Students gather for a photo with Assistant Secretary Brenda Dann-Messier and DATE Division Director Sharon Miller
Earlier this week, Assistant Secretary Brenda Dann-Messier and I visited an Advanced Manufacturing Early College High School in Queensbury, New York. A partnership between the Hudson Falls, Queensbury, and Saratoga School Districts, the State University of New York (SUNY) Adirondack, and the Washington-Saratoga-Warren-Hamilton-Essex BOCES, this high school enables students to earn up to 24 college credits, four nationally-recognized industry certifications, a Regents diploma, and a valuable internship experience.
Students (juniors and seniors) are dually enrolled in high school and SUNY Adirondack as non-matriculated students. They spend half of their day attending classes that are co-led by college faculty and BOCES instructors, and the other half of their day taking Regents-level courses at their home school. Their work is largely project-based, requiring them to solve real-world problems generated by the program’s extensive group of business partners. A current project involves the students developing an MRI cooling system for Queensbury-based Philips Health Care.
As part of the visit, we received a student-led overview of the program, a brief tour of an advanced manufacturing lab, and then conducted two round tables–one with administrators, teachers, faculty, and employers, and a second with teachers, parents, and students. What stood out among the comments, one employer said, “The wonderful thing about this program is that it helps students ‘get to yes!'” By this, the employer stated that many of today’s new and current employees see only challenges and barriers to their work. They lack the problem-solving skills to analyze data, synthesize information, work through failure, and persist to resolution. This program is helping students to gain these and other essential skills to help them prepare for college and careers!
Indeed, our nation needs many more high schools and CTE programs like this across the nation. In so doing, we’d be helping many more students “get to yes!”
Sharon Miller is the Director of the Division of Academic and Technical Education in the Office of Career, Technical, and Adult Education
Department of Labor to Host Live Stream Talk on Workforce System Innovations
Department of Labor Secretary Thomas E. Perez invites education stakeholders to a live stream talk on exciting and impactful workforce system innovations being implemented by DOL’s Workforce Innovation Fund grantees. Secretary Perez will kick off this first event in the Eye on the Workforce Innovation Fund Stakeholder Engagement Series, providing opening remarks on the impacts that these innovations will have on our nation’s workforce system. He will be joined by Kate McAdams, Senior Advisor to the Secretary of the U.S. Department of Commerce, and Employment and Training Administration (ETA) Acting Assistant Secretary Eric Seleznow.
Register now to participate in Innovating @ the Speed of Business on March 27, 2014 at 2:15 PM ET. Workforce Innovation Fund grantees in Ohio and Pennsylvania will share their strategies for engaging businesses and creating viable pathways.
During the event, everyone is welcome to post questions on Twitter using the hash tag #workforceinnovation. The project team will monitor questions on Twitter and answer them from the Labor Department Twitter account (@USDOL) during and after the event.
This stakeholder engagement seriesis designed to provide a national forum for the public workforce system to discuss the power and promise of innovation. It will afford ETA the opportunity to engage with its valued stakeholders and to learn about promising practices that can successfully help businesses thrive and Americans get good jobs.
Clara Knipp from Tipton, Missouri, and Brackston McKnight from Jacksonville, Texas were selected as the 2014 National Ag Day Essay Winners.
Clara’s essay entitled “Agriculture: 365 Sunrises and 7 Billion Mouths To Feed” compares the seemingly daunting challenge of feeding the world to the moon landing and encourages farmers, researchers, and educators to take “one small step” to meet that challenge. Clara is an Agriculture, Food and Natural Resources (AFNR) student and member of the Tipton, Missouri FFA chapter.
Brackston used still frame animation to win the top prize in the Video Essay category. Brackston is President of his FFA chapter and is planning to continue his education at Sam Houston State or Texas A & M University in his pursuit of a career in agribusiness.
Clara is scheduled to be recognized by USDA Secretary Tom Vilsack on March 25 at the Celebration of Agriculture Dinner where Brackston’s video will also be shown.
The LINCS Community has brand-new features we think you will really like. Check out the recent upgrades and interact with fellow adult education practitioners in the 16 discussion groups.
LINCS Community Home Page
The community’s refreshed design allows you to quickly reach featured events and resources from the home page. The new look also makes it easier to follow and participate in discussions.
On Thursday, April 3, 2014 at 2 PM ET, the LINCS Community team will host a user training webinar to introduce all of its upgrades. Save the date/time and keep an eye out for registration details, coming soon.
Here’s a sneak peek of a few additional new features:
Like Button: Use the like button to show enthusiasm for your favorite content. Just look for the thumbs up button throughout the community to like something.
Polls: Contribute your thoughts to the latest poll; the polls section is located on the menu bar of each group.
Simplified Email Notifications: Set your email preferences from the new dedicated space in each group, or from the My LINCS tab.
Group Quick Links: Navigate to different sections of each group from the icons on the updated Groups page.
As part of an effort to reform and strengthen Federal grant making, the Office of Management and Budget (OMB) published new guidance for the Federal award programs, OMB Uniform Guidance: Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, commonly referred to as the Omni Circular. The new guidance is a key component of a larger Federal effort to more effectively focus Federal grant resources on improving performance and outcomes while ensuring the financial integrity of taxpayer dollars. By streamlining eight Federal regulations into a single, comprehensive policy guide, the government can better administer grants and other types of financial assistance by decreasing the administrative burden for recipients and reducing the risk of waste, fraud and abuse.
The new guidance, published on December 26, 2013, will be implemented on December 26, 2014. In the interim, OMB and the Council on Financial Assistance Reform (COFAR) will continue to engage stakeholders to facilitate a smooth implementation process. To assist in the implementation of the new guidance, the Department of Education (ED) has plans to train ED staff and grantees on the new requirements. You can find an announcement from the Department and more information on ED grant policies on the Grant Policy Memos page.
A number of communities at the local and state level have been forward thinking about the ways to incorporate and integrate immigrants into civic and economic life. These states and localities have recognized that creating a welcoming environment, coupled with policy and programmatic reforms that provide access to immigrants and English learners is a win for everyone in the community.
Cities like Atlanta, New York City, San Francisco, Seattle, Dayton, Philadelphia and Nashville to name a few, have developed strategies on various aspects of immigrant integration integral to the success of their cities. Many of these municipalities have created strategies to compete globally for talent and as well as in the arena of economic development.
In New York City, the New York Department of Youth and Community Development has engaged in an intentional plan to create educational opportunities for youth that could qualify for Deferred Action for Childhood Arrivals (DACA). The New York Department of Consumer Affairs, Office of Financial Empowerment recently came out with a study of Immigrants’ use of financial services.
County governments like Montgomery County, Maryland and Santa Clara and San Mateo in California have partnered with philanthropy and the federal government to rethink systems for improving service delivery and policies that benefit the entire community.
In New York State, the New York State Office of New Americans has taken the significant step of creating a system of 27 neighborhood based Opportunity Centers throughout the state. The initiative seeks to increase access to English-for-Speakers-of-other-Languages (ESOL) training, preparing New Americans for the naturalization process, connecting New Americans to business resources to harness their entrepreneurial spirit, developing and leveraging the professional skills of New Americans, and reducing exploitation of New Americans by scammers and con artists through consumer protection initiatives. Below is one story about how the Opportunity Centers are being utilized.
Last year, Omar Omar came to Syracuse as a refugee. Originally from Eritrea, a small country in the horn of Africa, he was forced to flee everything he knew due to the war and internal conflicts.
The first thing Omar did when he resettled was to go to the ONA Opportunity Center in Onondaga County to work on his English. Hosted by partners Catholic Charities Diocese of Syracuse, the ONA Opportunity Center provides immigrants English-for-Speakers-of-Other-Languages (ESOL) training, naturalization and Deferred Action for Childhood Arrivals (DACA) assistance, and entrepreneurial assistance. While Omar knew some English, he was seeking to improve his skills. Omar took advantage of the ONA Opportunity Centers unique blend of expert teachers, technology and volunteers in its ESOL training. Omar followed up his training by obtaining a library card so he could continue learning.
Omar was seeking a job, so he began working with the ONA Opportunity Center staff, asked for help from the volunteers, and applied for many jobs. When he found out that a new hotel was hiring, Omar asked an ONA Opportunity Center volunteer to help him with the on-line application, an application that took well over an hour to complete. Omar was given an interview and hired for a full time position in the housekeeping department. While Omar continues to study nursing, he must first obtain his high school equivalency diploma. Omar’s goal is to help people and he does so whether at the hotel, in the Eritrean community, his neighborhood, or ultimately in the health care field.
At the federal level, the Department of Education, the Office of Career, Technical and Adult Education, through a contract with World Education, Inc. and its three partner organizations (National Partnership for New Americans, IMPRINT, and Welcoming America) is identifying innovative immigrant integration models that will help us understand how adult education can 1) improve immigrants’ access to effective and innovative English language programs, 2) support immigrants on the path to citizenship, and 3) support immigrants’ career development through training and education. The project has produced a descriptive framework on theoretically-sound immigrant integration practices. Place based initiatives will grow from this partnership in 2014 in several locations across the country that will benefit from the technical assistance on the creation of networks for immigrant integration.
These and other game changing initiatives take into consideration the circumstances of immigrant newcomers. As the debate on immigration reform continues at the federal level, states and localities are forging ahead, creating opportunities for immigrants to contribute and to help build their communities.
Johan Uvin is the Deputy Assistant Secretary for Policy and Strategic Initiatives in the Office of Career, Technical, and Adult Education
The following appeared in the Teachers Edition on February 13 and could be helpful for High School CTE programs.
As the administration works to connect students to high-speed Internet through the E-Rate program, ED wants states and districts to remember they can use federal professional development dollars to support technology use. While ESEA and IDEA might not spell it out, states and districts can use some of the money to support “innovative technology-based strategies to personalize learning,” the Department says in a new Dear Colleague letter. For example, Title II funds can be used to help teachers improve their teaching through effective blended-learning practices.