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Ohio Association for Career and Technical Education

Career TEchnical AND Adult Education News

  • December 26, 2017 11:25 AM | Ohio ACTE (Administrator)

    Each year, Ohio ACTE honors outstanding educators and others who support career technical education, at the Connections to Education Conference in July. Ohio ACTE is now accepting nominations for the 2018 Educator Awards.


    Do you know an individual who deserves recognition? Deadline for nominations is January 15, 2018.  Fill out our online nomination form by clicking here.

     

    Ohio ACTE Educator Awards include: 


    Ambassador Award

    Teacher of the Year Award*

    Postsecondary Teacher of the Year Award*

    Administrator of the Year Award*

    Outstanding New Career & Technical Teacher*

    Outstanding CTAE Professional in Community Service*

    Career Guidance Award*

    Image Award (non-educators eligible)

    Outstanding School Board Member Award (non-educators eligible)

     

    *Ohio ACTE Award recipients in these categories are eligible to win Region 1 and National ACTE recognition.


    Click here for the Ohio ACTE Awards Descriptions


    Do you know an individual who deserves recognition? Fill out our online nomination form by clicking here.


  • December 21, 2017 11:33 AM | Ohio ACTE (Administrator)

    The Byrl R. Shoemaker CTE Institute helps educators and others involved with career-technical and adult education gain a more holistic understanding of career-technical and adult education, through interaction with other educators and state staff, and CTE leaders.

    Applications for the 2017 - 2018 Shoemaker Institute are now being accepted online.

    The Institute is open to anyone who wants to improve their leadership skills and learn more about career-technical and adult education.  Participation of administrators, teachers, support staff, state staff and others is critical to the success of the program by providing diversity of thought and experience.  The program also encourages participants from different career fields and delivery methods.

    The Institute represents an opportunity for extended professional development.  Completion of the program will allow participants to grow as career-technical educators and position their organizations to take a more active role in shaping the future of career-technical education.

    “The Shoemaker Leadership Institute has enhanced both my professional and personal life in a myriad of ways. The networking opportunities to meet and build connections with Secondary and Adult Career Tech Education Leaders across the State, as well as our legislative partners, has empowered me as a young professional in the field. It is fulfilling to meet with other Institute participants to brainstorm about ways that we can support, improve, and grow Career Tech Education in Ohio. I would strongly encourage anyone who wants to grow as a critical thinker and leader to apply to be a part of this amazing group and Institute!” – Beth Starrett, Career Pathway Connector, Canton City School District and member of the 2015-2016 Shoemaker Institute.

    The online application can be found here, deadline for applying is April 15, 2018

    For more information on the Institute, click here.

  • December 21, 2017 7:05 AM | Ohio ACTE (Administrator)

    Career-technical education leaders told a state advisory group Dec. 20 that the Ohio Department of Education's (ODE) data system is error-prone, not user friendly, and does not provide timely access to information. Department officials said a pending overhaul of the system should resolve many issues.

    Several career-tech programs submitted remarks to the Education Management Information System (EMIS) Advisory Board to highlight concerns about data accuracy problems with big implications, including effects on career-technical report cards.
    The education management information system advisory board was established to make recommendations to the department of education for improving the operation of the education management information system established underthe Revised Code. Topics that may be addressed by the recommendations include the definitions used for the data maintained in the system, reporting deadlines, rules and guidelines for the operation of the system adopted by the state board of education, and any other issues raised by education personnel who work with the system.

    "Data issues have become a major obstacle for all career-technical schools and something our employees spend hundreds of hours each year trying to decipher. We do not seek a legislative change, but hope that we can begin working with the department to improve the EMIS process/framework, as it has now presented significant and unnecessary challenges to our schools for several years. At minimum, if nothing changes, we would suggest crafting an administrative rule or state law requiring our schools to review EMIS data each year prior to it being made public. This would at least ensure we get an opportunity to correct any inaccuracies," said Mary Beth Freeman, superintendent of Delaware Area Career Center.

    "Anyone who's worked with EMIS knows just the normal procedure for using EMIS takes a lot of time. Now we're going back and asking a lot of questions," Freeman said.

    Penta Career Center EMIS/Testing Manager Brooke Click shared results of a survey she and two colleagues distributed to dozens EMIS coordinators and other career-tech administrators. She testified on behalf of the Ohio Association of Career-Technical Educators, Ohio Association of Career-Technical Superintendents and Ohio Association of Compact and Comprehensive Career-Technical Schools.

    David Ehle, director of EMIS, said for a long time career-tech data systems ran separately, managed by a staff who knew them "forward and backward." But those staff have since retired, and the transition from measuring the school year in hours rather than days forced a rewrite of the entire career-tech legacy system. The funding, assessment and accountability elements of that system were not connected, he said.

    "We've recognized those issues over the last couple of years. As we had capacity come available about six to seven months ago, we convened a group to start looking at all these different systems … and do a rewrite of those systems from scratch," Ehle said.

    Parts of the new system related to funding are 90 percent complete and expected to be finished by the end of January. Once in place, the updates should catch issues the local officials raised Wednesday. "All of this code has been written to flow naturally into the whole assessment and accountability system," Ehle said.

    "I do want to say to those who have testified as well, we do feel your pain," Ehle said.

    Read the entire article here, click here.

  • December 21, 2017 2:30 AM | Ohio ACTE (Administrator)

    Ohio high school students now can earn recognition by showing they are prepared to contribute to the workplace and their communities. The OhioMeansJobs-Readiness Seal is a formal designation students can earn on their high school diplomas and transcripts indicating they have the personal strengths, strong work ethic and professional experience that businesses need

    “The 21st century workplace is rapidly changing, and businesses need to know graduates are leaving high school with job-ready professional skills,” said Paolo DeMaria, superintendent of public instruction. “Along with Ohio businesses, our team identified essential skills for workplace success and developed the OhioMeansJobs-Readiness Seal for students to demonstrate those attributes.”

    To earn the OhioMeansJobs-Readiness Seal, motivated high school students must demonstrate certain professional skills required for success in the workplace. Students work with at least three experienced and trusted mentors who validate the demonstration of these skills in school, work or the community.

    “Work ethic and resiliency are essential to success no matter what your education level or where you are in life,” said Ohio Department of Higher Education Chancellor John Carey. “The OhioMeansJobs-Readiness Seal will equip high school students to adapt to the rapidly changing workforce and to stand out with a much-in-demand credential.”

    “Ohio businesses have expressed concern about a lack of soft skills among applicants,” said Ryan Burgess, Director of the Governor’s Office of Workforce Transformation. “The OhioMeansJobs-Readiness Seal will help Ohio’s graduates demonstrate to businesses that they have the skills necessary to succeed in the 21st century workplace.”

    Established by the Ohio Legislature under House Bill 49, the Ohio Department of Education, Governor’s Office of Workforce Transformation and Ohio Department of Higher Education identified an initial list of professional skills based on reports by the National Association of Colleges and Employers, in partnership with The Conference Board, Partnership for 21st Century Skills, Society for Human Resource Management and Corporate Voices for Working Families.

    In addition, state partners surveyed Ohio’s business community to select the most essential or important skills for workplace success. Through the survey, business leaders identified the 15 skills students must demonstrate to earn the seal. These skills include a commitment to being drug free, reliability, a strong work ethic, punctuality, discipline, teamwork and collaboration, professionalism, learning agility, critical thinking and problem-solving, leadership, creativity and innovation, good oral and written communication skills, an understanding of digital technology, global and intercultural fluency and career management.

    The OhioMeansJobs-Readiness Seal is available for the graduating classes of 2018 and beyond and will be printed directly on Ohio diplomas and transcripts. The seal also counts toward graduation options for students in the class of 2018.

    Guidance can be found on the Department’s website by clicking here.

  • December 14, 2017 6:00 AM | Ohio ACTE (Administrator)

    U.S. Supreme Court justices ruled earlier this year that schools must offer educational plans "reasonably calculated" to enable academic progress for students with disabilities, and the U.S. Department of Education (USDOE) is now offering advice to school districts on how to address the issues raised in the case, Endrew F. v Douglas County School District.

    In the case, parents of a child with autism, Endrew F., enrolled him in a private school over concerns his academic progress had stalled under the individualized education programs (IEPs) developed over the years by the Douglas County School District in Colorado. They then sought reimbursement for the private school tuition via a complaint under the Individuals with Disabilities Education Act (IDEA) to the Colorado Department of Education.

    After losses in lower courts, the Supreme Court unanimously sided with the parents.

    "The Supreme Court sent a strong and unanimous message: all children must be given an opportunity to make real progress in their learning environment -- they cannot simply be passed along from year to year without meaningful improvement," said U.S. Secretary of Education Betsy DeVos in a statement. "For too long, too many students offered IEPs were denied that chance. I firmly believe all children, especially those with disabilities, must be provided the support needed to empower them to grow and achieve ambitious goals."

    A question-and-answer document USDOE prepared for schools on the implications of Endrew is available at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-endrewcase-12-07-2017.pdf.

    The opinion in Endrew is available at https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf.

    Story originally published in The Hannah Report on December 22, 2017.  Copyright 2017 Hannah News Service, Inc.

  • December 13, 2017 6:13 AM | Ohio ACTE (Administrator)

    At its meeting Dec. 12 the State School Board approved two resolutions recommending elimination of state tests, following months of debate on the topic. The resolutions recommend elimination of the English Language Arts I end-of-course exam, the WorkKeys job skills assessment, and any assessments developed solely to meet the state requirement for student data to be used in teacher evaluations.

    The reductions were originally packaged in one resolution, but board member Sarah Fowler asked to separate the English end-of-course exam into a separate proposal. She said she had concerns about whether similar numbers of students would be able to score enough points for graduation on the English Language Arts II exam in the absence of the level I exam. She was the sole dissenter on passage of the resolution urging elimination of the level I exam.

    Board member Stephanie Dodd won approval for an amendment on the second resolution to remove language calling for the state to set cut scores on English and math end-of-course exams to act as a substitute for WorkKeys for purposes of graduation.

  • December 13, 2017 6:11 AM | Ohio ACTE (Administrator)
    Leadership and members of the State Board of Education appeared to reach consensus at their meeting on Dec. 12 on a plan to recommend the classes of 2019 and 2020 be allowed to use the additional options for high school graduation created for the class of 2018, though a few tweaks are possible. But many on the board expressed hope for ultimately moving to a much different system of determining how students qualify for a diploma.


    Board member Rebecca Vazquez-Skillings, who chairs the board's Achievement and Graduation Requirements Committee, surveyed her colleagues on their willingness to recommend extension of the 2018 options and got a positive response, though some were hesitant to go beyond 2019 while others wanted to include the class of 2021. To allow final details to be ironed out, Vazquez-Skillings said the committee would defer voting Tuesday and instead put the full board on notice of a request for emergency consideration, so the planned resolution can pass both the committee and the full board in a single meeting in January.

    Board President Tess Elshoff said she's comfortable with the extension, but wants greater engagement with business representatives as discussions continue. Board Vice President Nancy Hollister likewise backed the extension, but said she'll be interested to see survey data the Ohio Department of Education (ODE) intends to collect on how schools and students are now making use of the new options for the class of 2018.

    Lawmakers enacted two new options for members of the class of 2018 to earn high school diplomas, after a special workgroup and the State Board of Education recommended additional pathways based on data showing substantial numbers of students were at risk of not graduating on time.

    The state budget bill, HB49 (R. Smith), creates two new graduation pathways for the class of 2018.
     
    In one pathway, students must fulfill two of the following nine criteria:

    - A 12th grade attendance rate of at least 93 percent.
    - A GPA of at least 2.5 in 12th grade, based on taking at least four full-year courses.
    - Completion of a capstone project.
    - Completion of 120 hours of work experience or community service.
    - Earning at least three credit hours through College Credit Plus.
    - Passing an AP or IB exam with a score sufficient to earn college credit.
    - Reaching minimum cut scores on sections of the WorkKeys assessment.
    - Obtaining an industry credential or credential worth at least three points.
    - Meeting the conditions to earn an OhioMeansJobs-readiness seal.

    In the second pathway, students can complete an approved career-technical training program and then fulfill one of the following criteria:

    - Earning a cumulative score of proficient or better on career-technical education exams or test modules required for the training program.
    - Obtaining an industry credential or credentials worth at least 12 points.
    - Completing 250 hours of workplace experience, documented by positive evaluations from workplace and school officials.

    Board member Stephanie Dodd said she favors the idea of offering consistency to schools by extending the 2018 options, even beyond 2020, but has heard from constituents that some elements of those options are not appropriate, such as using attendance rates as one measure of qualifying for graduation. But she said in the long-term, she'd like to devise a system that doesn't look anything like the current model or the three alternatives recently provided to the board in a concept paper prepared by ODE.

    Board member Antoinette Miranda said she also wants to extend the options, despite hearing from local officials that most of them are not actually useful. Volunteering and work experience are the only two options that are practically useful, she said she's been told.

    "I like the buffet style menu, giving choices, so students who are maybe weak in one area can possibly use another area," said board member Meryl Johnson.

    Board member Linda Haycock pressed for the January resolution to include a deadline on when the board expects to have developed a longer-term replacement for the current graduation system, so that parents, students and schools have lots of advance notice of what a new system will look like.

    Board member Kara Morgan said she was swayed by other members' comments about the need for consistency, though she has concerns the 2018 options offer "a false sense of flexibility" in that they might be most useful to students who were already likely to achieve existing graduation requirements. She said she'd like to see the January resolution include language allowing pilots of alternative assessments.


  • December 12, 2017 6:25 AM | Ohio ACTE (Administrator)

    The State Board of Education adopted a model policy for violent, disruptive or inappropriate student behavior, including excessive absences. It stresses prevention strategies and alternatives to suspension or expulsion. Districts can adopt all or parts of the model policy according to their needs. They also may use the model policy when updating their local policies to align with House Bill 410 requirements.
     
    That law says districts and community schools must have local policies that outline their interventions and plans for students who miss too much school. Districts and community schools should review their policies to determine if they need to update them or create new ones to satisfy HB 410. Per law, districts and educational service centers updating their policies should work with their local juvenile court judges, parents and guardians, and appropriate state and local agencies.
     
    Find the model policy here. Send questions about the model policy or HB 410 requirements to school_improvement@education.ohio.gov.


    Click here for more information

  • December 07, 2017 8:27 AM | Ohio ACTE (Administrator)


    Stephanie Jolliff,  was awarded the National ACTE Carl Perkins Community Service Award on Dec. 6, 2017.  Stephanie is the Agricultural Instructor and FFA Adviser at Ridgemont Schools, has taught for more than 20 years. Stephanie coached students and teachers to create and engage in more than 1,800 hours of community service annually and wrote over $250,000 in grants to conduct community service projects. Projects designed by her students were: free Summer Youth STEM Camps, Ohio Statewide Safe Driving Seminar, Summer Farm Safety Program, Domestic Violence Prevention Programming, Gardening for Hunger, Cancer Fundraising Walks, Community Technology Nights, Agricultural Advocacy campaigns for local organizations and farmers , and numerous other community projects. She enriches engagement in community service for teachers, as well as students, by connecting service-learning projects, experiential learning, STEM, agriculture, and CTSO organizations with community partners. Stephanie serves on the Hardin County Chamber and Business Alliance Board of Directors, Ohio FFA Board of Directors and is the past president of the Ohio Association of Agricultural Educators.


  • December 03, 2017 9:49 AM | Ohio ACTE (Administrator)

    The following Ohio CTE students have been selected as Ohio's five CTE Presidential Scholars Program semi-finalists.  Each of the semi-finalists will be invited to apply to the National Presidential Scholars Program. This is the third year that career technical students will be represented among the US Presidential Scholars. Out of all the applicants nationwide, 20 CTE students will accepted and invited to Washington D.C. in June as national scholars.


    Kami Carleton - Mid-East Career and Technology Center - Dental Assisting

    Casey Ruckman - Sylvania Northview High School - Aerospace Engineering

    Moyesh Khanal - Delaware Area Career Center – Application Dev. and Programming

    Tara Sprandel - Butler Tech - Biomedical Science

    Shawn Monahan Jr - Canton McKinley High School - Pre-Engineering


    Click here to learn more about Ohio's Semi-Finalists!


    Congratulations to the semi-finalists, their instructors and their schools! For more information about the Presidential Scholars Program, click here.

Ohio Association for Career and Technical Education

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