What Will I Do When I Grow Up
What Will I Do When I Grow Up Mary Duffy, Nebraska Department of Education
4/11/2016
[email protected] AQ
1
Educational Opportunities & Access The State Board believes that all students should have access to comprehensive instructional opportunities to be prepared for postsecondary education and career goals. Areas of Focus • Early Childhood Education • Comprehensive Learning Opportunities • Expanded Learning Opportunities • Blended Learning Opportunities
College & Career Readiness The State Board of Education believes that every student upon completion of secondary education shall be prepared for postsecondary educational opportunities and to pursue his or her career goals. Areas of Focus • Rigorous College & Career Ready Standards for All Content Areas • Technological & Digital Readiness • Support for Career Awareness and Career/College Goals
4/11/2016
AQ
4
What Do We Know • Most HAL students have been ignored • Frustration • Many educators believe CTE is not appropriate for HAL students • Integration of academic knowledge and integration of career and technical exploration 4/11/2016
AQ
5
CTE for HALWhy? • HAL’s valued by society • General intellectual ability • Academic aptitude • Creative/Productiv e Thinking • Leadership Ability
4/11/2016
AQ
6
How are HAL students identified for CTE? • Are there available instruments for identification? • Working togethertalent development programs and CTE Is this something doable for both CTE and HAL ?
4/11/2016
AQ
7
Individualization With No Ceiling • Individualization Independent study Mentorship Apprenticeships Self-pacing Curriculum compacting • Acceleration • • • • •
4/11/2016
AQ
8
Wolcott and Gentry Study • Interviews • Analysis of data • Qualitative data • 16 talented students, not necessarily identified as HALs • 11 of those took advanced classes 4/11/2016
AQ
9
Research premise Talent and giftedness exists in the realm of CTE.
4/11/2016
AQ
10
Emergent Themes • Individualization with no ceiling • Student-Centered Meaningful choices • Instructor as developer of Talent • Participation in CTSOs
4/11/2016
AQ
11
Individualizatio n With No Ceiling • Individualization
Independent study Mentorship Apprenticeships Self-pacing Curriculum compacting • Acceleration • • • • •
4/11/2016
AQ
12
Mentorships and Apprenticeships • Actual businesses • “I try to teach my students as if they were entering my business.” • Telling comment “At my home school, they look for what I am doing wrong. Here they look for what I am doing well.” 4/11/2016
AQ
13
Self-pacing, Compacting, and Acceleration • Work at own pace • Accommodations for special needs • Commonplace for all students • Project based
4/11/2016
AQ
14
Student Centered Meaningful Choices • Dual Enrollment and College Credit • Certification Programs • Focused and Advanced Study
4/11/2016
AQ
15
Dual enrollment and College Credit • Choices based on individual needs • Ahead of peers • Source of motivation to succeed • College credit
4/11/2016
AQ
16
Certification • Purposeful • Possible credit • Some offer additional certification • Concrete connection to specific fields
4/11/2016
AQ
17
Focus and Advanced Study
• Animal Husbandry • Animal shelter • Apprentice Dog Groomer • Animal Daycare • Private Pet Sitters • Log hours for class and journal • Extensive practical experience
4/11/2016
AQ
18
CTE: A Necessary Option
• General intellectual ability • Academic aptitude • Creative thinking • Productive thinking • Leadership ability
4/11/2016
AQ
19
Interesting • “You can have book-taught people teaching, but it’s not the same as those who have done it and have real experience. They can give you advice and save you from errors.” 4/11/2016
AQ
20
Ability to Address a Range of Students with Varying Abilities • Student: Mrs. C knows you can do well…she has books on tape to help those who learn at a slower pace to do well.” • CNA student
4/11/2016
AQ
21
High Expectations, challenge, and encouragement to develop and achieve goals
• “The teachers teach us more like adults not like at the home high school…When we understand it, we move on to more jobs that make us think.” Jake, an auto-diesel student 4/11/2016
AQ
22
Participation in CTSOs
4/11/2016
AQ
23
Participation in CTSOs • Competition • Improved skills of participating students • Constructive feedback • Encourage Continual improvement
4/11/2016
AQ
24
• Talented students exist in all areas • Participating in both HAL and CTE lessens the risk of dropping out of school • Students at risk may require CTI to meet their needs 4/11/2016
AQ
New Knowledge Gained from the Study
25
• CTE and HAL go together • Not connected
Parallel and Reinforcing Themes
• Narrow construct of giftedness • Perception that HAL students should not be in CTE
4/11/2016
AQ
26
Instructors Play Critical Roll • Valued the professional experiences of instructor • Wonderful teaching abilities • Develop strong friendships that withstand time 4/11/2016
AQ
27
• Real world RELEVANT experiences • Belonging • Goal Setting • Plans for the future • Work without a ceiling
4/11/2016
AQ
Things to consider from the study
28
How does this look in Nebraska? Chart Title 50000 45000 40000 35000
Axis Title
30000 25000 20000 15000 10000 5000 0
Total Count
Grades 7‐12
Grades 9‐12
Taking AP Courses
Dual Enrolled
Taking CTE Courses
Eligible
43536
27656
18048
5924
2405
26374
Participants
40827
25863
16916
5866
2286
24672
4/11/2016
AQ
29
References • Gentry M. Hu S. Peters, S. Riza “Talented Students in An Exemplary Career and Technical Education School” Gifted Quarterly 52,3, 183-198
4/11/2016
AQ
30
Follow us @NDE_GOV!
4/11/2016
[email protected] AQ
1
Educational Opportunities & Access The State Board believes that all students should have access to comprehensive instructional opportunities to be prepared for postsecondary education and career goals. Areas of Focus • Early Childhood Education • Comprehensive Learning Opportunities • Expanded Learning Opportunities • Blended Learning Opportunities
College & Career Readiness The State Board of Education believes that every student upon completion of secondary education shall be prepared for postsecondary educational opportunities and to pursue his or her career goals. Areas of Focus • Rigorous College & Career Ready Standards for All Content Areas • Technological & Digital Readiness • Support for Career Awareness and Career/College Goals
4/11/2016
AQ
4
What Do We Know • Most HAL students have been ignored • Frustration • Many educators believe CTE is not appropriate for HAL students • Integration of academic knowledge and integration of career and technical exploration 4/11/2016
AQ
5
CTE for HALWhy? • HAL’s valued by society • General intellectual ability • Academic aptitude • Creative/Productiv e Thinking • Leadership Ability
4/11/2016
AQ
6
How are HAL students identified for CTE? • Are there available instruments for identification? • Working togethertalent development programs and CTE Is this something doable for both CTE and HAL ?
4/11/2016
AQ
7
Individualization With No Ceiling • Individualization Independent study Mentorship Apprenticeships Self-pacing Curriculum compacting • Acceleration • • • • •
4/11/2016
AQ
8
Wolcott and Gentry Study • Interviews • Analysis of data • Qualitative data • 16 talented students, not necessarily identified as HALs • 11 of those took advanced classes 4/11/2016
AQ
9
Research premise Talent and giftedness exists in the realm of CTE.
4/11/2016
AQ
10
Emergent Themes • Individualization with no ceiling • Student-Centered Meaningful choices • Instructor as developer of Talent • Participation in CTSOs
4/11/2016
AQ
11
Individualizatio n With No Ceiling • Individualization
Independent study Mentorship Apprenticeships Self-pacing Curriculum compacting • Acceleration • • • • •
4/11/2016
AQ
12
Mentorships and Apprenticeships • Actual businesses • “I try to teach my students as if they were entering my business.” • Telling comment “At my home school, they look for what I am doing wrong. Here they look for what I am doing well.” 4/11/2016
AQ
13
Self-pacing, Compacting, and Acceleration • Work at own pace • Accommodations for special needs • Commonplace for all students • Project based
4/11/2016
AQ
14
Student Centered Meaningful Choices • Dual Enrollment and College Credit • Certification Programs • Focused and Advanced Study
4/11/2016
AQ
15
Dual enrollment and College Credit • Choices based on individual needs • Ahead of peers • Source of motivation to succeed • College credit
4/11/2016
AQ
16
Certification • Purposeful • Possible credit • Some offer additional certification • Concrete connection to specific fields
4/11/2016
AQ
17
Focus and Advanced Study
• Animal Husbandry • Animal shelter • Apprentice Dog Groomer • Animal Daycare • Private Pet Sitters • Log hours for class and journal • Extensive practical experience
4/11/2016
AQ
18
CTE: A Necessary Option
• General intellectual ability • Academic aptitude • Creative thinking • Productive thinking • Leadership ability
4/11/2016
AQ
19
Interesting • “You can have book-taught people teaching, but it’s not the same as those who have done it and have real experience. They can give you advice and save you from errors.” 4/11/2016
AQ
20
Ability to Address a Range of Students with Varying Abilities • Student: Mrs. C knows you can do well…she has books on tape to help those who learn at a slower pace to do well.” • CNA student
4/11/2016
AQ
21
High Expectations, challenge, and encouragement to develop and achieve goals
• “The teachers teach us more like adults not like at the home high school…When we understand it, we move on to more jobs that make us think.” Jake, an auto-diesel student 4/11/2016
AQ
22
Participation in CTSOs
4/11/2016
AQ
23
Participation in CTSOs • Competition • Improved skills of participating students • Constructive feedback • Encourage Continual improvement
4/11/2016
AQ
24
• Talented students exist in all areas • Participating in both HAL and CTE lessens the risk of dropping out of school • Students at risk may require CTI to meet their needs 4/11/2016
AQ
New Knowledge Gained from the Study
25
• CTE and HAL go together • Not connected
Parallel and Reinforcing Themes
• Narrow construct of giftedness • Perception that HAL students should not be in CTE
4/11/2016
AQ
26
Instructors Play Critical Roll • Valued the professional experiences of instructor • Wonderful teaching abilities • Develop strong friendships that withstand time 4/11/2016
AQ
27
• Real world RELEVANT experiences • Belonging • Goal Setting • Plans for the future • Work without a ceiling
4/11/2016
AQ
Things to consider from the study
28
How does this look in Nebraska? Chart Title 50000 45000 40000 35000
Axis Title
30000 25000 20000 15000 10000 5000 0
Total Count
Grades 7‐12
Grades 9‐12
Taking AP Courses
Dual Enrolled
Taking CTE Courses
Eligible
43536
27656
18048
5924
2405
26374
Participants
40827
25863
16916
5866
2286
24672
4/11/2016
AQ
29
References • Gentry M. Hu S. Peters, S. Riza “Talented Students in An Exemplary Career and Technical Education School” Gifted Quarterly 52,3, 183-198
4/11/2016
AQ
30
Follow us @NDE_GOV!
