2024 CTE Works! Summit

Shop class demonstrations can be improved and I’ve adopted an outside the box approach to get my students more engaged and more efficient in their learning. Utilizing video technology to supplement instruction has worked wonders in my class to increase engagement, rigor, choice, and enjoyment of my students.

I use specialized woodworking plans that cater to student reading/comorehension level. I’ve developed a series of woodworking plans learners can chose from at their appropriate level. My plans include QR codes at each unique step of their project that link to video demonstrations they can access on their device of me completing that step they’re on. I let them know what tools to use, where to find them in my shop, how to complete the step with their correct parts. I use these plans as a supplement to live demonstrations because I’ve found it’s always longer to show live(student management, machine malfunction, no fast forward abilities). It’s also more advantageous to reach students exactly when they are ready for this step. This allows for complete diversified instruction because it is truly student led. Students have also complained to me over the years that they couldn’t see the demo or that they’ve already completed that step. My high flyer students no longer have to wait for me give a demonstration because the information is at their fingertips. Additionally, students can also access the demo several times if they need additional support. I’ve done this with several levels of success/failure over the past few years and would like to walk through how other classes can utilize this teaching method. I would like to share my triumphs and failures on how to use this method successfully in your class.

You'll learn: 

1. Increased Student Engagement through Technology: Participants will be able to implement video technology to supplement live demonstrations in shop classes, resulting in higher student engagement and enjoyment.
2. Differentiated Instruction with Customized Learning Materials: Attendees will learn to create and utilize specialized, scaffolded woodworking plans that cater to students' reading and comprehension levels, allowing for individualized learning experiences.
3. Streamlined and Flexible Demonstration Techniques: Educators will be able to employ video-based QR codes linked to project steps, providing students with instant access to demonstrations and tools, fostering independent, self-paced learning and reducing downtime in the classroom.

The question of what constitutes a "quality credential" is gaining attention across state systems, colleges, think tanks, and government leaders. There's growing advocacy for financial aid to encompass micro-credentials, industry-recognized credentials, low-credit and non-credit credentials. Many state's quality models emphasize return-on-investment (ROI), focusing on wage and labor market demand. Minnesota is developing a framework that not only includes ROI but also evaluates the effectiveness and inclusivity of teaching, learning accessibility, support systems, and credential stack-ability. Minnesota is also unique in our efforts to develop one framework relevant to all types and levels of post-secondary education, training and workforce development.

A cross-agency work team has drafted a framework to define Credentials of Value (COV) for Minnesota's post-secondary programs, ranging from work-based training and non-credit courses to all levels of college/university degrees. The Minnesota P-20 Education Partnership has prioritized this initiative, aiming to adopt a statewide definition of high-quality credentials, create an inventory of credential programs, align education with industry needs, and develop a public information campaign on the importance of high-quality credentials.

This initiative is crucial for Career and Technical Education (CTE) programs, which align closely with labor market demand and the stacking of work-based credentials. The session presenting this framework will allow attendees to understand the framework, challenge assumptions, provide feedback, and influence the implementation plan.

The session will explore implementation opportunities and collect feedback from potential stakeholders.

After this session, you will be able to:

• Understanding of Credentials of Value (COV)
  • Define what is meant by credentials of value and discuss purpose of having a framework that outlines a quality credential
  • Present the Minnesota framework and explore the conversations and decisions unique to Minnesota

• Provide comparison COV definitions in other states
  • Identify the scope of the COV
• Importance and Benefits
  • Discuss the impact of a values framework for CTE programs at all levels
  • Develop an understanding of potential impact on stakeholders, including those who provide credentials, those who are consumers and those who pay for them
• Implementation, Evaluation and Data
  • Explore potential opportunities for implementation of the COV
  • Collect feedback from those who might be impacted by implementation"

We noticed not all of our students were engaging in our larger career exploration events such as Career Navigator and Career Expo. Students who were not attending the larger events are our special education kids. We set out to find out why and how to correct the problem.

Focus Area: Expose all secondary learners to CTE and help them identify postsecondary pathways, specifically through the Uniquely Abled Academy.

The Uniquely Abled Academy (UAA) is a program offered through South Central College (SCC). UAA is a program designed to provide individuals with autism with the hands-on training and high-tech skills needed to prepare for a career as a computer numerical control (CNC) operator. Offered by SCC’s Customized Workforce Education division, UAA programs were developed nationally through The Uniquely Abled Project. This program isn’t well known in our South Central Perkins districts. Our goal is to connect with each district to explain UAA and provide some hands-on learning opportunities for interested districts. This could include school-sponsored campus visits, open house-style events for students and their families, and UAA representatives visiting our secondary classrooms.

A planning team was created and included:

• Holle Spessard, SCSC Special Education Director
• Gwenn Wolters, SCSC CTE Coordinato
• Lynn Waterbury, SCC Navigator Assistant
• Kristin Underwood, SCC Director of Customized Workforce Education

The planning team created an outline of the event, identified dates for the Campus Visits, found industry partners, created appropriate language to go out on the invite to districts, created a survey for the participating districts, and implemented that plan.

Throughout this project, we served 12 school districts that brought 96 students to explore career fields at SCC and at one of our 3 industry partner sites.

Of the 12 participating districts, we received 7 survey responses. Our take aways from the survey results:
1.The registration process was very easy, no complaints.
2.Campus Experience Feedback
a.Great interactions, loved being able to spend more time in the CTE area, very welcoming and
friendly, less intimidating for students due to the smaller group size.
b.“It was awesome! I've attended many career days throughout my career and this is hands
down one of the best I've attended. I loved having the small groups and targeted to our specific
students with different learning needs. I would absolutely attend again!”
3.Industry Site Feedback
a.It was great to learn about someplace that we had no idea existed. It would be fun to see
two industry sites next time.
b.Very impressive, students thought it was cool.
c.It was good, felt a little rushed at the end of the day.
d.Some parts of the tour were hard to hear.
e.We liked seeing things “in action”.
4.Feedback from Students
a.Students seemed excited for something related to college and job goals. There were a lot of positive comments. Students thought it was worthwhile, “it was really good to see that some more accommodating examples of higher education exists!”

Our next step for sustainability is to provide this opportunity next year as a part of our career exploration outreach in the South Central Perkins Consortium. Funding has been set aside for transportation.

After this session you'll learn:

1. How to engage special education teachers, coordinators, and students in rural districts.
2. How to motivate industry partners to participate.
3. How to inspire college faculty to participate in the exploration.

This presentation explores innovative, research-based approaches to overcome pandemic-related gaps by focusing on relevant real-life and employability skills. Also, by shifting from traditional lectures to dynamic activities, educators can create immersive learning experiences that resonate with today's students. This session will showcase the strategies that worked for us to successfully eliminate gaps across all subgroups at the Anoka-Hennepin Secondary Technical Education Program.

Full description:
In a July 1, 2024 article, the New York Times referred to the situation facing schools today as “a pandemic tsunami”. Many educators feel like the water just continues to rise. Worldwide, students acquired gaps in academic, physical, and social skills at no fault of their own. Rather than complaining about this lack of skill, we need to address how to fill those gaps overtly. This presentation explores innovative, research-based approaches to achieve this goal by focusing on relevant real-life and employability skills. Also, by shifting the focus from traditional lectures to dynamic, participatory activities, educators can create immersive learning experiences that resonate with today's digital-native students. This session will showcase the strategies that worked for us to successfully eliminate gaps across all subgroups at the Anoka-Hennepin Secondary Technical Education Program. Attendees will leave equipped with actionable insights and inspiration to transform their teaching practices, fostering a more engaging, equitable, and collaborative learning environment that will help students “catch up” and take the lead.

This presentation is intended for educators, instructional designers, and educational leaders interested in proactively and overtly addressing the gaps created by the pandemic. The goal of this presentation is to explore research about learning gaps created by the COVID-19 pandemic and share innovative approaches to overtly address the missing skills. We will share research from around the world and suggest instructional strategies to best take advantage of the research. We will focus on the intentional teaching and design of a classroom environment with conditions and supports that will help students prepare for real-life application of the skills necessary for success in school and beyond. We will share what these relevant real-world and employability skills are and how we overtly addressed them at STEP. This structure is designed to help teachers support students to understand the role that these skills and behaviors play concerning their academic achievement, self-worth, well-being, self-regulation, and ability to collaborate with others.

Coe, Erica with Jenny Cordina, Kana Enomoto, Raelyn Jacobson, Sharon Mei, and Nikhil Seshan, "Addressing the unprecedented behavioral-health challenges facing Generation Z." McKinsey and Company. 14 January 2022.

Guryan, Jonathon and Jens Ludwig. "Overcoming pandemic-induced learning loss." Aspen Institute. 8 November 2023.
Kyles-Smith, Kristina, "To Address Learning Gaps, Go Deeper." ASCD Ed Leadership. 1 September 2023.

Ross, Elizabeth M. "Despite progress, achievement gaps persist during recovery from the pandemic." Harvard Graduate School of Education. 31 January 2024.

Zhang, Linfeng with Qingyun Li, Peter Duffy, Zhongyang Zhang, Junyi Xu, and Jingming Cai, "Assessing the impact of the COVID-19 pandemic on graduate learning experiences in higher education: insights and recommendations." Sage Open. April-June 2024.

Zhou, Yong and Jim Watterson, "The changes we need: Education post COVID-19." Journal of Educational Change. 18 February 2021.

What you will learn:

• Participants will gain a deeper understanding of the research being done to identify what the gaps are. 
• They will see data that demonstrates the benefits of using interactive, relevant, and rigorous strategies to enhance student engagement and collaboration. 
• They will leave with actionable strategies that are research-based and proven to work, practical tools, and renewed enthusiasm to integrate interactive elements into their teaching practices, thereby creating more dynamic and inclusive learning experiences for their students that will eliminate the gaps that were created by the pandemic.

Demand for workers in the skilled trades is growing, and these careers offer stability and good pay, which make them desirable for many students. This session will review stories and examples from dozens of CTE classrooms that are using these tools. You’ll walk away with actionable ways that you can use these emerging technologies to empower your school to start or strengthen their construction trades program while creating flexible, safe, and customizable learning experiences for your students.

The skilled trades, such as HVAC, electrical, solar, and more, offer stable careers and good pay, which make them desirable for many students. Learn how incorporating AI, VR, and 3D simulations into your classroom can expand access to these in-demand, well-paying jobs.

Hear how instructors are already using these tools and how you can as well. For example, some teachers are using these technologies to more easily differentiate their curriculum. Others are taking advantage of 3D simulations to increase safety by allowing students to practice on equipment in a virtual environment first.

Additionally, you will learn about research showing the effectiveness of VR and 3D simulations for students, such as a 2022 study by PwC that showed learners using VR are 3.75 times more emotionally connected to the material and 275% more confident in applying skills after training.

What you'll get from this session:

• You’ll walk away with a better understanding of how you can use these tools to start or strengthen your CTE trades program.
• Discover the possibilities of AI and how it can be used as a 1:1 teaching assistant to promote critical thinking and problem-solving skills.
• Learn how tools like online 3D simulations make it easier for instructors to build a more flexible learning environment that caters to a diverse range of learners.
• Understand how AI and simulation-based learning can be leveraged to create impactful skilled trades CTE programs with limited space and resources.

Discover innovative strategies to spark student interest in healthcare careers. This presentation provides CTE leaders with practical tools and insights to inspire and guide students towards rewarding careers in the healthcare industry. Learn how to integrate career exploration into school programming and create meaningful pathways for student success in the dynamic field of healthcare. Hands-on activities and friendly competition included!

HTC Works, led by Hennepin Technical College, showcases a pioneering partnership between secondary, postsecondary, and work-based learning providers. By aligning business and school programs, it enhances post-graduation pathways with a college-sponsored registered apprenticeship—a novel approach in MN. Achievements include increasing WBL participation from 4.6% to 12.29% and expanding school involvement, with a goal to reach 14% by 2028.

This presentation explores a transformative partnership bridging secondary education, higher education, and work-based learning (WBL) to create impactful pathways for students. This collaboration has developed robust internships and a pioneering Registered Apprenticeship Program (RAP), showcasing an innovative approach to education and workforce alignment in Minnesota.  Hennepin West Consortium (HWC) partnership aimed to align programs and initiatives to meet the needs of businesses and schools, amplifying opportunities for students. The core objective to create a seamless pathway from high school to post-graduation, enhancing career readiness.

Leveraging the Partnership to Advance Youth Apprenticeships (PAYA) grant, students aided in the designed recruitment strategies. They identifying key areas for valuable work experience during high school and tackled program implementation challenges, emphasizing authentic local experiences.

The second phase aimed to position Hennepin Technical College (HTC) as a RAP sponsor, inspired by Trident Technical College in South Carolina. This strategic move offered students structured post-graduation opportunities. Research into Trident Technical College’s “Equip Your Workforce” ecosystem provided valuable insights. Collaborations with Apprenticeship MN and funding from the Department of Employment and Economic Development (DEED) facilitated the adaptation of proven strategies to Minnesota.

The partnership has expanded WBL opportunities, with secondary participation at HWC growing from 4.6% in 2021 to 12.29% in 2023. School participation increased from 4 secondary school districts in 2021 to 10 in 2024. Minnesota’s Perkins determined performance measure is set at a 14% WBL participation rate by 2028, with HWC on track to meet this by 2024.

This presentation highlights the success of a collaborative partnership integrating secondary education, college programs, and a WBL solutions provider through innovative program development, strategic partnerships, and community engagement. This initiative has created valuable pathways for students, addresses critical needs in education, and prepares Minnesota’s future workforce NOW and not years in the future.

After this session, you will:

• Understand HWC’s Strategic Partnership Model between secondary, postsecondary, and work-based learning (WBL) providers.
• Understand Ecosystem Benefits: Gain insights into how this collaboration aligns educational programs with industry needs to create impactful pathways for students, including the development of internships and a pioneering Registered Apprenticeship Program.
• Identify Key Phases of Program Development, partner engagement, and creating post-graduation exit-ramps.
• Understand and Apply Best Practices, research and application of PAYA’s best practices that informed the program's design and implementation.
• Analyze and Evaluate Impact of the Hennepin West Consortium’s Youth Apprenticeship initiative, including increases in work-based learning participation and expanded school involvement.
• Learn Creative Innovative Solutions to Overcome Challenges faced, particularly in navigating complex apprenticeship regulations, leveraging out-of-state WBL intermediaries, and community engagement in order to overcome and enhance program effectiveness.