ANYTHING IS POSSIBLE - icsps.illinoisstate.edu · ... of State Directors of Career Technical...
Transcript of ANYTHING IS POSSIBLE - icsps.illinoisstate.edu · ... of State Directors of Career Technical...
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ANYTHING IS POSSIBLE Moving Forward with the Career Cluster Framework
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The workshop is designed to provide a
broad overview of definitions, concepts, and models for local areas to utilize as they continue to understand, develop, evaluate, and improve their local programs of study.
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History of POS
POS Expectation Tool
Role of Partnership
Developing and Implementing Knowledge and Skill Statements
CIP Codes
Resources and Support for POS
Agenda
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HISTORY AND INTRODUCTION TO PERKINS
Clusters, Pathways, Programs of Study
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Timeline
Career Education
Incentive Act 1977
Elementary & Secondary
Education Act 1965
Civil Right Act of 1964
Vocational Education Act
1963
Vocational Education
Amendments 1968
Higher Education Act 1965
Educational Amendments 1972
created Title IX
Job Training Partnership Act
1982
A Nation at Risk 1983
Carl D. Perkins Act
1984 1973
Comprehensive Employment and
Training Act
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Transformation of Perkins from 1984, 1990, 1998, 2006
Increased Accountability
Emphasized Access Curriculum Integration
Carl D. Perkins Legislation
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For fewer students
For Fewer “Jobs”
6 to 7 Program Areas
In lieu of Academics
High School Focused
For All Students
For All Careers
16 Clusters – 81 Pathways
Aligns and Supports Academics
High School and College Partnership
Then …..and …..now
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Accountability for results and program improvement at all educational levels
Coordination of CTE with the entire P-20 system Integration of academic and CTE Alignment and connections between secondary
and postsecondary education, including baccalaureate
Involvement of business and industry and community-based partners
Themes in Perkins IV
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Grants to states National Association of State Directors of Career
Technical Education Consortium National Advisory Committees
Business and Industry Labor Government Education (secondary and postsecondary)
How were the Clusters Developed?
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The 16 Career Clusters
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Illinois Cluster Model
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Career Clusters are groups of occupations and industries
that have in common a set of foundational knowledge and skills. There are 16 nationally recognized clusters, within which are multiple career pathways.
What are Career Clusters?
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Career Pathways are multi-year programs of academic and technical study that prepare students for a full range of postsecondary options within each of the 16 clusters. Currently, there are 81 nationally recognized pathways, each with specific pathway knowledge and skills.
Clusters Pathways
What is a Pathway?
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Programs of Study are sequences of courses that incorporate
a non-duplicative progression of secondary and postsecondary elements which include both academic and career and technical education content, and lead to the attainment of an industry recognized credential, certificate, or degree.
What is a Program of Study?
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Build on and transform existing programs
Develop new programs
Benchmark to national and international standards
Implement career clusters, pathways, and programs of study
Building on our strong foundation.
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Illinois Cluster Model The Illinois’ Career Cluster Model shows the relationship between: One of Illinois’ five, secondary career and technical education areas (Health Sciences Technology) The related career cluster (Health Science) The five pathways within that cluster Sample programs of study within the pathway. It also illustrates: Essential knowledge and skills Cluster level knowledge and skills Pathway level knowledge and skills Programs of study Career development Adult Bridge Programs
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Career Cluster: Health Science
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Career Cluster: Agriculture, Food, and Natural Resources
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1. Align Secondary and Postsecondary Educational Elements 2. Rigorous Academic and Technical Standards and
Assessments 3. Credit Transfer Agreements 4. Partnerships Among Education, Business and other key
stakeholders 5. Legislation and Policies 6. Guidance Counseling and Advisement 7. Professional Development 8. Accountability and Evaluation 9. Sustainable Leadership and Shared Planning 10. Innovative Teaching and Learning Strategies
COMPONENTS & SUBCOMPONENTS
Department of Education, OVAE
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Leadership, Organization and Support Access, Equity and Opportunity Alignment and Transition Enhanced Curriculum and Instruction Professional Preparation and
Development Program Improvement and Accountability
Six Guiding Principles
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EXPECTATION TOOL Incorporation of the Expectation Tool into the Perkins Guidelines
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The Illinois Programs of Study Expectation Tool is designed to… Be Interactive Meet federal requirements Meet Illinois standards –support six guiding principles Guide the users in designing and implementing
programs of study Provide examples of evidence Suggest examples of supporting materials Monitor status
Overview of the Tool
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The Format Reference to the Principles
Reference to the design elements
Reference to the POS requirements from
Perkins IV
Evidence of what aspects of a program
of study align with this principle
EXAMPLES of materials a
partnership could use to show alignment
Ability to rate your Program of Study
Reference to the OVAE
Components
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Minimum Expectations are the fundamental building blocks of a Program of Study
They meet federal
requirements and Illinois grant guidelines
Minimum Expectations
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Quality Evidence are those elements which indicate advanced implementation
Quality Evidence
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Examples of Acceptable Supporting Materials
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Does the program of study comply with the various compliance items of the tool AND any or all of the quality items?
Partnership must have significant knowledge of the program of study being analyzed and the Programs of Study approach in general.
Time and resource dedication from entire partnership needed.
Determining Status of POS
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What is a partnership able to demonstrate that can be used to verify implementation?
Do supporting materials have to be submitted to the ICCB for review or approval? Supporting materials should be made available or kept on file
as documented evidence of compliance and quality components outlined in the Tool.
Can supporting materials be items not listed within the set of examples provided within the tool?
Examples of Acceptable Supporting Materials
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BUILDING STRONGER PARTNERSHIPS
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“A cooperative relationship between people or
groups who agree to share responsibility for achieving some specific goal.” Alliance Union Association
What is a Partnership?
www.websters-online-dictionary.org
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Essential to Programs of Study State Perceptions of Partnerships
Why Talk about Partnerships?
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CORD Survey Found: Partnership section had the highest level of “don’t
know” responses Administrators had more confidence than faculty
members or counselors that partnerships were developed and operating.
Perceptions of Partnerships
The Center for Occupational Research and Development's Final Report to the Illinois Community
College Board. (January 2011). Illinois Programs of Study Professional Development Project: Assessment
and Recommendations.
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Establish a “Lead Agency” Check for Existing Structures
How to Form a Partnership
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways
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Programs of Study
Community Based
Organizations
Secondary (K-12)
Postsecondary
Adult Education/ Re-
entry
Business & Industry –
employers and workforce
entities
Connect to Existing Partnerships
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Begin with core group from key organizations Secondary Postsecondary Business & Industry
Partnership Members
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways
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Are you: Communicating/Collaborating? Reviewing Transition? Offering Dual Credit/Dual Enrollment? Facilitating conversations between faculty?
Secondary and Postsecondary Partners
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Are you: Utilizing Existing Advisory Councils? Incorporating Industry Standards? Providing Work-Based Learning, etc. ? Seeking Funding Opportunities?
Business and Industry Partners
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Adult Education Employers Community-Based Organizations Workforce Entities
Recruit Other Partners from:
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways
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Define the Partnership Common Vision Commitment Responsibility Accountability
Determine Roles and Responsibilities
Formalize the Partnership
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways
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Choose a Program of Study POS Review Review Teaching and Learning Strategies Counseling and Career Services Professional Development Evaluation
Additional Roles and Functions of the Partnership
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What are your local labor market needs? Do you need to develop new programs of
study? What are the entry and exit points for your
chosen POS?
Choose a POS
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Is there Alignment between
Secondary and Postsecondary? Does the POS reduce
Remediation and Redundancy? Are there opportunities for
Dual Credit/Dual Enrollment?
POS Review
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Contextualized Instruction Provide Professional Development for:
CTE Instructors Academic Instructors
Work-Based Learning Opportunities
Review Teaching/Learning Strategies
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Is Career Planning available? Are Counselors being Trained?
Counseling and Career Services
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Identify the needs of your: Faculty Administrators Counselors
Provide training on the Integration of Academic and Technical Instruction
Disseminate Information about Career Clusters
Professional Development
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Know what data is being collected Data-driven Decision Making Continuous Program Improvement
Evaluation
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KNOWLEDGE AND SKILL STATEMENTS
What I need to know to get where I want to go?
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Essential Questions What are Knowledge and Skills Statements? How are the K&S statements organized? What expectations are outlined in the K&S
statements? What are the components of a K&S statement chart? Why are the K&S statements important? How do you use the K&S statements? What is their relationship to the Common Core? Knowledge and Skill Statement Template
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What are the Knowledge and Skill Statements
Comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area.
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Background of Knowledge and Skills Statements
1999 • Career Clusters Model adopted
2002 • First full set of K&S completed
2006 • First content review and revision of K&S
2008 • Revision of K&S for presentation consistency
2011 • Began another content review and revision of K&S
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How are the Knowledge and Skill Statements Organized? Order of Knowledge and Skill Statements
Foundation Academic Expectations Essential Knowledge and Skills – added in 2008 Cluster (Foundation) Level Knowledge and Skills Pathway Level Knowledge and Skills
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What Expectations Are Outlined by the Knowledge and Skill Statements?
All secondary students are expected to meet state academic standards
Some knowledge and skill statements at the Essential and Cluster (Foundation) levels identify additional applications of academic knowledge and skills
Essential Knowledge and Skills apply to careers in all clusters and pathways
Pathway Knowledge and Skills
Cluster (Foundation) Knowledge and Skills
Essential Knowledge and Skills
Foundational Academic Expectations
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Expectations of Knowledge and Skill Statements
Pathway Knowledge and Skills
Cluster (Foundation) Knowledge and Skills
Essential Knowledge and Skills
Foundational Academic Expectations
Cluster Knowledge and Skills apply to all careers within a particular cluster
Pathway Knowledge and Skills apply to all careers within a particular career pathway
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Knowledge and Skill Statements Outline
Knowledge and Skill Statement – broad statement of expectation Performance Elements – specific and measureable outcomes
Sample Indicators – example activities or products that may indicate proficiency
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Components of a Knowledge and Skills Chart
• Description provides overview of careers within the pathway
• Foundational Academic Expectations are noted
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Components of a Knowledge and Skills Chart
Cluster Knowledge and Skills Topics
• Academic Foundations • Communications • Problem Solving and Critical
Thinking • Information Technology
Applications • Systems • Health, Safety and Environmental • Leadership and Teamwork • Ethics and Legal Responsibilities • Employability and Career
Development • Technical Skills
• Cluster (Foundation) Knowledge and Skills – Organized in 10 topic
areas
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Components of a Knowledge and Skills Chart
• Pathway Knowledge and Skills – Organized in topics that vary
from pathway to pathway
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How do you use the K&S charts? Use in course/curriculum design for secondary and
post-secondary courses. Articulation between secondary and post-
secondary programs in a region or state. Program of study development. Assist with academic and career integration
efforts. Communicating expectations to students and
parents. Crosswalk against state and national standards.
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Shared purpose – that students be college and career ready
Shared belief that career preparation requires a foundational academic experience
Some crossover between the two collections Proficiency in a Common Core Standard is
implied when working towards proficiency in a statement from the cluster knowledge and skills
Connection to Common Core State Standards
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Programs of Study – integrated academic and CTE curricula offered through comprehensive POS
Embedded Credit – meeting academic standards requirements through CTE courses and CTE focused POS
Align Learner Levels – align standards to requirements expected at postsecondary and workforce levels
Accelerated Learning – college level work through dual credit or dual enrollment
Opportunity to integrate CTE content and practices
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Common Career Technical Core (CCTC) is being developed to align and support the CTE standards alongside the CCSS in Mathematics and English-Language Arts
Next Steps
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Developed and utilized with Nursing Pilot Site Grants
Allows for faculty-to-faculty discussion across educational levels
Able to address what knowledge and skills are taught within the courses being taught in a given cluster or pathway
Knowledge and Skills Template
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CIP CODES Understanding the relevance to Programs of Study
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Essential Questions? What is a CIP Code? Who assigns CIP codes? What do CIP codes help us do? Who do I contact at my institution or ICCB
regarding a CIP code for a particular program? What is the relevance of a CIP code to
Programs of Study?
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What is a CIP Code? Classification of Instructional Programs
developed by the USDOE-National Center for Education Statistics
Help states identify the content of wide range of academic and CTE instructional programs at the secondary and postsecondary levels.
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CIP Code Quiz? Which one of these numbers represents a CIP
code? A. ABC B. A.0000 C. 37.0011 D. 1
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Secondary CIP codes are reviewed and assigned through local EFE regions
Community College programs are assigned CIP codes by community college staff and are approved by ICCB staff.
Who assigns a CIP Code?
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Categorize instructional offerings consistently statewide;
Track student enrollments and completions at the program level, and;
Connect secondary offerings with postsecondary offerings.
CIP Codes Help Us To…….
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Institutional Research Department ICCB program staff: Tricia Broughton [email protected]
Who to Contact to Obtain a Program CIP Code
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CIP codes are linked to a specific Career Cluster and Pathway at the national level
Knowing CIP code and local title of program helps alleviate questions regarding its placement within the Career Cluster/Pathway/POS structure
Identifying appropriate cluster and pathway for the program will assist in development of knowledge and skills
CIP Codes and Programs of Study
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RESOURCES AND SUPPORT
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www.ilprogramsofstudy.org
Provide ongoing information to interested stakeholders regarding Illinois CTE Programs of Study and the broader career cluster framework.
Illinois Programs of Study Website
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Illinois Center for Specialized Professional Support
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Office of Community College Research and Leadership
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www.careertech.org Federal initiative aimed
at providing resources as they relate to the career clusters initiative.
Identification of 16 career clusters.
Resources associated with clusters/pathways/POS.
Career Clusters
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Provides an understanding of Illinois’ framework for implementation and evaluation.
Makes connections to federal, state, and local level activities.
Introduction of guiding principles and design elements
Illinois Programs of Study Guide
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Extension to Introduction pamphlet. Outlines:
Perkins IV Key Concepts Career Cluster Framework Illinois’ Career Cluster Model Implementation Acronyms Resources
Illinois’ Career Clusters Model
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Paper and online searchable database that includes information on what degree and certificate programs are offered by the 48 public community colleges in Illinois.
Can search by college or program type CTE programs are organized according to the
16 Career Clusters.
Directory of Programs
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Snapshot of each career cluster and associated pathways
Identifies connection between 16 career clusters to (5) CTE secondary areas
Outlines career and program options based upon community college program offerings
Illinois Programs of Study Fan Graphics
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Websites Association for Career and Technical Education
www.acteonline.org Illinois Career Resource Network
www.ilworkinfo.com Illinois Department of Employment Security
http://ides.state.il.us National Career Pathways Network
www.cord.org National Research Center for Career and Technical
www.nccte.org
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Individual Career Plans
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THANK YOU!
This presentation will be available online at
www.ilprogramsofstudy.org & www.icsps.illinoisstate.edu/pos