Overcoming Obstacles to CTE in Alt Ed

OVERCOMING OBSTACLES TO CTE IN ALTERNATIVE EDUCATION

Resources compiled by Marianne Bland, Sr. Educational Consultant with Paxton/Patterson

Whether it ’ s a court or community school, continuation school, independent study program, camp or juvenile hall, nontraditional schools serving at - promise populations are ironically some of the most overlooked opportunities for Career Technical Education while having the greatest potential to make a serious impact on student futures with quality CTE programs.

These sites struggle to adapt traditional CTE approaches because of the unique challenges implicit in these environments. In this article, we ’ ll examine common challenges, ways to overcome them, and elements of successful CTE programs in Alternative Education.

81% of students who drop out say relevant, real - world learning opportunities would have kept them in school.

- The Silent Epidemic, Perspectives of High School Dropouts BILL & MELINDA GATES FOUNDATION

Let ’ s start by examining three common challenges to implementing CTE in alternative education:

1. Limited Resources 2. Students enrolling at unpredictable intervals 3. Lack of student engagement

Obstacle #1: LIMITED RESOURCES

LIMITED RESOURCES: Space, Teachers and Funding

Space: When we think of traditional “ shops ” and CTE programs, they are usually behemoths. We envision car lifts, woodshops filled with huge machines, vast culinary programs - and that ’ s all fantastic, but it isn ’ t always feasible. Alt Ed sites are often making the best of a shifting scenario, which can mean constant reassignment of classrooms or entire campuses, sharing space with elementary or adult schools, or an assemblage of portables.

OVERCOMING OBSTACLES TO CTE IN ALTERNATIVE EDUCATION

Here are three techniques you can use to overcome the obstacle of limited space :

1. When working with limited space, look for scalable CTE programs that can work in different environments. 2. Identify 1 - 2 classrooms with built - in storage, sinks, electricity or more working space than others to begin with, so you can still offer hands - on learning. 3. Challenge your team with envisioning how a CTE classroom can be multipurpose - for example, could it serve as BOTH a lecture space for English and a lab for electrical wiring practices?

Limited Resources Continued: Teachers One of the most common questions I hear is: “ How can I offer CTE programs if I don ’ t have instructors with CTE credentials? ” Here are a few approaches to the obstacle of CTE - credentialed teachers : 1. Are you serving middle school students? Implement a career exploration course introducing students to different industry sectors using CALPADS course code 9236 - which doesn ’ t require a CTE credential.

Example of a Layout for a Paxton/Patterson Alt Ed Lab Implementation

2. Help your existing teachers earn a CTE credential. The most intimidating requirement for a CTE credential is 3 years (or 3000 hours) of work experience in a specific industry sector, with 1 year (or 1000 hours) having occurred within the past 5 years or 2000 hours within the last 10 years. However, that experience can be paid or unpaid; applicable coursework can be substituted for two out of three years, and teaching experience can also count towards this requirement. So, survey your teachers - do any of them have “ side jobs ” doing construction projects on weekends, a photography business for weddings during the summer, or something similar? If so, they may meet the requirements without even knowing it. Check with your district or county office of education for guidance regarding CTE credentialing. They may have a preferred program they recommend, or advice regarding funding and how it may or may not be used to assist your teachers with this process. Your LEA may also have incentivization measures in place for teachers who earn CTE credentials, which may make it financially desirable for them to get their credential.

Want to learn more about CTE credentialing? This recorded presentation by Bridget Mondt of Orange County Department of Education covers this and many other CTE credentialing topics, and OCDE has a remote CTE credentialing program option.

OVERCOMING OBSTACLES TO CTE IN ALTERNATIVE EDUCATION

Limited Resources Continued: Teachers

3. Look into waivers or split an FTE with multiple Alt Ed sites. CDE ’ s Waiver Requests Guidebook provides parameters for requesting waivers, stating the following: “ Variable Term Waivers give the employer the ability to cover assignments when a fully qualified credentialed employee cannot be found. Waivers allow employers to meet staffing needs while searching for an individual who either holds an appropriate credential or qualifies for one of the available assignment options for the assignment. It also allows the individuals holding waivers to complete their credential requirements while serving in the classroom. ” FAQ #15. What Ed Code do I use when requesting a CCSD waiver for the Designated Subjects Career Technical Education or Special Subjects Credential holders? A: Ed Code 44253.11 pertains to the CCSD and the Designated Subjects Career Technical Education and Special Subjects Credential holders. Please see page 35 for a list of Ed Codes appropriate to waivers. Some sites will hire a CTE - credentialed full - time educator, but split the contract between sites (.6 at the Community School and .4 at the Juvenile Hall, for example). This is a great way to make CTE happen at multiple sites at once, and will work best if you give the teacher the opportunity to teach the same program at both sites. 4. Give your teachers CTE curriculum they can get trained for and implement instead of asking them to build it from the ground up. Not only are Alt Ed teachers constantly navigating the SEL and IEP needs of their unique populations, they ’ re usually wearing several hats within a small community of teaching professionals who rely on one another. Make them feel valued by not adding a huge task to their plate, and seek tried - and - true curriculum/programs instead of asking them to create something that ’ s standards - aligned, hands - on, UC A - G approved, etc.

Limited Resources Continued: Funding

FUNDING - Thankfully, this is one of the best times in history for CTE funding in California. However, many Alt Ed sites may not even realize they have access to it. Possible funding sources for CTE programs in Alt Ed include:

• Career Technical Education Incentive Grant

Strong Workforce Program Grant

•

• Comprehensive Support and Improvement

Title 1

•

WIOA

•

• District bonds that include career training

OVERCOMING OBSTACLES TO CTE IN ALTERNATIVE EDUCATION

Limited Resources Continued: Funding

Here are three approaches you can take to find funding for CTE programs at your Alt Ed site(s):

1. Check with your LEA ’ s CTE department to find out what kind of CTE funding is available.

2. Even if there isn ’ t any CTE - specific funding, you can try creative funding options like connecting with local industry partners and asking them to sponsor elements of your plan (such as asking a local dentist ’ s office to donate dentistry equipment). 3. Prepare and plan ahead to apply for future rounds of funding by putting your project on the desk of your district ’ s grant - writing team. In all cases, it helps if you have a plan, know how much it will cost and can advocate for the implementation of your program.

Obstacle #2: variable enrollment

THE “ REVOLVING DOOR ” OF STUDENTS: Enrollments at Unpredictable Intervals

The credit - recovery model and variability of student enrollment at Alt Ed sites is one of the biggest challenges to making traditional CTE programs work in Alt Ed. Not only is there a requirement for 300 hours (or two full years) of CTE to constitute a pathway, but some programs also have pre - requisites or co - requisites and nearly all traditional CTE curriculum is scaffolded. Many Alt Ed programs are receiving students during different marking periods in the year, and they may toggle back and forth between different Alt Ed sites throughout the year as well.

So how are you supposed to ensure your students are meeting the CCI (College and Career Readiness Indicator)? Here are some techniques you can use to tackle this:

A. Implement CTE curriculum that is NOT SCAFFOLDED. If you are offering a Construction Trades program that begins with safety, then construction math, then history of the trades, and so on - what happens when a student shows up in February? Do you ask them to catch up on the past 5 months ’ worth of content? If you offer a program with stand - alone units, students can jump in any time. You can meet them where they are.

If the student leaves the site for some time and comes back later, they can simply begin a new unit when they return without make - up lessons. This approach gives you terrific versatility.

Imagine being able to say, “ Welcome back! Would you rather try Plumbing, Electrical or Wall Framing? ” and let that student have voice/choice right away.

OVERCOMING OBSTACLES TO CTE IN ALTERNATIVE EDUCATION

THE “ REVOLVING DOOR ” OF STUDENTS: Enrollments at Unpredictable Intervals Cont.

B. Align your pathways with offerings at home schools or other Alt Ed sites students are likely to move between. As of this publication, CDE states it will “ work with the CCI Work Group and the Alternative Schools Task Force to determine how to incorporate these measures into the CCI for the 2020 DASS dashboard. ” Previous DASS CCI modification proposals included counting all CTE courses students had taken at any sites, grades 9 - 12, towards the 300 hour requirement. (See DASS FAQs) As the ultimate CCI modification decisions for DASS are undetermined, a best practice is to offer pathways that are also offered at home schools or other Alt Ed sites. For example, if courses within Patient Care Pathways are offered at a district ’ s Continuation High School, Comprehensive High School and Community School, the chances for students who move between those sites completing the pathway is better than if they toggle between different industry sectors as their enrollment shifts.

Obstacle #3: Student engagement

STUDENT (DIS)ENGAGEMENT: Relevancy & CTE

An unfortunate correlation : Data shows that the longer students are enrolled in school, the less engaged they become – so why is this? Harvard suggests that engagement is inherently linked to relevancy, and relevancy is linked to student perceptions about careers. Having established the need for CTE, it ’ s also important to examine instructional delivery and determine what approaches are most likely to improve engagement.

Self - reported engagement drops to 44% by 12th grade

“ So many young people fall by the wayside because they can ’ t see a clear connection between their program of study and tangible opportunities in the labor market ” - Harvard Graduate School of Education, Pathways to Prosperity Report

The National Dropout Prevention Center recommends Active Learning, stating: “ At - risk students often struggle to learn in a traditional classroom. Classrooms where learning activities are varied give these students the opportunity to excel. Students become involved in their learning rather than disinterested. Involved learners enjoy school and become lifelong learners. Numerous research studies have shown the value of active learning, particularly in improving the achievement level of the lowest - performing students and minorities. ” (Johnson, Johnson, & Holubec, 1992; Kagan, 1994; Slavin, 1983)

Overcoming obstacles to CTE IN ALTERNATIVE EDUCATION

SUMMARY & RECOMMENDATIONS

So, what kind of project - based learning, non - scaffolded, standards - aligned, pre - designed, scalable CTE programs are already working at Alternative Education sites in California, and how can you adopt the same model?

COLLEGE AND CAREER READY LABS BY PAXTON/PATTERSON are used in Model Continuation High Schools throughout California, as well as other Alt Ed sites.

For high school : The most popular programs are

Construction Trades, as seen in this video from Tierra Del Sol Continuation High School in Bakersfield, and Health Science Careers, as seen in this video from Dewey Academy in Oakland.

Contact Marianne Bland to discuss your goals for CTE in Alt Ed: marianne@paxpat.com

Students practice venipuncture in the Veterinary Medicine unit

For middle school : Or grades 9 - 10 in Alt Ed sites, customizable career exploration labs introduce students to as many industry sectors as you want! Provide equitable, approachable college and career training to students of all abilities with programs like this, as a middle school lab teacher explains in this video. To learn more about how these programs really work in the classroom, watch this presentation, “ Engage the Disengaged: Health Science Careers in Alternative Education ” with Dr. Olga Orlova, Health Science Careers instructor using Paxton/Patterson curriculum at Central Coast Continuation High School in Seaside, CA.

To dive into the data supporting middle school career exploration, check out this presentation , “ The Missing Link: Why we need CTE in Middle Schools. ”

We hope you ’ ve enjoyed this article! Visit PaxtonPatterson.com to learn more.