REPORT AND RECOMMENDATIONSJANUARY 18, 2013

C O M M I T T E E C O - C H A I R P E R S O N SL A R S C L E M E N S E N

S U P E R I N T E N D E N T O F S C H O O L SH A M P T O N B A Y S U F S D

J U L I E D A V I S L U T Z , P H . D .D E P U T Y S U P E R I N T E N D E N T F O R E D U C A T I O N A L S E R V I C E S

E A S T E R N S U F F O L K B O C E S

Eastern Suffolk BOCES

Career and Technical EducationTask Force

Genesis of the Task Force

June 2012

The Eastern Suffolk BOCES Board of Education authorized theestablishment of a Career and Technical Education Task Force toaddress the changes in: instructional trends, economic realities,and the emphasis on a CTE pathway to college and careerreadiness.

A committee of 22 diverse stakeholders met at least monthly fromJune through December, 2012.

Charges to the Task Force

1. Improved ProgrammingAddress business partnerships, marketing, and branding to improve the quality of programs and the bridge to the workforce.

2. Increased EfficiencyPromote the alignment between the sending school and the CTE program’s goals for student outcomes.

3. Increased AccessibilityAddress issues of geography and scheduling to promote greater enrollment.

4. Improved AffordabilityAllow school districts to (re)prioritize CTE into the educational program as aligned with NYS College and Career Ready Initiatives.

Pathways to ProsperityMeeting the Challenge of Preparing Young Americans for the 21st Century

Harvard Graduate School of Education

The American system for preparing young people to lead productive and prosperous adults lives is clearly badly broken.

College is necessary and persistence in college is problematic.

Helping students see a clear and transparent connection between their program of study and tangible opportunities in the labor market is key.

The new 3 “R’s” of rigor, relevance , and relationships are key.

Supporting Research

Task Force Work

Data Review CTE outcomes (nationally, statewide, and locally)

CTE Enrollment trends across the state

10 year enrollment history of CTE for ESBOCES by district

Existing and historical outreach efforts for ESBOCES CTE

Tuition methodology for BOCES CTE programs

Collected stakeholder data through a regional survey

Developed recommendations for each Charge structured to focus on local, regional, and legislative actions

Motivating Statistics

Eastern Suffolk BOCES has experienced a CTE enrollment drop of over 700 students in the last five years (2339-1611), a 30% decrease.

Over 90% of that loss is attributable to five large, high-need districts (Brentwood, Central Islip, Longwood, South Country, William Floyd) with many remaining districts maintaining or increasing their enrollment.

Enrollment Trends for Five Districts

District

2007-08 2008-09 2009-10 2010-11 2011-12

% Change 2007-08 to 2011-

12

# of Student Change 2007-08 to 2011-

12Brentwood 267 239 265 72 82 -67% (185)

Central Islip 113 120 106 13 11 -90% (102)

Longwood 208 163 164 175 102 -51% (106)

South Country 121 64 70 26 14 -86% (107)

William Floyd

129 100 96 78 2 -98% (127)

BOCES CTE Enrollment Across NYS

Approximately 36,400 students are enrolled in BOCES CTE programs across New York State BOCES.

That is an average of approximately 13.8% of all 11thand 12th graders. That range varies tremendously with a low of 3.3% (Nassau

BOCES) and a high of 56.7% (Greater Southern Tier BOCES) Eastern Suffolk is at 7.6 %.

Snapshot of Regional Enrollment

Highlights from 2010-11 BOCES Across the Regions

Participation Range Tuition

CTE Enrollment

Total Enrollment

% Enrolled

Greater Southern Tier

> 30% $8,766 1,497 17,131 56.7

Franklin-Essex-Hamilton

> 30% $8,662 448 9,257 31.4

Ulster 21 – 30% $9,211 1,020 25,285 26.2Orleans-Niagara 21 – 30% $6,830 1,465 38,915 24.4Capital Region 10 – 20% $9,696 1,225 74,281 10.7Putnam-N. Westchester

10 – 20% $10,678 1,152 60,509 12.4

Nassau < 10% $12,583 1,343 261,380 3.3Eastern Suffolk < 10% $11,301 2,074 176,932 7.6

Outcomes in NYS and ESBOCES CTE

ELA IntegratedAlgebra

HS Completion

State (excluding NYC, but including

LI) All students

90.1% 80.3% 89.5%

Rest of State (excluding NYC

and LI)- All students

89.2% 78.9% 88.4%

Long Island- All students

92.6% 83.9% 92.4%

ESBOCES CTE Students (includes

SWD)

81.9% 80.7% 97.0%

ESBOCES CTE SWD’s

50.0% 48.6% 94.4%

National Outcomes in CTE

Graduation Rate

College Enrollment

College Persistence

Relevance is Key

As of August 2012, NYS private-sector employees had an estimated 210,000 unfilled jobs. Almost half of U.S. companies report difficulty filling job openings, often due to a gap between the labor force’s skills and the needs of employers.

Governor Cuomo’s “NY Rising,” State of the State Address, January 9, 2013

Top 10 Fastest Growing Occupations and the Requisite Training Levels (2008‐2018)

Employment Projections Program, U.S. Department of Labor, U.S. Bureau of Labor Statistics

Rank Title Education or Training Level

1 Biomedical engineers Bachelor’s Degree

2 Network systems analyst Bachelor’s Degree

3 Home health aides Short-term on-the-job-training

4 Personal and home care aides Short-term on-the-job-training

5 Financial examiners Bachelor’s Degree

6 Medical scientists Doctoral Degree

7 Physicians assistants Master’s Degree

8 Skin-care specialists Postsecondary vocational award

9 Biochemists and biophysicists Doctoral degree

10 Athletic trainers Bachelor’s Degree

ESBOCES CTE Enrollments by Cluster

BOCES CTE Cluster10-11

Enrollment %Air Conditioning, Refrigeration, Heating, or Plumbing 66 3.37%Animal Science 91 4.65%Auto, Motorcycle, or Marine 303 15.47%Aviation (Pilot or Mechanic) 99 5.06%Barbering or Cosmetology 255 13.02%Carpentry, Welding, Drafting, or Electric 130 6.64%Certified Personal Training 36 1.84%Computer Service, Technology, CISCO Networking 53 2.71%Culinary Arts 176 8.99%Early Childhood 98 5.01%Fashion Merchandising 35 1.79%Law Enforcement 122 6.23%Medical - Nurse, Dental, or Pharm 312 15.93%Entertainment – Photo, Art, TV Prod., Tech .Theater, Audio Tech. 182 9.30%

Current Estimated NYS Job Openings

Industry Estimated Openings

Construction 4,000

Manufacturing 10,000

Trade, transportation, and utilities

36,000

Professional and Business services

47,000

Educational and Health services

57,000

Leisure and hospitality 24,000

CTE Task Force Survey

Findings- Perceptions of what type of student should attend vary

Sources where information about CTE is obtained vary

Attitudes about what are important considerations when planning for CTE vary tremendously. Districts see school finance as the main priority Parents and students see employment opportunities as key

The ultimate choice of CTE program generally has little to do with a review of a student’s academic history, skills set, interests, or career goals

Task Force Initial Conclusions

The Eastern Suffolk BOCES CTE “brand” must be re-engineered to accurately reflect the role it plays in college and career readiness in the region.

BOCES CTE and component districts must better articulate the symbiotic and co-dependent relationship they have on behalf of all students’ success.

Maximizing the existing infrastructure across our large and diverse region can promote greater efficiency and access and is a key lever to increasing CTE enrollment.

Local flexibility in setting tuition and preserving economies of scale can help ease the financial strain on component districts.

Task ForceRecommendations

Improving Programming

Address business partnerships, marketing, and branding to improve the quality of programs.

Local Action Rebrand CTE as a good option for all students Offer higher level STEM based CTE courses

Regional Action Create an alumni association of CTE graduates by trade Expand relationships with Business & Industry to improve

meaningful work-based experiences to bridge the workforce

Regulatory Action Approve the CTE Pathway to a High School Diploma

Increasing Efficiency

Promote the alignment between the sending school and the CTE program’s goals for student outcomes.

Local Action Align course catalogues with STEM and career academies or clusters to strengthen

pathways Connect student interest and talent with career programs and counseling Provide CTE Summer Exploration for middle school students

Regional Action Increase training for BOCES, districts, and parents regarding viable career pathways and

the role of CTE, particularly in the areas of STEM and advanced manufacturing

Regulatory Action Funding and flexibility to promote relevancy and update career-based curricula that

aligns with real-world needs Change COSER guidelines to provide for flexible tuition models that accurately reflect

costs and provide innovative CTE

Increasing Accessibility

Address the issues of geography and scheduling to promote greater CTE enrollment.

Local Action Encourage sub-regional in-district programs that share services

Regional Action Conduct a Regional Space Survey to identify and maximize use of existing

infrastructure Provide innovative CTE models to increase options for component districts

Regulatory Action Enhance Transportation Aid for CTE transportation Authorize BOCES to calculate tuition for in-district programs that share

services between neighboring districts

Improving Affordability

Provide for local flexibility to ease the burden on school districts, allowing them to (re)prioritize CTE

Local Action BOCES-developed model for shared CTE transportation

Regional Action Business Fellows Program to provide for investment in local CTE training and the

creation of an endless pipeline of skilled laborers or professionals

Regulatory Action Incentivize districts with public or private monies to enroll students in the most desirable

programs, based on NYS Department of Labor projections and a focus on advanced manufacturing, science and technology

Authorize BOCES to calculate tuition for in-district programs that share services between neighboring districts

Enhance BOCES aid for CTE programs Provide same year receipt of BOCES aid to districts for CTE tuition, eliminating the one-

year delay

New NYS Education Reform Commission

Preliminary Recommendations Strengthen the Academic Pipeline from

Pre-K through College

Build better bridges from high school to college and careers

High-tech Career and Technical Education programs in every region with a focus on 21st Century learning

Provide programs that meet the needs of the 21st Century workforce, including advanced manufacturing, science, and technology

NY Rising: The State of the State

Governor Cuomo on Workforce Readiness

“Our current workforce training is from a different era, and we must now retool our efforts to better match and train our workforce for the

jobs of today and tomorrow.”

“New York State private-sector employers had an estimated 210,000 unfilled jobs. Almost half of U.S. companies report difficulty filling job openings due to a mismatch between the skills of the labor force

and the specific needs of employers.”

Task Force recommendations are aligned with the idea of the Governor’s Regional Economic Development Councils that target

economic growth sectors.

Dr. John King Jr. New York State Education Commissioner

“One of the biggest challenges we face as educators is finding meaningful ways to engage all students. Students who are

engaged in their courses try harder and learn more; it’s really that simple.”

“Never before have the interests of educational quality and workforce success been so closely aligned. … It is our

responsibility to ensure that all of our students have the knowledge and skills they’ll need to succeed in college and

careers. CTE is critical to making certain we meet that responsibility.”

Next Steps

Upon the approval of the Eastern Suffolk BOCES Board: Recommendations involving legislative action will be

incorporated into “Advocacy 2013: The Priorities of Eastern Suffolk BOCES”

Recommendations involving regulatory action by the State Education Department will be forwarded to the Commissioner of Education and the Chancellor of the Board of Regents

Recommendations involving follow through by Eastern Suffolk BOCES staff will be incorporated into our Strategic Plan.