opportunities in Career Pathways provides the following four key strategies to achieve this goal and highlights effective programs in Ohio, Tennessee and Utah:

Advancing buy-in and systems alignment through institutional partnerships;
Building robust and streamlined state policy that builds EPSOs into career pathways;
Funding EPSOs on the margins through state incentives to remove financial barriers for learners; and
Prioritizing equity and removing burdensome admissions and administrative barriers to participation.

View this brief and other New Skills ready network resources here.

Each learner can access CTE without borders

Learners with a career interest in agriculture can register to attend a free virtual internship experience with industry professionals. Do you need career experiences for students despite the pandemic? Attendees will learn:

How to pursue jobs in agriculture and more;
How to sustainably source and deliver a variety of meat and seafood to peoples’ homes; and
How to add seaweed to cattle’s diet to reduce methane emissions.

Educators should attend with learners to explore agricultural jobs and practice asking questions live!
Date: Thursday, May 20
Time: 12:30 pm ET/9:30 am PT.

Brittany Cannady, Senior Associate Digital Media

By admin in Advance CTE Resources, CTE Without Limits, Resources
Tags: Arizona, CTE Without Limits, Delaware, Florida, Iowa, Maryland, Massachusetts, Michigan, Missouri, News Skills Ready Network, North Carolina, Ohio, Pennsylvania, Puerto Rico, tennessee, texas, Utah, washington, West Virginia, wisconsin

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 admin in Uncategorized
Tags: Alaska, Idaho, Iowa, Kentucky, Missouri, Montana, North Dakota, South Carolina, South Dakota, State of State Addresses, state policy, tennessee, work-based learning, workforce development

This Week in CTE

Saturday, August 1st, 2020

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

WEBINAR OF THE WEEK

This week, Advance CTE hosted a webinar providing a preview of the 2020 elections at both the national and state level and discussed how the results of the elections may impact policy overall, and specifically CTE-related policy. Panelists also discussed what state CTE leaders can do now to prepare for the elections in November. View the recording of the webinar and register for the next one: CTE’s Role in the Future of Work and our Economic Recovery.

SCHOLARSHIP AWARD OF THE WEEK

Meet Haley, our grand prize scholarship winner! We're honored to be able to support the next generation of women in auto care. She was awarded a $5,000 scholarship and trip to AAPEX 2020 this fall, and is currently a student at Northwood University. pic.twitter.com/IAgMqs8lgl

— Women in Auto Care (@WomenInAutoCare) July 27, 2020

GRANT AWARD OF THE WEEK

The Rethink K-12 Education Models Grant will support states’ initiatives in creating innovative ways for learners to continue education in ways that meet their individual needs. States receiving the grant award include: Georgia, Iowa, Louisiana, Maine, North Carolina, New York, Rhode Island, South Carolina, South Dakota, Tennessee and Texas. The awards range from $6 million to $20 million. View the press release here.

CTE PROGRAM OF THE WEEK

One local CTE program in Michigan has added a new teacher academy for their learners, which will begin this fall! With the help of a grant award from the Michigan Department of Education, Alpena Public Schools are looking to recruit their own educators for the future of their district. Read more in this article published by The Alpena News.

TOOLKIT OF THE WEEK

To assist state leaders in developing and expanding equitable youth apprenticeship programs, the National Alliance for Partnerships in Equity (NAPE) and the Partnership to Advance Youth Apprenticeship (PAYA) has developed a new toolkit, Equity in Youth Apprenticeship Programs.

This toolkit strives to increase access and opportunities for high school students as they begin to transition into the workforce or a postsecondary institution. Read more here.

RESOURCE OF THE WEEK

Advance CTE in partnership with The National Center for Learning Disabilities (NCLD) has published a new resource as part of the Making Good on the Promise series, which outlines the five steps state CTE leaders can take to ensure secondary and postsecondary students with disabilities have access to and the supports needed to thrive in high-quality CTE programs.

View the resource in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By admin in Advance CTE Resources, Resources, Webinars
Tags: Georgia, Iowa, Louisiana, Maine, Michigan, New York, North Carolina, rhode island, South Carolina, South Dakota, tennessee, texas

Posts Tagged ‘Iowa’

Increasing FAFSA Completion Rates and Postsecondary Plans with Iowa’s College and Career Transition Counselor Initiative

The Eastern Iowa Model

The Role of the CCTC

State Role in Striving for Consistency in Scale

Qualifications and Training

Funding

Challenges

Considerations and Recommendations

Spotlight on CTE Month: Celebrating the creative ways states engaged with stakeholders

Top Recommendations from Coalition for Career Development Center’s Inaugural Report to Improve State Career Readiness

Coronavirus Relief Funds: States Leverage Federal Funds to Enhance CTE Program Quality

Welcome Allie Pearce to Advance CTE!

This Week in CTE

This Week in CTE

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

This Week in CTE

Governors Celebrate and Commit to Advancing CTE in 2020 State of the State Addresses

Series

Archives