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![Page 1: 1 Career Pathways for All Students PreK-14 2 Compiled by Sue Updegraff Keystone AEA Information from –Iowa Career Pathways –Iowa School-to-Work –Iowa.](https://reader036.fdocuments.net/reader036/viewer/2022062511/55157c8c55034674578b53c9/html5/thumbnails/1.jpg)
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Career Pathways for All Students
PreK-14
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Compiled by Sue UpdegraffKeystone AEA
Information from– Iowa Career Pathways– Iowa School-to-Work– Iowa Tech Prep– Iowa Department of Education
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Why Career Pathways?• Societal Demands
– Prepare all students for both further education and for work
– Prepare all students for life’s roles: citizen, worker, family member
• Lifelong Learning
• Organizer for Restructuring of Education– Academic standards
– Employability standards
– Technical standards
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Each district will develop its own unique approach to PreK-14 Career Pathways.
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What is a Career Pathway?
– Concept originated with Iowa Tech Prep
– April 1997 Definition
Career pathways are clusters of specific occupations or careers grouped together because they share similar interests, strengths, and skills.
Source: Career Pathways Resource Guide (Iowa Department of Education)
April 1997
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A New Definition, May 1999
• A Career Pathway is a PreK-12+ structure for organizing instructional content designed around broad career areas. Progression in a career pathway is both vertical and horizontal and provides the basis for lifelong learning. A Pathway prepares a student for further education and/or employment.
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Components for Career Pathway Framework
• Integration of Career Education Standards and Benchmarks (Employability Standards and National Career Development Guidelines) into the PreK-12+ curriculum for all students.
• Integration of academic and technical instruction and school-based and work-based experiences.
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Components for Career Pathway Framework
• Articulation among elementary, middle, secondary schools, and post-secondary institutions.
• Preparation of the student for future employment in a broad occupational cluster and/or industry sector and/or continued education.
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Components for Career Pathway Framework
• Inclusion of career education opportunities for all students, in depth exploration of careers of interest to the student, and the understanding of the relevance of academic content in the workplace.
• Inclusion of specific occupational preparation which may link two years of secondary education with a two year or four year educational institution or an apprenticeship program.
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Six Career Pathways
• Agriscience/Natural Resources
• Arts and Communications
• Business/Information Management/Marketing
• Engineering/Industrial/Technological Sciences
• Family and Human Services
• Health Services
Endorsed in spring of 1996 by Iowa School-to-Work and the Iowa Association of Business and Industry.
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Broadening of Career Pathways to a System-wide Approach
• From 2+2 to PreK-14+
• Merged Area Systems View– Community Colleges– AEAs– Communities– Counties
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Results of Systems-Approach
• Increased options for all students
• Connected series of educational experiences leading to goals
• Broad areas of study that are flexible, overlapping in nature, fluid
• Mixture of academic, employability, career education, and technical education
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How do Career Pathways fit into the Iowa Comprehensive School Improvement Plans developed by
each district?
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CSIP Components
Community Involvement
Data Collection, Analysis, and Goal Setting
Standards and Benchmarks
Determination and Implementation of Actions to meet the Needs (Action Planning)
State Indicators
Assessment of Student Progress
Evaluation of CSIP
Annual Progress Report
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Comprehensive School Improvement Plan
Purposes • To address all aspects of teaching and learning• To ensure a continuous improvement process• To create integrated organizations with shared
visions and shared goals• To improve educational outcomes for all
students
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Comprehensive School Improvement Plan
Purposes
• To provide for local decision-making
• To increase the learning, achievement, and performance of all students
• To incorporate the consolidation of federal and state planning, goals setting, and reporting requirements.
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Community Involvement
School Improvement Career Pathways- Participation of all stakeholders- Advisory Committee- Vision, mission, beliefs- Determination of major needs- Establishment of Student Learning Goals
- Continuous participation and support ofbusiness, industry , labor, parents, community- Clear vision and mission which includepreparation of all students for further educationand work- Gathering information from stakeholders as towhat the needs for preparing students look like- Clear expectations of what graduates will looklike
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Data Collection, Analysis and Goal Setting
School Improvement Career Pathways- Continuous data collection- Data-driven decision-making- Collect data by groups
- Determine current achievement status- Use data to move forward goals and initiatives- Address all students
Systems Approach
•Why data is important • What data needs to be collected
•How to use and analyze the data • How to communicate the data results
•How to use the data to inform decisions
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Categories for organization of the data collection process
• Demographics
• Perceptions
• Student Learning
• School Processes/Programs
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Student Learning
• Overall student achievement
• Number of graduates with a career plan
• Student application of academic content
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Demographics
• Drop-out rate
• Post-secondary education rate
• Employment/earnings
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Perceptions
• Business/Industry satisfaction
• Student satisfaction
• Parent satisfaction
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School Processes
• Where are employability skills addressed in the curriculum?
• Where is career development addressed in the curriculum?
• Integrated curricula results
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Standards & Benchmarks
School Improvement Career Pathways- Establish standards and benchmarks in
1. Reading, Math, Science2. Other curricular areas3. Social, emotional, behavioral areas
- Incorporate into the educational programcareer education, multicultural and gender faireducation, technology integration, globaleducation, higher-order thinking skills,learning skills, communication skills.- Meet individual student needs by selection ofcurriculum goals, instructional strategies, andlearning activities.- Connect standards to student assessment.
- Determine what the district wants students toknow and be able to do:
1. Content standards2. Employability standards3. Career area standards4. Technical standards
- Incorporation areas are blended with the foursets of standards- Career Pathways standards and benchmarksare for all students- Assessing if standards and benchmarks areachieved
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Student Learning Goals
Standards
Benchmarks
Assessment
Delivery
Reporting
Framework of Standards & Benchmarks
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The Career Pathways Framework breaks out the standards and benchmarks as follows:
PreK-14 Iowa Career Pathways Framework– Academic Knowledge & Skills (K-14) – Employability Knowledge & Skills (K-14) – Career Area Knowledge and Skills (K-14) – Technical Cluster Knowledge & Skills (9-12) – Career & Technical Knowledge & Skills (11-14)
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Determination & Implementation of Actions to Meet the Needs
School Improvement Career Pathways− Perform gap analysis on current learning
environment, research, theory, andexperience to evaluate what goals andneeds are
− Plan for changes in curriculum andinstruction
− Implement plans and monitor progresscontinuously
− Provide support through professionaldevelopment
− Based on needs assessment and research,changes needed are determined
− Research the possible curriculum andinstructional strategies and select ones thatcan fulfill needs
− Implement actions and track progress− Provide support through professional
development for all partners.
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The Iowa Department of Education Technical Assistance manual (p. 43) states that the action planning phase: Identifies the most powerful innovations:
• to address student needs
•to improve educator’s skills, attitudes, understanding, and performances.
Implementation
•Curriculum Restructuring
•Professional Development
•Learning Environment
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InternalData Collection
Data required forState & Federal
programs
NeedsAssessment
Perceptions School Program
State Indicators
Student LearningGoals
Demographics
ExternalData Collection
National Reports
NationalOrganizationsArticles & BooksResearch
Analysis(what does the
information tells us?)
Establish Long Range& Annual Goals
Finance
Human Resources
Facilities
Student Learning
Infrastructure
Action Plan
Action Plan
Action Plan
Action Plan
Action Plan
Public Relations
Action Plan
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Curriculum Restructuring
Student Learning Goals Standards Benchmarks Assessment
Integrated, Articulated Curricula
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Integration Continuum
Restructured Curriculum
Career Pathway
Tech Prep Academy or School-within-a-School
Course Sequence Career Maps
Applied Academics Integration of Standards
Thematic Units
Incorporation Areas
Curriculum Integration Program Integration
Program and Program and Curriculum Curriculum IntegrationIntegration
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Professional Development
To implement the curriculum restructuring, staff & community will need some learning opportunities:
– Understanding the New Culture
– Change Process
– Collaboration
– Partnership
– Teacher Internships
– Reaching ALL Students
– Assessment
– Alternative Scheduling
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Professional Development
– Applied Learning
– Contextual Learning
– Learning Styles
– Multiple Intelligences
– Work-based Learning
– Service Learning
– Team Teaching
– Career Development
– Individual Learning Plan
– Career Maps
– Advisor/Advisee Program
– Project-based Learning
Learning Environment and Delivery Methods
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Link to:Link to: Student Learning Goals
Standards
Benchmarks
Assessment
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Career Development
• A Goal for Most Iowa Districts– Preparing our students for decision-making about their
life goals
Question: Is a Career Development, PreK-14+, system built into action planning? What could it look like?
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PreK-5: Career Awareness
Content StrategiesSelf-Knowledge
Basic Skills
Community Awareness ofPathways
Attitudes and Work Ethics
Employability Standards
Interest Aptitude Inventories, Use of Career Portfolio
Educational Relevance of Curriculum Content
Involvement with Role Models, Job Shadowing, Field Trips,Service Learning
Curriculum Integration, Portfolio
Credentialing
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Grades 6-8: Career Exploration
Content StrategiesLinking Interests with CareerThemes
Life roles, Life Planning
Interpersonal Skills andEmployability Skills
Exploration of Opportunities inWorld of WorkDecision-Making ProcessTentative Educational and CareerPlans
Inventories, Learning Styles, Multiple Intelligences
Portfolio
Credentialing, Working in Teams, Student Clubs
Classifications and Clustering, Job Shadowing Project-based Experiences, Youth-Based Enterprises, CareerPathways
Parental Input, Collection of Inventories, Overview ofCareer Portfolio, Mentor/Advisor, General Career Map
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Grades 9-12: Career Preparation
Content StrategiesContinual Review of CareerPlan
Exploration of Career Areas(Grades 9-10)
Technical Preparation inCareer Core (Grades 11-12)
Advanced Academic Skills
Work-based Learning
Standards/BenchmarksEmployability StandardsAcademic StandardsTechnical Standards
Student/Advisor Review of Plan
Class or Hands-on Exploration, Community Mentor
Laddered Programs, such as Tech Prep, Apprenticeshipleading to Advanced Placement, and Transition. CollegeVisits
Applied Academics and/or High Level AcademicsContextual Learning
Job Shadowing, Work Place Readiness Class,Internship, Structured Work Experience, Volunteerism,School Club Leadership, Work Simulations
Credentialing, Integrated Courses
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Community College or Four Year Institution
Content StrategiesCore plus Specialty (standards)
Advanced Skills
Work-based Learning
Certification
Certification
Summer work, Internship, Apprenticeship, CapstoneExperience
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State Indicators
School Improvement Career Pathways− Annually report district general condition in
1. Reading2. Math3. Science4. Dropouts5. Post-secondary education intentions6. Probable post-secondary success7. Core program completion
− Use data to inform decisions and establishgoals
− Establish indicators of progress1. The Iowa Indicators will be useful
data for career pathways2. Other indicators/data needed such
as achievement on selectedstandards beyond reading, math,science; Tech Prep programcompletion, percent of studentsgraduating with a career plan, etc.
− Track performance over time
− Use data to inform decisions
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Data Collection Assists With...
• Improvement of Instruction
• Development of Curriculum
• Evaluation of Programs
• Student Feedback
• Reaching All Students
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Assessment of Student Progress
School Improvement Career Pathways− Assessments are linked to standards and
benchmarks
− Assessment plan is developed
− Assessments are available for all students
− Assessment plan uses data to makedecisions
− Assessments serve to inform studentachievement on standards and benchmarks
− Measures of success are established prior toimplementation of action plans
− Accommodations and interventions help allstudents be successful
− Data informs decisions
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Evaluation of CSIP
School Improvement Career Pathways− District has strategies to collect data and
information to determine if plan hasaccomplished established goals
1. Monitoring student progress towardstandards
2. Tracking district progress inimplementation of goals
− Progress is reported to public
− Progress and plans are continuouslymonitored and revised
− Stakeholders are informed of progress
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Annual Progress Report
School Improvement Career Pathways− Progress is reported annually to multiple
stakeholder groups− Report includes
1. Results on state indicators2. Results on district indicators3. Measures to be taken if goals are
not met
− Annual checkpoints are built into theoverall evaluation plan
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Conclusion
• Career Pathways is a school improvement initiative
• Career Pathways fits into the Iowa process for the comprehensive school improvement plan.
• Career Pathways can help address the advancement of student learning.
• Career Pathways can help address the major educational needs of a community and school district.