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Career Readiness, CTE and The College Board An Update January 28, 2014

Career Readiness, CTE and The College Board An Update January 28, 2014. How we are thinking:. An opportunity to improve the career readiness of all students, grades 6-13 (grades 6-16?) by blending rigorous academics with project-based, work-relevant learning experiences.

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Career Readiness, CTE and The College Board An Update January 28, 2014

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  1. Career Readiness, CTE and The College BoardAn UpdateJanuary 28, 2014

  2. How we are thinking: • An opportunity to improve the career readiness of all students, grades 6-13 (grades 6-16?) by blending rigorous academics with project-based, work-relevant learning experiences. • A focus on delivering opportunity to all students, including the 12 million high school students who take CTE courses in high school, by ensuring rigor, relevance and quality in their curricula, assessments and programs of study. • Enhancing the policy debates and deliberations around career readiness and CTE—at both the federal and state levels—with the College Board providing strong leadership, evidence, advocacy and support. • Changing the national conversation such that the CTE pathway becomes a legitimate and valued option—and for many kids, a first option.

  3. Some work already underway • Mapping AP courses/exams to the 16 “career clusters”, and testing the impact of more AP experiences to student achievement, college enrollment and career success. DONE • Infusing project-based experiences and assessments into the AP Capstone program, which can have a direct application to CTE. • Exploring options for career readiness assessment tools: • Identifying CTE teachers for participation on the SAT instruction committees developing classroom-based tasks and instructional modules that illustrate the connections between the SAT and classroom practice. • Investigating a framework for determining how “meta-cognitive” assessments can fit into the College Board’s overall system of offerings. • Intensively examining the role of credit accumulation based on knowledge and experience, including a CLEP strategy that better capitalizes on the value of this assessment tool for high school and college students and for adult learners. • Working with Student Achievement Partners, NASDCTEc and ACTE to create a “train-the -trainer "model to improve the literacy education skills of CTE teachers. • Exploring partnerships that will enable us to create new programs, policies and tools.

  4. Some work on the drawing board • Reviewing and assessing the need for career guidance tools that propel students to opportunity and success through more informed decision-making. • Adding rigor and relevance to CTE curricula, instruction and assessments: • Exploring the creation of new AP courses that are especially relevant to CTE fields. • Exploring the creation of new course sequences or course modules that combine technical skills with the rigor of AP • Exploring the viability of creating tools that help measure students’ skills related to critical thinking, teamwork, communication, and persistence, and that provide experiences that enable students to sharpen those skills as they prepare for college and work. • Conducting research on the efficacy of state and federal policies and strategies that increase college and career readiness for all.

  5. Your ideas, advice and counsel?

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