Pathways in Technology Early College High School (P-TECH) STEM Pathways to College & Careers

Transcription

1 Pathways in Technology Early College High School (P-TECH) STEM Pathways to College & Careers United States and China CTE Meeting Washington, DC August 8-9, 2012

2 The context for our work: Why P-TECH matters U.S. demand for IT workers far outpacing supply, with steady decline in American students receiving degrees in STEM-related subjects Pathways to Prosperity (Harvard): U.S. must broaden the range of high-quality pathways offered to young adults, with far more emphasis on career counseling, career education, apprenticeship programs and community colleges as viable routes to well-paying jobs - Only 30 percent of young adults successfully attain a bachelor s degree - U.S. is expected to create 47 million jobs in the 10-year period ending in 2018, only a third of these jobs will require a bachelor's or higher degree - Almost as many jobs - some 30% - will only require an associate's degree or a postsecondary occupational credential. These are middle-skill jobs, currently the largest portion of the U.S. economy, and the future of Career and Technical Education (CTE). Source: If applicable, describe source origin 2

3 A new grades 9-14 school model focused on STEM Mission: Enable students to master the skills and knowledge that they need either to graduate with an associate degree that will enable them to secure an entry-level position in the highly competitive Information Technology (IT) industry, or to continue and complete study in a four-year higher education institution. Model: Demonstrate how K-12, higher education, and public/private partnerships can substantially raise graduation rates and prepare a greater number of students to fill good paying jobs in IT or other fields Collaboration: Shared responsibility and decision-making are essential, but the school district must play a leading role in convening and guiding the team through the complex school design and development processes. Partners: New York City Department of Education (NYCDOE); City University of New York (CUNY); New York City College of Technology (City Tech); and IBM 3

4 The power of partnership Rashid Ferrod Davis, Founding Principal: Leading overall development of the school NYC DOE: Ensuring successful start up and ongoing implementation - Providing resources afforded to NYC public schools and new schools, as well as guidance through research and development of model design CUNY: Ensuring P-TECH is a successful model within its network of Early Colleges Initiatives - Developing P-TECH as 13 th early college high school, building on past success City Tech: Serving as the lead college partner - Students graduate with an Associate in Applied Sciences from City Tech in the 9-14 timeframe, earning a high school diploma and a college degree. IBM: Ensuring that students graduate career ready - Providing skills mapping, mentoring, workplace learning opportunities and IT careers 4

5 Innovative path to academic and professional success Opened: September 8, Announced on September 27, 2010 by New York City Mayor Michael Bloomberg Site: Co-located at Paul Robeson High School Campus in Brooklyn, NY- with the Academy of Health Careers and Paul Robeson High School Students: 102 ninth-grade students - No tests for admission; preference to students who have expressed an interest in the school - 34% girls; 85% from Brooklyn; 92% Black/Hispanic Faculty: 9 teachers, 2 guidance counselors, 3 central office staff; part-time liaisons from college and industry 5

6 A Rigorous and Focused Curriculum Benchmarks: Since students are expected complete both high school and college requirements, the school has unique goals for student progress. - By analyzing student data beyond grades and test scores, we can prepare all students for success in college and beyond. Alignment: All students are exposed to a common sequence of technology courses at the college, in preparation for one of two degree options: Computer Information Systems and Electromechanical Engineering Technology. Students will choose their major area after this common sequence is complete, likely at the end of Year 3. Time: P-TECH operates on an extended day/extended year model, maximizing time to give all students the opportunity to succeed, regardless of challenges or past academic struggles. Foundation: In their first year, students begin with four curricular strands that run through the six-year program: English, mathematics, technology, and workplace learning. 6

7 The best elements of high school, college and careers Focus on mastery, not seat time o Length of enrollment tailored to the learning needs, educational goals of each student HIGH SCHOOL Students take regular high school courses required to earn a high school diploma. Students receive individual support and guidance as they plan their high school years and begin taking college classes. Students receive mentoring and internship opportunities to prepare them for college and competitive careers in Information Technology. COLLEGE Students have the opportunity to earn an associate degree from CUNY's New York City College of Technology (City Tech) at no cost. Students take college courses with college faculty during normal school hours. Students may continue their studies at City Tech or apply to other four-year colleges upon graduation. CAREER Students participate in real work experiences in which they learn teamwork and develop the skills they'll need for professional and personal success. Students explore various careers through internship, coaching and mentoring opportunities provided by IBM and other New York-based companies. 7

8 P-TECH Instructional Practices Guiding objective: Earn an Associate in Applied Science (Computer Information Systems or Electromechanical Engineering Technology) degree in order to be career ready, as well as prepared to further their education in a four-year college Solid foundation in literacy and mathematics in Year One 90-minute blocks of both English and mathematics (Algebra I or II) 90-minute blocks of Technology and Workplace Learning Blended model approach to meet student needs and provide individualized attention English: Achieve 3000, Scantron, and WriteToLearn Mathematics: Scantron, MathXL, and Aventa Teachers incorporate the differentiated instruction and level specific content that these programs offer students, during lessons as well as for extension opportunities outside of the classroom Teachers bring the world of technology into the class by using laptops and SmartBoards to provide students with hands-on experiential learning opportunities 8

9 Core Principles Students should be expected to apply knowledge and skills in meaningful tasks within authentic contexts and given multiple opportunities to succeed Understanding big ideas in content (and context) is central to the work of students Students can only find and make meaning when they are asked to inquire, think at high levels, and solve problems Teachers regularly use thought-provoking, engaging and interactive instructional strategies Students need opportunities to revise their assignments using clear examples of successful work, known criteria and timely feedback 9

10 IBM skills mapping Map hard/soft skills to IT jobs requiring an AAS degree Skills feed into curriculum development Software Specialist Application Design Use Key Standards for SOA Interoperability Apply Knowledge of CIM Model SOA CIM Business Analytics Business Professional 10

11 IBM job opportunities for graduates with an AAS degree 11 A P-TECH student gets advice from an IBM engineer, on a school trip to a facility in Fishkill, NY.

12 P-TECH WorkPlace Learning: Intro to IT Careers Syllabus Rationale: - As the world of work has shifted, most skilled employment now requires a foundation of academic and 21st century knowledge and skills that must be mastered in high school, as well as additional education beyond high school, with community college technical programs emerging to fill an important part of the employment preparation spectrum. - The Work-Based Learning curriculum will consist of seven modules that link classroom learning with the challenges students will face in postsecondary education and the workplace of the future. The course will integrate academically rigorous, standards-based content with realistic applications in the workplace. Course Aims and Objectives: - To build students foundational academic and workplace skills (problem-solving, critical thinking, teamwork, and communication) - To serve as the core for a particular career concentration - To encourage students to build on and apply in real-world contexts some of the knowledge and skills they learn in academic courses - To serve as the framework for P-TECH to prepare students for college and careers 12

13 P-TECH WorkPlace Learning: Core Standards/Skills Office Applications: Use a suite of applications for creating, editing, and sharing text, spreadsheet, presentations and other documents Communication: Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work Accountability: Demonstrate productivity and accountability by meeting high expectations Problem-Solving: Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions Motivation: Demonstrate initiative and self-direction through high achievement and lifelong learning while exploring the ways individual talents and skills can be used for productive outcomes in personal and professional life. Research and Analysis: Apply digital tools to gather, evaluate, and use information Work Readiness: Know and understand the importance of employability skills, while exploring and planning potential career pathways 13

14 Mentoring leads to better student outcomes According to a research brief published by Child Trends, Mentoring: A Promising Strategy for Youth Development" found: Educational achievement: Mentored youth have better attendance; a better chance of going on to higher education; and better attitudes toward school. Health and safety: Mentoring appears to help prevent substance abuse and reduce some negative youth behaviors. Social and emotional development: Taking part in mentoring promotes positive social attitudes and relationships. Mentored youth tend to trust their parents more and communicate better with them.

15 Each P-TECH scholar has their own IBM mentor IBM mentors: Serve as role models and emotional and social supports Work with students on the workplace curriculum, integrating the mentoring program into student learning Mentor/student communication is primarily online, but includes face-to-face components, including hands-on learning opportunities

16 A model designed for replication P-TECH team will share curriculum, planning processes and technologies for replication and expansion across similar schools and models (banking, healthcare, etc.) Center for Children & Technology: Documenting planning process through first year of school Chicago has announced plans to open 5 schools based on P-TECH The Playbook is now available online at 16

17 P-TECH s Average 8 th Grade Test Score Index Level 1-Below Standard Level 2-Approaching Standard Level 3-Meeting Standard Level 4-Above Standard 17

18 Bell Schedule at P-TECH Period Time Course 1 8:35-9:20 Physical Education 2 9:22-10:07 English, Math or Technology 3 10:09-10:55 English, Math or Technology 4 10:57-11:42 English, Math or Technology 5 11:44-12:29 Lunch and Common Planning 6 12:31-1:16 English, Math or Technology 7 1:18-2:03 English, Math or Technology 8 2:05-2:50 English, Math or Technology 9 2:52-3:37 Workplace Learning 10 3:39-4:24 Workplace Learning 11 4:26-5:11 Tutoring or Extra-Curricular Activities 12 5:13-5:58 Tutoring or Extra-Curricular Activities 18

19 Schedule Implications at P-TECH The traditional number of minutes in a New York City high School equals 64,800 minutes based on 180 days of instruction - P-TECH students experience 81,180 minutes based on 180 days of instruction Additionally students were mandated to attend summer school - Geometry (2 credits) - Time: 9 a.m.-1 p.m. - Dates: July 9, 2012-August 17, Students are taking college course, Logic and Problem Solving at City Tech 19

20 Year 1 Results: Promotion and Regents (New York State Assessments) P-TECH (103 total students) Promoted Not Promoted Total Promotion Promotion % 98% 2% 100% Regents Scores (0-64) Scores (65-74) Scores (75-100) English Language Arts English Language Arts % 27% 34% 38% Algebra Regents Algebra Regents-% 15% 56% 29% 20

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