HomeMy WebLinkAboutCareer and Technical Education Report 03-07-16MEMORANDUM
Date: March 7, 2016
TO: Superintendent, Honorable President, and the Board of Trustees
FROM: Dr. Mechelle Bryson, Executive Principal and Mr. Stacy Stoyanoff, DP Principal
SUBJECT: Westlake Academy CTE Report
Preparing students for life in a complex global society is the ultimate goal of Westlake Academy's International Baccalaureate World Education. More
specifically, the goal is to create a rigorous college preparatory program that prepares students for acceptance at the world’s most prestigious universities. In
addition, the companion goal is to prepare students to graduate from these universities within five years. As the United States continues to shift from a goods-
based economy to a service-based economy, a college degree is imperative. It is incumbent upon the leadership of Westlake Academy to create and foster an
environment that ensures the future readiness of all students.
It is important to note that the Westlake Academy’s vision statement clearly states that we will inspire “college bound students to achieve their highest
individual potential in a nurturing environment that fosters the traits found in the IB Learner Profile.” At the same time, the Westlake Academy’s mission
statement maintains that our “mission is to provide students with an internationally minded education of the highest quality” while the Westlake Academy’s
value statements underscore maximizing personal development and academic excellence. Within Westlake Academy’s vision, mission and values, a clear
initiative of college readiness is drawn. Coupled with the expectations that all students sit for the IB diploma creates a need to evaluate Westlake Academy’s
current pathways to the IB diploma.
WA Strategic Plan
In order to strengthen Westlake Academy’s college preparatory program, the Instructional Leadership Team (ILT) began analyzing the school’s course selections
and evaluated the need to create a new pathway to the IB diploma. In our current course guide, system, there are three ways for students to obtain the IB
diploma. These pathways are through the arts, sciences and economics. We believe that these three pathways do not adequately meet the needs of all
Westlake Academy students. Every year, we have students who choose a group six course out of default. For example, we have students who take art not
because they have a love for art, but because is simply a choice that they can live with. After several conversations, the consensus from the ILT was to propose a
business management pathway to provide greater access to the IB diploma for Westlake Academy students.
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Our commitment to 100% of Westlake Academy’s student sitting for the IB diploma requires that we create another pathway and more alignment between MYP
and DP. Given our physical placement in the metroplex with Fidelity and Deloitte, a business management pathway is an excellent way to create a unique sense
of place.
It is important to note that each of these conversations regarding a new pathway to the IB diploma was grounded in the new Westlake Academy strategic plan.
From the Westlake Academy-Departmental Tier Two Map, conversations were tied to increasing the future readiness of all students, increasing stakeholder
satisfaction, optimizing student potential and strengthening the IB.
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Future readiness is more than being college ready. It includes education in career exploration. House Bill (HB) 18 requires schools to instruct seventh and eighth
graders on preparing for high school, college, and career.1 Westlake Academy will be imbedding this career exploration within our MYP courses. This has led the
ILT to look into and adopt courses that continue this career exploration initiative and align with specific Career and Technical Education (CTE) courses.
CTE History
CTE courses and instruction are focused on developing foundational skills, workplace competencies, and specific technical skills. In 2000, the U.S. Department of
Education identified 16 clusters of workforce preparation programs that are obtained through career and technical education.2 CTE legislation dates back to
1917 with the Smith-Hughes Act that authorized federal funds to support secondary and postsecondary vocational training in agriculture, home economics, and
industry. This was followed by a series of federal actions further supporting vocational education: George-Deen Act (1936), National Defense Education Act
(1958), Vocational Education Act (1963, amended 1968, 1972, 1978). In 1984, the Carl D. Perkins Vocational Education Act expanded and modernized the
quality of vocational education programs to meet the needs of a changing workforce and promote economic growth. This act was amended in 1990, 1998, and
2006. The 2006 version (Perkins IV) is focused on developing the relationship between academic achievement and CTE, making connections between secondary
and postsecondary education, and improving state and local accountability.3
The Texas Workforce Investment Council has shown that students who take two or more CTE courses have higher graduation rates and lower dropout rates
overall.4 This modern outlook on CTE is completely aligned with the Westlake Academy strategic objective of increasing the future readiness for all students,
because it combines rigorous academics with relevant career education. TEA has identified sixteen career clusters. For Westlake Academy, the introduction and
articulation of Business, STEM, and Health Science career clusters provides further development in our already established IB curriculum pathways.
The following graphic shows the three proposed CTE pipelines that would further connect MYP and DP. This vertical articulation of courses through CTE allows
MYP and DP courses to be better aligned in providing the knowledge and skills necessary to be successful in IB Diploma Programme and future ready post
graduation from WA. The MYP courses include Problems & Solutions, which aligns with our Personal Project sequence. It will be normally taught during the
Spring of grade 9 and continue into the Fall of grade 10. In addition, students will be given an elective choice to take introductory courses in Business, STEM, and
the Health Sciences during grade 10. All grade 11 courses will be specifically coded as DP courses, except for the first semester of TOK. This course will be coded
as CTE Professional Communications. Grade 12 Business and Science courses will be coded as CTE Business Management and CTE Scientific Research & Design.
We already code the IB Science courses this way.
1 http://www.capitol.state.tx.us/tlodocs/84R/billtext/pdf/HB00018F.pdf#navpanes=0
2 Scott, J. L., & Sarkees-Wircenski, M. (2004). Overview of Career and Technical Education (3rd ed.). Homewood, IL: American Technical.
3 Scott, J. L., & Sarkees-Wircenski, M. (2004). Overview of Career and Technical Education (3rd ed.). Homewood, IL: American Technical.
4 Texas Workforce Investment Council (2013). Career and Technical Education and Outcomes in Texas High Schools: a Monograph. Austin, TX: Texas Workforce Investment Council.
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CTE PIPELINE Proposal
The following table shows the proposed CTE pipelines (Business, STEM, and Health Science). The grade 9 and 10 Problems and Solutions courses align with our
IB Personal Project sequence. The grade 10 introductory career courses (Principles of Business, Marketing, & Finance; Concepts of Engineering and Technology;
and Principles of Health Science) provide students with career exploration opportunities prior to entering the Diploma Programme (DP). The DP will continue
the three CTE pathways through advanced secondary coursework in IB Business and Management and/or IB Science (Biology, Chemistry, or Physics). The
Business pathway culminates in a CTE course completely aligned with IB Business and Management. The STEM and Health Science pathways converge into CTE
CTE
Pipelines
Business
Problems & Solutions
(0.5 credit)
Problems & Solutions
(0.5 credit)
Principles of Business, Marketing & Finance
(0.5 credit)
Professional Communiation
(0.5 credit)
Business Management
(1.0 credit)
STEM
Problems & Solutions
(0.5 credit)
Problems & Solutions
(0.5 credit)
Concepts of Engineering and Technology
(0.5 credit)
Professional Communication
(0.5 credit)
Scientific Research & Design
(1.0 credit)
Health Sciences
Problems & Solutions
(0.5 credit)
Problems & Solutions
(0.5 credit)
Principles of health Scoience
(0.5 credit)
Professional Communication
(0.5 credit)
Scientific Research & Design
(1.0 credit)
Grade
9
Grade
10
Grade
11
Grade
12
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courses focused on Scientific Research and Design. DP courses (dark blue) do not receive CTE weighted funding. However, all other courses in the pipelines do
receive CTE weighted funding.
PIPELINE CTE SEM GRADE 9 GRADE 10 GRADE 11 GRADE 12
F/S CR # CR # CR # CR #
BUSINESS D F 12701500 Problems and
Solutions
0.5 25 IB Business and Management
13012100 Business
Management
1.0 20
S 12701500 Problems and
Solutions
0.5 25 13011200 Principles of
Business, Marketing, & Finance
0.5 25
13009900 Professional
Communications
0.5 25
STEM O F 12701500 Problems and
Solutions
0.5 25 IB Science (BIO, CHEM, PHYS) 13037200 Scientific
Research and Design
1.0 25
S 12701500 Problems and
Solutions
0.5 25 13036200 Concepts of
Engineering and Technology
0.5 25
13009900 Professional
Communications
0.5 25
HEALTH
SCIENCE
H F 12701500 Problems and
Solutions
0.5 25 IB Science (BIO and CHEM) 13037200 Scientific
Research and Design
1.0 35
S 12701500 Problems and
Solutions
0.5 25 13020200 Principles of Health
Science
0.5 25
13009900 Professional
Communications
0.5 25
TOTAL 0.5 75 1.0 75 0.5 75 1.0 80
These CTE pipelines directly feed into and align with both our MYP and DP curricular objectives.
PIPELINE Implementation:
• By implementing three CTE pipelines, there should eventually be approximately 230 CTE students taking on average one full CTE course per year.
• The Grade 9 Problems and Solutions course will be added at no additional costs. This course will be introduced during the 2016-2017 school year. Grade
9 Geometry will be un-double-blocked in the Spring semester to allow for students to take the course and begin work on their personal projects. The
teacher resource for Geometry will teach this course.
• The Grade 10 Problems and Solutions course will be added at no additional costs. This course will be introduced during the 2016-2017 school year. It is
taking the place of the already available elective credit. The teacher resource teaching the current elective credit will now teach this three sections
course in the Fall semester. However, grade 10 students in 2016-2017 will take both semesters of the course to complete their personal projects in year
1 of implementation. The current teacher resource will be able to teach both semesters.
• All Grade 10 Introductory CTE courses (Principles of Business, Marketing, & Finance; Concepts of Engineering and Technology; and Principles of Health
Sciences) will be added at no additional cost. These courses will be introduced during the 2017-2018 school year. These one-semester courses will be
taught by current staff during the Spring semester. There will need to be a redistribution of teaching appointments to insure that there are Business,
STEM, and Health Science faculty teaching these introductory courses.
• The Grade 11 Professional Communications course will be added at no additional cost. This course will be introduced during the 2016-2017 school year.
It will be taught by current faculty. It will take the place of the Fall semester of TOK.
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• The Grade 11 Business and Management course will be taught by current faculty. This course will be introduced during the 2016-2017 school year.
There will need to be a more efficient allocation of students in that teacher’s classes. If this is not possible, there could be a need for coverage of one
section of Economics.
• The Grade 12 Business and Management course will be taught by current faculty. This course will go into effect during the 2017-2018 school year. There
will need to be a more efficient allocation of students in that teacher’s classes. Depending on course enrollments, there could be the need for up to full
time faculty appointment.
CTE Requirements and Funding
Texas Administrative Code 74.3 Description of a Required Secondary Curriculum states that a district must offer CTE courses selected from three of the sixteen
career clusters.5 This requirement is supported by the ACHIEVE Texas 6 initiative and is aligned with the House Bill 5 graduation requirements and
endorsements.7 CTE weighted funding has been provided to school districts for several decades. Over the past five years, the state of Texas has consistently
increased its budgeted allotment for CTE programs:
YEAR Texas State CTE ALLOTMENT 8
2015-2016 (preliminary) $1,911,385,857
2014-2015 $1,855,234,491
2013-2014 $1,677,553,330
2012-2013 $1,588,913,450
2011-2012 $1,499,006,853
The CTE weighted funds have a 58% direct expenditure requirement. This means that 58% of the weighted funds must be utilized for teacher salaries,
technology, and resources for those specific CTE courses. The other 42% of weighted funds are for unrestricted use by the district. All faculty teaching CTE
courses must be certified in CTE.9 House Bill (HB) 2205 allows a school board to issue a school district teaching permit to a person who will teach courses only in
career and technical education based on certain qualifications certified by the superintendent. A school district must require such an employee to obtain at
least 20 hours of classroom management training and to comply with continuing education requirements as determined by the school board.10
All students must have a documented four-year plan. Weighted funding is also tied to attendance in those CTE courses. Special education students requiring
modified curriculum do not qualify for weighted funding. The process for receiving weighted CTE funding is part of our normal state reporting system.
5 http://ritter.tea.state.tx.us/rules/tac/chapter074/
6 http://www.achievetexas.org/
7 http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074b.html
8 This data was retrieved directly from Amy Copeland, State Funding, Texas Education Agency (February 4, 2016)
9 http://tea.texas.gov/Texas_Educators/Certification/Career_and_Technical_Education_(CTE)/Career_and_Technical_Education/
10 http://www.capitol.state.tx.us/tlodocs/84R/billtext/pdf/HB02205F.pdf#navpanes=0
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CTE FINANCIAL IMPACT
School districts are eligible to receive 1.35 in weighted funding for eligible full-time equivalent (FTE) students in approved Career and Technology
Education (CTE) programs.
In addition to this weighted funding, school districts are also eligible to receive $50 for each FTE student enrolled in either: (1) two or more advanced CTE
courses for three or more credits, or (2) an advanced CTE course as part of a tech-prep program.
These two funding elements determine a district's total CTE allotment. The allotment applies to: (1) students in grades 9–12 enrolled in CTE programs, and (2)
students with disabilities in grades 7–12 enrolled in Career and Technology for the Disabled (CTED) programs.11 Estimated CTE weighted allotments are listed
below:
In addition, Westlake Academy will also be eligible for Perkins Funding through region 11.
NEW COSTS
In year one, we predict that there would be no additional costs. With that said, 58% of the revenues generated by adding CTE courses would need to be spent
directly on our CTE courses. This would allow us to pay for CTE teachers’ salaries and classroom supplies connected to the course. The other 42% would be
added to the 199 budget. In year two, we predict that we would need to add one teacher.
11 http://tea.texas.gov/Finance_and_Grants/State_Funding/Additional_Finance_Resources/Career__and_Technology_Education_Allotment/
Year 1
2016-2017
Year 2
2016-2017
Year 3
2017-2018
Total CTE Students 210 210 230
Student CTE Code V1 V1 V1
# Contact hours per 180 days for CTE
students
37800 37800 41400
FTE (Contact hours per year) 1080 1080 1080
CTE-FTE (Contact hours / FTE) 35 35 38.33
District Adjusted Allotment (AA) $6457 $6457 $6457
CTE Weighted Funds (CTE-FTE x AA x 1.35) $305,091.75 $305,091.75 $334,120.70
90% Attendance Budget Adjustment $274,582.58 $274,582.58 $300,708.63