www.wnystem.org Welcome to the WNY School Counselors Association

www.wnystem.org Welcome to the WNY School Counselors Association

www.wnystem.org Welcome to the WNY School Counselors Association March 13, 2015 SUNY Provides a Link to National Resources (STEMx) WNY Established November 2013 2 300+ Members from 100+ Cross-Sector Organizations

3 Cross-Sector Collaboration Teachers & Parents STEM Professionals Students Interdisciplinary STEM and Arts/Humanities

Connections to STEM Careers Mathematical Analysis and Scientific Inquiry Technology Integration STEM Pipeline Problem-Based, ProjectBased Learning

Applied Engineering Design Sustained Economic and Intellectual Vitality Across the Region 4 SUNY STEM Scholarships Students in the top 10% of their class are eligible for free tuition at a SUNY college if enrolled in a STEM field. Deadline: Aug. 15 See Higher Education Website, http://www.hesc.ny.gov/pay-for-college/financial-aid/types-of-financial-aid/nys-grants-scholarships-awards/nys-sci

ence-technology-engineering-and-mathematics-stem-incentive-program.html Counselors Section (Free Newsletters & Workshops): http://www.hesc.ny.gov/partner-access/high-school-counselors.html Questions? Contact the Scholarship Unit at 1888-697-4372 Internships and Other Resources Undergraduate Research Experiences Encourage student awareness & participation: CURCA: Celebration of Academic Excellence, April 16 @ UB Center for the Arts ARGUS: Alfred U Undergraduate Research Fair, April 23 @ Miller Theater

Buff State Student Research & Creativity Celebration, May 1-2 UG: Niagara U Research Conference, Spring JCC: HURI/SURI, TBA OSCAR-CUR: SUNY Fredonia, Student Research & Creativity Exposition, Spring STEM Expos & STEM Career Days STEM Expos professional learning, poster sessions, networking STEM Career Days Save May 9 at Niagara Power Vista JA Programs

9 Junior Achievement &Common Core JA programs provide students with a bridge from school to work readiness & entrepreneurship, reinforcing the CCS for college and career readiness. Our corporate & community volunteers deliver JA program content using informative text, developing literacy skills as early as

elementary school. All JA programs utilize one-on-one, small group and whole-class discussions, supporting CCS for speaking and learning. JA programs embed fundamental math skills to build students understanding of economics, finance and budgeting. 10 Junior Achievement & STEM

JA has incorporated STEM career related concepts into several of our existing programs and are committed to incorporating relevant STEM elements into new programs we develop, including: JA Our Nation- (5th grade) JA Its My Future (MS) JA Economics for Success (MS) JA Career Success- (HS) Additionally, we continue to engage volunteers who are currently working in STEM fields to facilitate JA programs and provide realworld experiences. 11 JA Programs JAs High School Programs are economic and business curricula for students in grades 9 12.

JA Economics JA Exploring Economics JA Career Success JA Be Entrepreneurial JA TITAN School Edition * JA Personal Finance JA Company Program JA Job Shadow ** 12 JA Programs JAs Middle Grades Programs include economics and business curricula for 6th, 7th, and 8th graders. JA Global Marketplace

JA Its My Future JA Economics for Success JA Its My Business JA America Works JA Job Shadow 13 Next Steps Present JA to key building staff Determine who is interested in having JA programs within your building Notify JA of request Fill out request form on website: http:// www.jawny.org/request-a-ja-program

OR Email Alycia at [email protected] Programs can begin when volunteers are secured. JA Finance Park (because it is primarily teacher-driven) can begin sooner. 14 Contact Information Alycia Ivancie, Senior Education Manager (716) 853-1381 ext. 15 or [email protected] Justine Waldron, JA Program Manager (716) 853-1381 ext. 16 or [email protected] www.jawny.org

15 iSci WNY Careers in Life Sciences and other career pathways iSciWNY NYSED Updates Pathways to Graduation Multiple Pathways Five Graduation Pathways

CTE Art STEM LOTE Humaniti es Regents Item Highlights Graduation credit requirements will remain

the same (22 credits) 4 + 1 assessment model Students must pass one Regents exam in English, Math, Science, Social Studies & one Alternate Assessment All Pathways assessments must be approved by NYSED and the Board of Regents Assessment Options for the Five Identified Pathways CTE Students will take an approved Technical Assessment STEM Students will take one additional Math or Science Regents exam

Humanities Students will take a second Social Studies exam Bilingual Students will take an approved Language assessment Art Students will take an approved Art assessment What the CTE Pathway is NOT A call for every student to be a CTE student An attempt to limit student choice and develop tracks A call for a separate CTE pathway independent of other equally viable educational experiences and pathways (Brindisi Bill) Abandoning the Common Core State Learning

Standards Adding more assessments Fulfilling the interests of Business and Industry The CTE Pathway DOES Provide options for students Keep students engaged in the learning process Allow students to explore career options

Prepare students to truly be College and Career ready Allow students to earn Industry Certifications Increase graduation rates The CTE Pathway

CTE Approved Program Taught by a certified CTE Teacher Integrated/Specialized academic content Work Based Learning Experiences Employability Profile Post-Secondary articulation agreement Students take an end of program technical assessment Certified CTE Teacher

Business and Marketing Family and Consumer Sciences Technology Education Agriculture Education Health Sciences Education Trade and Technical Education Technical Assessments Pathways allow for a substitution of one Social Studies Regents exam with a pathway exam(CTE)

All CTE pathway assessment approved by the Commissioner and Board of Regents Following the completion of a CTE approved program(3 or more credit program) 13 Approved Technical Assessments ProStart - Culinary ASE student certification Auto A+ certification - Cisco Network+ certification National Institute of Metal Working (NIMS)

certification Welding, Machining PrintED Graphic Communications Student Electronics Technician Electronics Technicians Association (ETA) NCCER Carpentry level 1 A*S*K Assessment of Skills & Knowledge for Business Business Programs (NOCTI) Advertising & Design (NOCTI) Accounting Basics (NOCTI)

Ag Mechanics (NOCTI) Hospitality Management Food & Beverage (NOCTI) 16 Career Clusters http://www.careertech.org/career-clusters Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Business Management & Administration Education & Training

Finance Government & Public Administration Health Science

Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Marketing Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics Career Cluster Areas for the 13 Approved Assessments

Hospitality & Tourism Information Technology Arts, A/V Technology & Communications Finance Architecture & Construction Transportation, Distribution & Logistics Manufacturing Business Management & Administration

Career Cluster Areas That Are Not Addressed Agriculture, Food & Natural Resources Government & Public Administration Law, Public Safety, Corrections & Security Science, Technology, Engineering & Mathematics

Education & Training Health Science Human Services Marketing Moving Forward with the CTE Pathway Cornell University will review potential technical assessments Blue Ribbon Panel set up the process for determining the criteria of the technical

assessments CTE Program Approval process set as the standard for all CTE pathways Resources Multiple Pathways information http://www.p12.nysed.gov/ciai/multiple-path ways/home.html Multiple Pathways questions [email protected] CTE Program Approval Process http://www.p12.nysed.gov/cte/ctepolicy/

Questions ??? Cheryl Winstel [email protected] 518-486-1547 Charlie Crumb [email protected] www.nyctecenter.org Pathways to Graduation CTE Assistance Charlie Crumb [email protected] Cheryl Winstel

[email protected] 518-486-1547 Successful Practices Network www.nyctecenter.org NY CTE Technical Assistance Center In 2010, NYSED entered into a contract with the Successful Practices Network, Inc. to establish the Career and Technical Education Technical Assistance Center of New York (CTE TAC). The CTE TACs scope of work, developed in cooperation with NYSED, includes identifying and

disseminating best practices in CTE and fostering an increase in the number of approved programs. As a result of that charge, the CTE TAC has engaged in reviews of selected approved programs in the Big Five School Districts, Local Education Agencies and Boards of Cooperative Educational Services. Successful Practices Network www.nyctecenter.org CTE Technical Assistance Center Staffing Director Tim Ott Dr. Edward Shafer (now a senior consultant) 4 Center Specialists

Dr. Constance Spohn Peter McBride Jerry Pedinotti Tom Venezio 5 Regional Staff 1.5 FTE (NYC) Marsha Iverson and Ted Gershon 1FTE (LI and Yonkers) Ellen Palazzo 1 FTE (Southern tier) -- Vacant 1 FTE (Western) Charlie Crumb 1 FTE (Central North East) -- Carol Ann Zygo Successful Practices Network www.nyctecenter.org

CTE Technical Assistance Center Work Plan Improve CTE data collection to create an accurate picture of career and technical education program performance Assist schools in the integration of the new national common core academic standards with CTE. Expand CTE program approvals. Use best practices in CTE for high school improvement. Expand CTE programs and student leadership participation Build relationships and networks to strengthen CTE. Successful Practices Network www.nyctecenter.org

www.nyctecenter.org Successful Practices Network www.nyctecenter.org Technical Assistance Center In the last year of a five year contract Moving forward in this last year the TAC will continue supporting CTE programs in the state under the contracts 6 areas originally identified with a large focus on Multiple Graduation Pathways and CTE approvals and approval

changes. Successful Practices Network CTE Program Approval Process www.nyctecenter.org Based on the Board of Regents Nationally Recognized Plan Self Study: An Opportunity To Evaluate CTE Programs Input from various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, and Students) Analysis of curriculum for alignment and rigor

Prepare application materials External Review: An Opportunity To Evaluate CTE Programs Involvement of various stakeholders (CTE Teachers, General Education Teachers, Administrators, Business/Industry Representatives, BOCES and 2 Component Schools) Review, address, approve (sign-off) on CTE program plan Forward plan to Superintendent of Schools or District Superintendent for Approval Board of Education Approval Submit Statement of Assurances Form Signed by Superintendent of Schools and BOE President SED Review Subject specialist reviews the plan

Letter to Superintendent of Schools or District Superintendent once approved (5 year period with option to re-approve) 41 Successful Practices Network 41 www.nyctecenter.org CTE Programs in NYS Successful Practices Network

www.nyctecenter.org Recent Sample of Districts Asking For CTE Technical Assistance in Western NY

East Aurora Eden Penn Yan Orchard Park Hamburg Williamsville Amherst Dunkirk Alden West Seneca Brockport

Clarence Successful Practices Network www.nyctecenter.org College, Career and Citizenship Readiness Vision: College and Career Readiness in NYS will ensure that all students graduate high school able to succeed in postsecondary programs of study and the workforce; that they understand and demonstrate citizenship skills; and that they may meaningfully contribute to the economic and democratic well-being of our society.

Goal: By 2015, NYS will offer all students an established set of assessment pathways that are grounded in the Common Core Learning Standards, are similarly rigorous, allow for student choice and have demonstrated, effective outcomes for students. Successful Practices Network www.nyctecenter.org Domains of College and Career Readiness Defines the academic knowledge and skills students need to be

successful in college and careers. Specifies the noncognitive, socio-emotional knowledge and skills that help students successfully transition from high school to college or careers. Successful Practices Network Describes the careerspecific opportunities for students to gain the knowledge, skills, and

competencies they need to pursue and succeed in their chosen career. 45 45 www.nyctecenter.org Data Summary Graduation Rates are Increasing Aspirational performance Increasing however, only 38% of students are college and career ready High Dropout Numbers

over 9% Still in School After 4 Years Charter Schools Growing Successful Practices Network www.nyctecenter.org Top Five Reasons Dropouts Identify as Major Factors For Leaving School Classes were not interesting 47% Missed too many days and could not catch up 43% Spent time with people who were not interested in school 42% Had too much freedom and not enough rules in my

life 38% Was failing in school 35% From The Silent Epidemic Bridgeland, John, John DiIulio Jr., and Karen Burke Morison, p. 3 Successful Practices Network www.nyctecenter.org Gaps 9.1 % Of Students Still In School After 4 Years Of High School 6.2 % Dropout Of School Big Five Still Struggling

State Goal: All Students Graduate College and Career Ready We Are At 38% Large 25.4% Gap Between High Need And Low Need Districts More Failing Schools Operated By EPOs Successful Practices Network www.nyctecenter.org CTE Programs of the future will: Improve AYP at the school and subgroup

level Improve graduation & college success results Show that students were more highly engaged Improve your faculty student relationships Help your students to meet the aspiration standards on the Regents Examinations Improve school relationships with the parents, community and employers Successful Practices Network www.nyctecenter.org

13 Million Americans are unemployed Yet 3.8 Million jobs in the U.S. remain unfilled Successful Practices Network www.nyctecenter.org Skilled Workforce Employment Gap National Skills Coalition New Yorks Forgotten Middle

Successful Practices Network www.nyctecenter.org Middle Skilled Workforce Employment Gap Advanced Manufacturing 675 estimated jobs unfilled annually Information Technology 401 estimated jobs unfilled annually Skilled Trades

768 estimated jobs unfilled annually Hospitality and Tourism 456 estimated jobs unfilled annually Health Care 1,267 estimated jobs unfilled annually Monroe Community College Measuring Middle-Skills Occupational Gaps Within the Finger Lakes Regional Economy Successful Practices Network www.nyctecenter.org

What you major in Matters! A LOT! Successful Practices Network www.nyctecenter.org Top 10 Bachelors Degrees 1. Business 2. General Studies 3. Social Science and History 4. Psychology 5. Health Professions 6. Education

7. Visual and Performing Arts 8. Engineering and Technology 9. Communications and Journalism 10. Computer and Information Science Source: National Center for Education Statistics Successful Practices Network www.nyctecenter.org Bachelors Degrees Aligned to Need 1. Business (1) 2. General Studies (10) 3. Social Science and History (6)

4. Psychology (9) 5. Health Professions (4) 6. Education (5) 7. Visual and Performing Arts (8) 8. Engineering and Technology (2) 9. Communications and Journalism (7) 10. Computer and Information Science (3) Source: National Center for Education Statistics Successful Practices Network ol of le c

g o e ur & s C e ar s e al er ig

R n e e a d d to y a p at h w

a y www.nyctecenter.org Pathways are a route to two-year and four-year colleges, additional career training, and employment. 56 Successful Practices Network www.nyctecenter.org

Why The Fuss With CTE and Pathways About 50 percent of all STEM jobs are open to workers with less than a bachelor's degree. (Rothwell, The Hidden STEM Economy, 2013) Students attending CTE high schools have demonstrated higher rates of on-time graduation and credit accumulation and a greater likelihood of successfully finishing a college preparatory mathematics sequence. (Neild et al., The Academic Impacts of Career and Technical Schools: A Case Study of a Large Urban School District, 2013) Successful Practices Network www.nyctecenter.org

Eighty percent of students taking a college preparatory academic curriculum with rigorous CTE met college and career readiness goals, compared to only 63 percent of students taking the same academic core who did not experience rigorous CTE. (Southern Regional Education Board, High Schools That Work 2012 Assessment) The average high school graduation rate in 2008 for students concentrating in CTE programs was 90 percent, compared to the average nationwide graduation rate of 75 percent. (U.S. Department of Education 20072008 data, National Association of State Directors of Career Technical Education Consortium analysis)

Successful Practices Network www.nyctecenter.org Health care occupations, many of which require an associate degree or less, make up 12 of the 20 fastest growing occupations. STEM occupations such as environmental engineering technicians require an associate degree and will experience faster than average job growth. Middle-skill jobs, jobs that require education and training beyond high school but less than a bachelors degree, are a significant part of the economy. Of the 55 million job openings created by 2020, 30 percent will require some college or a

two-year associate degree. Successful Practices Network www.nyctecenter.org The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school. Successful Practices Network

NGSS and the NYS Strategic Plan for Science 2015: A Year of Action NYS Strategic Plan for Science Evolution of several years worth of work by professional organizations in science in NYS under the umbrella of the NYS Science Education Consortium 13th Summit held in the Summer of 2014 Generated the NYS SPS Representation included: Science Teachers Association of NYS (STANYS) Science Council of NYC

NYS Science Education Leadership Association (NYSSELA) Long Island SELA (LISELLA) Capital Area Science Supervisors Association Biology-Chemistry Professional Development Network NGSS Overview: http://www.nextgenscience.org/newyork NGSS 3 Dimensions THE National Research Council Framework describes a vision of what it means to be proficient in science. The standards address three dimensions:

1. Practices (behaviors of scientists) 2. Crosscutting Concepts (applications across all sciences) 3. Disciplinary Core Ideas (focal points for K-12 science curriculum and assessments) grouped into 4 domains: Physical sciences Life sciences Earth and Space Sciences Engineering, Technology and applications of science NGSS Research Based Use learning progressions one

examplehttp ://education.msu.edu/projects/leaps/pro ceedings/ Schwarz.pdf NYS SPS A Year of Action Support implementation in six key areas (mission, vision statements and goals): 1. Standards 2. Curriculum 3. Professional Development to Enhance Instruction 4. Assessment

5. Materials and Resource Support 6. Administrative and Community Support NYS SPS Timeline Winter 2015 Determine core science content, conceptual understandings, and practices required of all students. Benchmark student expectations. Determine architecture of standards document. Spring 2015 Write draft standards Summer 2015 Review & comment (draft standards) Fall 2015 Revisions (based upon review & comment) Winter 2016 propose Science LS for Regents adoption

Questions? Comments? Please share with your science faculty and administrators!! Additional Information: Joseph Zawicki, Ph.D., SUNY Buffalo State [email protected] (716) 560-0237 Guidance counselors: Lets Work Together to Recruit Your Talented Science-Focused Students to apply to the Summer Research Internship Program in Cancer Science and Launch them on their STEM Career

Problem: Mass mailing and marketing strategies are not effective in reaching students Guidance counselors and teachers are often not fully aware of the research program Impact: Students learn of the program after the application deadline date Students who are a good fit and would benefit from the program do not apply Myths about the program are spread due to lack of accurate program information Goals: Ensure that students interested and talented in science apply to the summer research program Ensure a broader reach to candidates across schools in the Western New York Region Solutions: Develop stronger connections between Roswell Park Cancer Institute Summer Program leadership and high school teachers and guidance counselors

Provide channels for RPCI Summer Program leadership to come into the classroom to speak directly with students about the program and application process

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