Career Technical Education (CTE) Connect & Communication Network 2019-2020

CTE Connect & Communicate Network

 

Credit for graphic to GCPS at http://bit.ly/2XuZM6GThe Career Technical Education (CTE) Connect and Communication Network is a year-long professional learning activity for CTE administrator and educator teams to collaborate with teams from other career tech centers, experience coaching designed to support increased partnerships among districts, and provide opportunities to update or create required documents such as policies and procedures manuals and student success plans.

Network members will create action steps to accomplish information sharing with partnering school teachers. Coaching regarding data analysis for program and grade card improvement will occur during the last session.

The 2019-2020 series will take place from 8:30 a.m. to 2:30 p.m. on October 3, November 7, February 27, and March 18. All sessions will be held at the Educational Service Center of Lake Erie West in Toledo. Lunch is not provided. Contact hours [20] are available to participants for complete series attendance.

 

Team Composition

All teams should include at least one administrator (e.g., CTE superintendent, director, special education leader) and CTE teachers, VOSE or special education intervention specialists, academic teachers, guidance counselors, curriculum specialists, admissions office supervisors, and 504 coordinators.

*Note recommended team participants are listed beneath each session.

 

Graphic used with permission from Stan Winborne, Granville County Public Schools in Oxford, North Carolina. http://bit.ly/2XuZM6G

 

Day 1 | October 3, 2019

Strengthening Communication

Why? The Right Student in the Right Program

How will we support our partner school teachers’ and families’ knowledge and implementation of career advising for specific career tech opportunities for students?

  • Two Ohio career centers were given a Civil Rights violation for practices at a partner school related to career-tech enrollment. (2018/2019 school year)
  • In collaboration with stakeholders across Ohio promote effective practices and actionable solutions that bring quality career-technical education to more Ohioans. (Perkins Transition Plan: Increased Access, July 2019)
  • The Career Advising Policy requires 6—12 teachers to know the 16 career pathways and advise students on career options (ORC 3313.6020, 2015)
  • Standard 2 advocates for school, community, and industry partners to be engaged in developing and supporting the career-technical education program (Ohio’s Quality Program Standards for Career-Technical Education Programs, 2015)
  • Ohio Strategic Plan for Education 2019—2014 – One Goal increase graduation, Strategy 10 provide more paths to graduation.

During this session teams will create a plan for collaborating and communicating information.

*Recommended team participants include CTE superintendent and/or director, special education leader, CT teacher, academic teacher, guidance counselor, curriculum specialist.

 

Day 2 | November 7, 2019

Policies and Procedures

Why? Transparency Earns Trust

Create Systemic Equity

How will we create and communicate a transparent guide of protocols that ensure equitable access, delivery of services, and program monitoring and supports for all students?

  • Ohio Administrative Code requires policies and procedures (3301-51-01 (5), 2014)
  • Perkins Transition Plan also requires policies and procedures communication document. (July 2019)
  • All ODE OEC self-review outcomes expect development and training of policies, practices and procedures including internal monitoring (Pg. 50 of IDEA selective review process guide)
  • Career Advising Policy requires student success plans for any student identified at risk for graduation (ORC 3313.6020, 2015)

During this session teams will create and revise policies, protocols, and procedures manual, including alignment with the Career Advising Policy; and have work time with opportunities for feedback from coaches and other career technical educators.

*Recommended team participants include CTE superintendent and/or director, admissions office supervisor, special education leader, 504 coordinator, guidance counselor, a VOSE or intervention specialist, CT teacher, academic teacher.

 

Day 3 | February 27, 2020

Monitoring Progress Data

Why? Support Student Success

How does our monitoring system provide evidence of student success? How are we using the data to improve outcomes? How do we make this data accessible to staff, students, and parents?

  • Ohio Administrative Code 3301-35-06 requires a focus on the individual needs for each student and interventions designed to meet student needs (2015)
  • ODE: See Earning an Ohio High School Diploma for the class of 2020
  • IDEA requires progress monitoring for students with disabilities through their individualized education program (Every Student Succeeds Act, 2015) )
  • Career Advising Policy requires monitoring of success plans (ORC 3313.6020, 2015)

During this session teams will study the differences between ongoing progress monitoring and progress reporting data; analyze current practice/s and develop/improve protocol to progress monitor IEPs, track points toward graduation pathways, track/monitor interventions, and track/monitor success plans.

*Recommended team participants include CTE superintendent and/or director, special education leader, CT teacher, academic teacher, guidance counselor.

 

Day 4 | March 18, 2020

Effective Practices for Action and Equity in CTE

Why? Every Student Deserves Success

Where are our equity gaps? What are the root causes of those gaps? What influences will we choose as a response?

  • State and local report includes the actual levels of performance for all CTE concentrators; for each of the disaggregated subgroups; and by CTE program or career cluster if not practical. (Perkins V Section 113: Accountability, 2018)
  • Perkins V Transition Plan call for a Focus on Equity and Opportunity where all students have meaningful access to and are engaged in high-quality career-technical education programs and are performing to their potential in those programs (2019)
  • Perkins V requires schools to promote continuous improvement in academic achievement and technical skill attainment (Section 122(d)(4)(B), 2018)
  • Ohio’s Strategic Plan for Education 2019—2024: Strategy 1: Highly Effective Teachers and Leaders and Strategy 6: Accountability System Honors All Learning Domains

During this session teams will use their data to identify access, engagement, and performance gaps; analyze causes of those gaps; and create a plan to reduce those gaps in coming years. Time permitting teams will integrate equity-focused metrics and planning into the Annual Program Review Process and choose items for high priority from their needs assessment. (Perkins V Transition Plan 2019 pg. 17  )

*Recommended team participants include CTE superintendent and/or director,  special education leader, CT teacher, academic teacher, guidance counselor, curriculum specialist.

Graphic used with permission from Stan Winborne, Granville County Public Schools in Oxford, North Carolina. http://bit.ly/2XuZM6G

Educational Service Center of Lake Erie West

 

The Educational Service Center of Lake Erie West is located at 2275 Collingwood Boulevard in Toledo, Ohio. A map with directions to this location is embedded below and available online.

 

Registration

To register for this series, contact State Support Team 1 administrative assistant, email Jill Barnhisel or call 800-346-8495 or 419-720-8999, extension 152.

 

Questions

Questions regarding this series should be emailed to Lisa Hite.