Ohio Association for Career and Technical Education


Career-Technical and Adult Education News


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  • April 18, 2017 12:52 PM | Meg Schultz (Administrator)

    The Department of Higher Education is looking to encourage more Ohioans to earn their high school diplomas and prepare for careers by rebranding its adult basic education program.

    On April 17, the agency  unveiled a new name and logo for the Adult Basic and Literacy Education program, which provides free skills courses, including English for speakers of other languages and GED prep. ABLE will now be known as Aspire and the program's new tagline is: "Learn More. Earn More."

     "For me, Aspire is really about the students here today and helping you to understand we are all there with you. We're here to support you," Chancellor John Carey said during a rebranding event at Great Oaks Career Campuses in Sharonville. "We want to help you find your path; whatever's next, whether it's high school diploma and going right into the workforce, military or university or community college or adult career tech. We want to give you that opportunity."


    Chancellor John Carey

    "For all of us to be successful, we have to give you the opportunity to be successful," he added.

    The rebranding was led by Miami University's Pi Sigma Epsilon, which is a professional marketing and sales fraternity. As part of rebranding research efforts, fraternity members who worked on the project interviewed ABLE participants in four regions of the state to determine what the program signifies to them, faculty adviser Don Norris said.

    They found that participants favored a more forward-looking program brand that didn't focus as much on its basic skills aspect. "What I found was that all these participants came into these programs to enhance their lives," project manager Sam Wilkes said.

    Office of Workforce Transformation Director Ryan Burgess said the state's goal is to prepare the nearly one million Ohio adults without a diploma or GED for careers in a constantly changing economy. He pointed to U.S. Census data that show the poverty rate among those who had a full-time job and worked year round in 2015, the poverty rate was 2.4%.

    "What Aspire does is it helps people move into those full-time, year-round jobs," Burgess said.

    Ohio Supreme Court Justice Pat Fischer was also on hand to tout the program's name change. "Education begets jobs and jobs beget dignity," he said.

    Monica Posey, president of Cincinnati State Technical and Community College, said she's confident the fresh moniker better describes the programs mission and the goals of those enrolled. "I believe individuals need a sense of pride and hope in what they're doing. That's why this rebranding initiative is appreciated. It helps us say to all our individuals that we care, that you're important to us, you're important to the community and we have confidence in your ability to excel," she said.

  • April 18, 2017 12:27 PM | Meg Schultz (Administrator)

    On April 11, the Ohio State Board of Education recommended that lawmakers create additional options for students to earn high school diplomas in the class of 2018. The Board-proposed options would be offered to Ohio students who entered the ninth grade for the first time between July 1, 2014, and July 1, 2015.

    These options would include requirements based on students' state test results and/or other accomplishments that would provide more flexibility. If approved they would join three other options approved by the State Board in September 2014.
    The requirements for the class of 2019 and beyond may change. 
    The State Board had directed Superintendent of Public Instruction Paolo DeMaria to create a work group to consider additional options. The group, which represented local district superintendents, educator associations, parents and students, met six times between January and March 2017.

     Click here to see the State Board of Education's resolution regarding additional proposed graduation options. 

  • April 13, 2017 9:38 AM | Meg Schultz (Administrator)

    Two-thirds of states are currently reporting a shortage of CTE teachers in at least one specialty, according to a Stateline analysis of federal data. Many states, such as Minnesota and South Dakota, have had a shortage of CTE teachers for a decade. Some states, such as Maine, Maryland and New York, have had a shortage for almost 20 years. High schools can prepare students to step into jobs that require some extra training but not a college degree, such as home health aids, a profession expected to grow by 38 percent over the next decade, or entry-level jobs in construction and the skilled trades. The construction sector, like health care, is expected to grow faster than the national average in the years to come. As lawmakers push secondary schools to add classes in occupational areas short on workers, many school districts are devising workaround solutions such as partnering with community colleges. The number one problem directors identified was lack of funding for salaries and other financial incentives, such as bonuses. Tennessee has adopted a promising approach, it allows people who have worked in industry to count their years of work experience as years of teaching experience.Minnesota state Sen. Greg Clausen, a former high school principal and a member of the Democratic-Farmer-Labor Party, supports creating a middle category of licenses for career and technical education teachers — between a full license and an emergency credential.States that rethink licensing need to ensure that new teachers are still prepared to manage a classroom, teach concepts and assess students, said Jennifer Zinth, director of high school and science, technology, engineering and mathematics education at the Education Commission of the States, a nonpartisan policy group.“Simply graduating with a high school diploma is not enough in today’s economy,” said Stephen Fujii, the director of college and career success for the district. Ohio’s superintendent of public instruction, Paolo DeMaria, has praised the district for exposing students to potential careers.

    To read the full article click here

  • April 12, 2017 10:43 AM | Ohio ACTE (Administrator)
    The Ohio Department of Education recently released guidance regarding teachers currently participating in the Resident Educator Summative Assessment program (RESA).  Senate Bill 3 (SB3), passed late last year, exempts individuals teaching career-tech courses under an alternative resident educator license from the Resident Educator Summative Assessment (RESA), but did not address teachers currently in the program. 

    In order to provide clarity and guidance for teachers who are currently in the RESA program, ODE released the “Career-Technical Workforce Development Licensure Options” chart for CTE teachers currently participating in the Resident Educator Program.  ODE has indicated their intent to be flexible in working with teachers currently in the program to ensure a seamless transition to the new licensure framework.

    SB3 also requires the Ohio Department of Education to develop an assessment for career-tech teachers under an alternative resident educator license, which must be in place by Dec. 31, 2017.

    Click here for the chart.

    Questions regarding specific circumstances or not addressed in the chart, should contact ODE.  Please contact ODE Office of Licensure.



  • April 05, 2017 7:30 AM | Ohio ACTE (Administrator)

    During Gov. John Kasich  "State of the State" address on April 4 in Sandusky, he  announced a new initiative on education  --  a task force of business leaders and educators "to look into the future" and identify how the state can "make the future an opportunity not an obstacle."  Gov. Kasich said this group will look at what jobs there are now, how they will change and which ones might disappear.    He also mentioned two budget budget proposals, which he said would help teachers get better in touch with their communities: the proposal they spend a few days, as part of their license renewal, in businesses in the community and the addition of three business people to local school boards.

    Gov. Kasich also covered economic recovery, technical initiatives, higher education and many topics he has addressed throughout his term.  He stressed the need to keep the "foot on the accelerator," saying if the state stops to rest, it will fall behind. "Where we are now is fine, but we must keep moving up." 

    Read the entire State of the State Address here.  Click here.

  • March 31, 2017 1:31 PM | Meg Schultz (Administrator)

    The Education Management Information System (EMIS) Advisory Board heard March 30 about planned improvements for the data platform that public schools in Ohio use, as well as a proposal to shift responsibility for who reports to the state on where students live.
    The board was revived last year after several years of dormancy.

    Heather Boughton, data quality director for the Ohio Department of Education (ODE) and chair of the department's P12 Data Quality Advisory Council, said EMIS this fiscal year is returning to more frequent and timely data delivery to school districts after "significant setbacks" that occurred in the wake of two major data reporting changes in the 2014-2015 academic year -- counting enrollment year-round, instead of just during count week, and measuring the school year in hours rather than day.

    The biggest current challenge to EMIS is College Credit Plus, for which EMIS needs to make improvements to provide more efficient communication between colleges and districts, which will make payments to colleges and deductions from schools more timely.

    Rep. Andrew Brenner (R-Powell), chairman of the advisory board, asked about the availability of data like student GPAs, explaining that he'd learned the department doesn't collect that data the day before at the meeting of a workgroup on graduation requirements. Boughton said, in general, it's not a simple thing to add new data elements to EMIS.

    To read the complete article click here

  • March 31, 2017 1:28 PM | Meg Schultz (Administrator)

    Career-Tech option for graduation is one of the recommendations from the workgroup formed byt he State Board of Education to study graduation options.

    At its meeting March 29, the workgroup agreed to two additional pathways and urged further study of a third.
    One of the two recommendations is aimed at career-technical education students. It would require students to take all required high school courses and end-of-course exams; complete a career-technical training program approved by the Ohio Department of Education (ODE); and also accomplish one of the following:
    - Achieve an average score of proficient across all WebXams required for the career-tech program.
    - Earn a recognized industrial credential or set of credentials worth at least 12 points.

    - Demonstrate successful workplace participation experience of 250 hours, documented by written positive evaluations by workplace and school officials.

    The other recommendation asks students to take all required high school courses and end-of-course exams, with at least one attempt to re-take any math or English test on which they got a score of one; and then fulfill any two of the following six conditions:
    - A senior-year attendance rate of 93 percent.
    - A 2.5 GPA in senior year courses, based on taking a minimum of four courses.
    - Completing a capstone senior project, as defined by the local school district.
    - Completing 120 hours of work experience or community service.
    - Successfully completing and earning the credit for a College Credit Plus (CCP) course worth three or more credits.
    - Successfully completing an International Baccalaureate (IB) or Advanced Placement (AP) course and earning a score on the respective exam that qualifies for college credit.

    Under the current system, students can earn a diploma in one of three ways:
    - Achieving a cumulative score of 18 points across seven end-of-course exams, each of which is worth a maximum five points.
    - Achieving a "remediation-free" score on the ACT or SAT.

    - Earning an in-demand work credential or set of related credentials and passing the WorkKeys job skills assessment.

    A third option was recommended for further study and possible implementation in future years, but not for the near term because of lack of supporting data. That option would set an 18-point threshold similar to the existing end-of-course exam score requirement, but allow students to achieve it either through the exams or a matrix of several other options, from AP, IB and CCP courses to extra-curricular activities to attendance and GPA thresholds to work and community service experience.

    The group plans to circulate final language for comment by group members before giving the recommendations to DeMaria for submission to the State Board of Education by the April deadline.

    To read the complete article click here

  • March 24, 2017 11:57 AM | Meg Schultz (Administrator)

    The career-technical community and leaders are working on advocating on behalf of career-technical and adult education, including testifying at the Statehouse in front of legislators who are members of the Finance Committee, charged with studying the details of HB 49, the state budget. Several CTE educators testified March 16, along with a career-tech student about the importance of CTE as part of Ohio's public education.

    Madelyn Burley, health technologies student at Southwest Career Academy, testified at the Statehouse.  Madelyn testified before the Finance, Primary and Secondary Sub-Committee to share her experience in career technical education and how it has impacted her life. She struggled in a traditional classroom setting, feeling she needed a more interactive learning environment.  Burley hopes to become a nurse, and credits her education at Southwest Career Academy for giving her a head start in pursuing her future goals. Upon her graduation in June, she will have several certifications and college credits that will eliminate almost a year of college and give her job opportunities that other college freshman might not have otherwise.

    Madelyn told members of the committee, "One thing I think is really important for everyone to understand is that these programs are more than just an education. It's a place where kids can express themselves through their labs and their work. A school where you are being equipped with skills to obtain jobs in the real world. And a place where you come to learn things you are interested in and enjoy. "

    For more budget information, click here.

  • March 24, 2017 10:00 AM | Meg Schultz (Administrator)

    The Ohio Department of Education has a plan for keeping Ohio’s Career-Technical Content Standards current with employers’ changing needs, so students are always learning the industry skills they need for careers and college.


    The Department will revise the career-technical standards in all 16 career fields on a five-year, rotating cycle, updating a set of standards each year. They begin this year with Ohio’s information technologyengineering and manufacturing technology standards. 

    The Department is asking for input from educators, community members, and industry professionals to make sure the standards for this field are clearly written, industry relevant, and in sync with what students will learn in post secondary programs. 

    An advisory committee will use your feedback to select standards for review. A working group of subject matter experts will then make proposed revisions, and the Department will adopt the new standards by the end of the year. 

    Please click here to complete the survey by May 6th.

  • March 24, 2017 9:41 AM | Meg Schultz (Administrator)

    Ohio State Board of Education President, Tess Elshoff paid a visit to RG Drage Career Technical Center in Massillon this past week. She was able to tour the facility and see some of the fifteen programs the Massillon campus offers its students. Elshoff saw first-hand what the students are learning, including a hands on experience in RG Drage's metal fabrication program. She is pictured here with senior welding student, Leslie Burkett Jones. 

    The RG Drage metal fabrication program teaches students the fundamentals of the welding industry using hands on training to prepare them for career opportunities upon graduation. RG Drage's welding students have been consistently recruited from local area businesses, as the job prospects in this field continue to flourish. 

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