Ohio Association for Career and Technical Education


Career-Technical and Adult Education News


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  • September 26, 2016 11:20 AM | Meg Schultz (Administrator)

    At the urging of career-technical groups, career-tech ed and all 91 career-technical planning districts (CTPDs) were graded separately from local school districts in order to give a clear picture of career-tech ed on the ODE School Report Cards released September 15.


    According to the ODE School Report Card Web site, the purpose of the Report Cards are to help the community and educators improve:  “Ohio School Report Cards give your community a clear picture of the progress of your district and schools in raising achievement and preparing students for the future. The information measures district and school performance in the areas most critical to success in learning. Ohio School Report Cards data shows educators, school administrators and families where their schools are succeeding as well as areas where they need to improve.”


    As expected, many school districts, including career-technical planning districts (CTPDs) received low, or even failing, grades on several of the components.  Reacting to these low grades, ODE and others are defending the expected low grades, while others criticize the process as being overly complicated and not providing a true picture of a school district. 

    "Ohio has raised expectations for students to reflect what is necessary for them to be successful in college, careers and life. This year's report cards and the grades we're seeing reflect a system in transition," Superintendent of Public Instruction Paolo DeMaria said in a media release.


    So what do the report cards mean to CTE, and more importantly, how should the CTE community respond?  Taking cues from both the proponents and opponents of the School Report Card, Ohio ACTE characterizes the Report Card as “a tool that helps school districts measure progress toward new and different standards of success being implemented by the Ohio Department of education in order to make sure all students have the knowledge they need to be successful in today’s world.  Another measurement, other than the ubiquitous A-F scale would have been less complicated and more easily communicated to parents and community members who already have pre-conceived ideas on what the letter grades mean, because it is so familiar to anyone who has ever been a student.”


    “Ohio ACTE and the CTE community remain committed to constant improvement and helping students succeed and offer assistance to ODE in communicating and working on a reporting method that helps the community understand and motivates schools to meet the challenges of implementing the higher standards and expectations,” said Christine Gardner, Ohio ACTE Executive Director.  “Unfortunately, when a conscientious student receives an “F” in a class, it’s de-motivating, so it’s difficult to see the current scale as a way to seek improvement, but as always, CTE will focus on what’s best for students and not let a failing grade in one or more of ODE’s new standards deter progress and improvement.” 

  • September 14, 2016 9:00 AM | Ohio ACTE (Administrator)

    When given a choice between a variety of possible strategies for improving public schools, Americans overwhelmingly support career-technical education, according to results from the Phi Delta Kappa International (PDK) 2016 poll Critical Issues in Public Education.

    Support for offering more career-technical or skills-based classes (68%) far exceeds preference for more honors or advanced academic classes (21%), including 51% who strongly prefer more vocational classes.

    "Ohio career-tech educators have long pointed to the advantages of career-technical education in improving students' lives as well as fulfilling the needs of business and industry, but it's nice to see that parents choose CTE as a way to improve education," said Christine Gardner, Ohio ACTE Executive Director.

    The PDK poll was part of a broad study of attitude toward public schools.  Review the poll findings, including the grades parents give their own schools vs. the nation’s public schools at http://pdkpoll2015.pdkintl.org/


    The graphic represents response choices to the PDK poll question:

    Q. If you had to choose, do you think it’s better for the public schools in your community to:

    Have larger classes but with more enrichment and learning support services OR have smaller classes but with less enrichment and learning support services?
    Have more honors or advanced academic classes OR have more career-technical or skills-based classes?
    Have more traditional teaching and less use of technology OR have more use of technology and less traditional teaching?
    Raise teachers’ salaries OR hire more teachers?

  • September 13, 2016 11:38 AM | Ohio ACTE (Administrator)

    The Ohio Department of Education is expected to release the 2016 Ohio School Report Cards on Sept. 15. New this year are letter grades on each of the report cards' six components. To learn more about what those components tell us, see the Guide to 2016 Ohio School Report Cards.

    Report card resources are available here, including information on Career Tech Report Cards.


  • September 13, 2016 9:39 AM | Ohio ACTE (Administrator)

    The State Board of Education's Standards and Graduation Requirements Committee approved new honors diploma rules Sept. 13, which will be considered by the full board in October.

    Committee Chairman C. Todd Jones said the latest changes reflect committee discussion over the last month and are a "point of compromise," as the revisions include a requirement of two units of world language to earn the Career-Tech Honors Diploma, instead of the three that had been proposed.

    The world language requirement for the Career-Tech Honors Diploma has been debated in recent months. Some board members have voiced a preference that career-technical education (CTE) students earn three units to count toward the honor, while feedback from CTE representatives indicated one unit of world language would be rigorous enough.


    Read more by clicking here.

  • September 13, 2016 9:29 AM | Ohio ACTE (Administrator)

    Republican and Democratic members of the House Committee on Education and the Workforce praised House passage of H.R. 5587 on Sept. 13, the Strengthening Career and Technical Education for the 21st Century Act. Supported by ACTE and Advance CTE,  the legislation reauthorizes and reforms the Carl D. Perkins Career and Technical Education Act to help more Americans enter the workforce with the skills they need to compete for high-skilled, in-demand jobs. The members also called on their colleagues in the Senate to take up this bipartisan legislation.


    Building on recent reforms to K-12 education and the workforce development system, the Strengthening Career and Technical Education for the 21st Century Act. The bipartisan legislation—approved unanimously by the committee—will:

    • Deliver states more flexibility to use federal resources in response to changing education and economic needs.

    • Ensure career and technical education prepares all students, including historically disadvantaged and vulnerable students, for success in high-skill, high-wage occupations and careers in nontraditional fields.

    •  Improve alignment with in-demand jobs by supporting innovative learning opportunities, building better community partnerships, and encouraging stronger engagement with employers.

    • Enhance career and technical education through increased focus on employability skills, work-based learning opportunities, and meaningful credentialing so students are prepared to enter the workforce poised for success.

    • Streamline performance measures to ensure career and technical education programs deliver results for students and taxpayers.

    • Reduce administrative burdens and simplify the process for states to apply for federal resources.

    • Reward success and innovation by directing federal resources to replicate promising practices that best serve students and employers.

    • Provide parents, students, and stakeholders a voice in setting performance goals and evaluating the effectiveness of local programs.

    •  Empower state and local leaders to develop plans that improve the quality of career and technical education and take into account unique ‎local and state needs.

    Read more by clicking here.

  • September 12, 2016 10:07 AM | Meg Schultz (Administrator)

    Get together Sept. 21 with other program providers and instructors at this CDL-specifc forum hosted by  Butler Technology and Career Development Schools, in partnership with Ohio ACTE.  Take part in this day-long meeting designed to help educators share, discuss and improve CDL programs.

    Topics/activities include:

    •  On-boarding of instructors
    •  Advisory boards
    •  Collaboration with external partners
    •  Overview of Butler Tech's CDL program
    •  Tour of the Safety Complex and Butler Tech
    •   Round-table discussions on challenges and opportunities in CDL.

    View full agenda, location details, and register by clicking  here.

    The meeting will take place Wednesday, September 21 at Butler Tech's Public Safety Education Complex.

    This event is being held as part of Ohio ACTE's Success Series that delivers relevant professional development specific to individual career programs. See other Success Series opportunities by clicking here.

    Be part of the conversation. Click here to register today!

  • September 09, 2016 2:59 PM | Meg Schultz (Administrator)

    Ohio ACTE members know the work of the association is critical to maintain funding for career-tech programs, increase access for students to participate in CTE programs and provide opportunities for all career-tech professionals to expand their knowledge and effectiveness as educators.  With these goals in mind, Ohio ACTE has increased its services and programs the past several years to include:

    -    Increased advocacy efforts at the state and national level by engaging attorneys and government affairs experts to advise Ohio ACTE leadership on critical policy issues impacting the ability to deliver quality CTE.
    -    Professional development opportunities aimed specifically toward instructors, with more than 20 Success Series workshops covering multiple career fields.
    -    An expanded Connections to Education Conference with something for every career-tech educator, including teachers/instructors and administrators.
    -    Information delivered through electronic and printed communications that keep members aware of issues and changes impacting career-tech and its students.

    These new initiatives have been provided since 2007 to more than 2,200 Ohio ACTE members for $5 per month, or $60 annual dues.  It has been 10 years since Ohio ACTE has had a dues adjustment, but in order to continue to provide first-rate service and representation to Ohio’s career-tech community, a dues adjustment is necessary.  Therefore, beginning Jan. 1, 2017, Ohio ACTE dues will be increased to $75 per member, plus any applicable Division dues. 

    “The Ohio ACTE leadership has been frugal with Ohio ACTE resources as much as possible. But with next year being a state budget year, and the strides we have made in getting CTE recognized as an important part of developing Ohio’s labor force, we want to make sure Ohio ACTE remains fiscally strong and able to advocate for our CTE students and educators, as well as continue to provide professional development opportunities,” said Christine Gardner, Ohio ACTE Executive Director.

    This increase was initiated and approved by the Ohio ACTE Executive Board of Directors and takes effect January 1, 2017.  Members who prepay dues before that date will keep the current rate.
    For more information, contact Ohio ACTE at 614/890-2283.

  • September 09, 2016 2:46 PM | Ohio ACTE (Administrator)

    If your district does not offer seventh- or eighth-grade career-tech programming, your superintendent or superintendent designee must submit a middle school waiver through the SAFE account. View submission instructions posted here.
    You must complete this waiver yearly by Sept. 30. Direct any questions to the department's Office of Career-Technical Education at (614) 466-3430.

  • September 09, 2016 2:44 PM | Ohio ACTE (Administrator)

    Ohio is back on its regular schedule and the 2016 Ohio School Report Cards are expected to be released on Thursday, Sept. 15.


    Districts and schools are being graded on six components for the 2015-2016 school year in addition to ten measure grades. The components are Achievement, Progress, Gap Closing, Graduation Rate, K-3 Literacy and Prepared for Success. While the department has given letter grades on most of the individual measures within the components for several years, new this year are letter grades on each of the six components. More information about the components can be found here.


    More details regarding access to the Secure Data Center will be forthcoming.


    The Ohio Department of Education is hosting a webcast to share details about what’s new on this year’s report cards and how Ohio has raised expectations for students that reflect what it means to be college and career ready. 


    The webcast will be on Wednesday, Sept. 14, at noon. Click here to register


    When the report cards are issued, users will be able to find the grades and other data for all schools and districts, including community and other schools, at reportcard.ohio.gov.

  • August 12, 2016 9:17 AM | Meg Schultz (Administrator)

    "On Point with Tom Ashford" is a radio program by NPR, which recently featured a discussion of CTE in a segment "New Strategies for Old-School Vocational Training."

    The program examined the re-branding of vocational education to career-technical education and new programs that have been added. The program covered the advantages of CTE programs, including on-the-job and real-world experience. Finally, the segment concluded by noting that in order to succeed, these programs "must work closely with business and industry" to ensure that students receive the skills they need for their careers.

    They also discussed the issues with career-technical education, including tracking and regional differences in programming. For example, the segment noted that some schools have excellent facilities and programs while others lack the funding and faculty to thrive. They also discussed the fact that some minority students are forced into career-technical education because of a lack of money for college. 

    The podcast also includes input from callers across the country.

    To listen to the podcast, click the play button below. 

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