MDE/MnSCU Career & Technical Education Webinar

Wednesday, August 14 – 10:00 – 11:00 a.m.

First Steps in Building a Rigorous Program of Study

PRESENTERS(In Order of Presentations)

• Debra Hsu, MnSCU• Dan Smith, MDE• Michael Mitchell, MDE• John Rapheal, MDE• Ginny Karbowski, MnSCU• Debbie Belfry & Robb Lowe, Southwest

Metro Consortium• Mo Amundson, Rochester/ZED Consortium

GOALS• Share a common understanding of the 10

components of Rigorous Programs of Study (RPOS) as formulated by the Office of Vocational and Adult Education (OVAE).

• Understand the process to evaluate current Programs of Study using the MN RPOS Guide.

• Plan first steps for development and implementation of RPOS in your Consortium.

Resources for Today’s Webinar

MinnesotaRigorous Programs of Study

Guide

2-1-13

MinnesotaRigorous Programs of Study

Guide

2-1-13

POS/S-A POS/RPOS

5

Programs of Study

State-approved Programs of Study

RPOSPrograms of Study – As a guidance tool, the intent is to chart out many paths for student success.

State-approved Programs of Study – Signature programs for a consortium. Each consortium should identify at least seven programs for state approval.

Rigorous Programs of Study – Ten elements take the POS to the highest standard. Each consortium should bring at least one Program of Study to meet the RPOS standard during the 2013-2014 year.

RIGOROUS PROGRAM OF STUDY COMPONENTS

LEGISLATION & POLICIES

PARTNERSHIPS

PROFESSIONAL DEVELOPMENT

COLLEGE & CAREER READINESS

COURSE SEQUENCES

CREDIT TRANSFER

AGREEMENTS

GUIDANCE COUNSELING & ACADEMICS

TEACHING & LEARNING

STRATEGIES

TECHNICAL SKILLS ASSESSMENTS

ACCOUNTABILITY & EVALUATION SYSTEMS

LEGISLATION & POLICIES

• State operationalizes policy through funding and technical assistance.

• Consortium operationalizes policy through program and professional development activities.

(National, State and Local Policy)

PARTNERSHIPS

• Ongoing relationships between education, business and community partners are central to the design, implementation and maintenance of Rigorous Programs of Study.

PROFESSIONAL DEVELOPMENT

Sustained and intensive professional development incorporates opportunities to attend workshops and teacher externships, to learn about the latest in technology focusing on curriculum and instruction.

(Teaching and Learning)

ACCOUNTABILITY &EVALUATION SYSTEMS

(Quantitative & Qualitative Data)

State and local systems and strategies are set to gather quantitative and qualitative data on the RPOS components and students outcomes for ongoing development efforts.

COLLEGE &CAREER READINESS STANDARDS

(Common Core Competencies )

Content standards define what students should be able to know and do to enter and advance in college and/or careers -- the “three-legged stool” based on international benchmarks:

• Foundational knowledge and skills• Academic skills• Technical skills

COURSESEQUENCES

(Smooth transitions for strong curriculum partnerships)

Non-duplicative sequence of secondary and postsecondary courses within a RPOS are established to avoid the need for remedial courses and duplication of classes.• Broad-based CTE courses at the secondary

progress to more occupationally-specific CTE programs at the postsecondary.

CREDIT TRANSFERAGREEMENTS

“Umbrella” credit transfer agreements provide opportunities for secondary students to be awarded transcripted credit supported by formal agreements.

(Policy and Curriculum)

GUIDANCE COUNSELING &

ACADEMICS

Focus on this component helps students make informed decisions about which RPOS to pursue. Career planning and guidance with plans of study for students early on that are supported by career assessments and resources.

(Delivered by All for All)

TEACHING & LEARNING

STRATEGIES

Innovative and creative approaches enable teachers/ faculty to integrate academic & technical instruction. Incorporating team based approaches to support student learning through activities such as math in CTE and/or work based learning projects are also stressed.

(Contextual Learning)

TECHNICAL SKILLS ASSESSMENTS

(Information on Student Learning)

Technical skill assessments provide information on students learning the necessary knowledge and skills for entry into and advancement in postsecondary education and careers.

• Meets State Competencies• Articulation Committees

Advise• Career Opportunities for

Students

• Pathway Improvement Plan

• Meets Most Student Needs

• + Meet Business & Industry Skills• + Actively Involved with

Curriculum & Students• + Job Shadow, Externships,

Work Experience• + Professional Development &

Blended Academics• + Industry Certificates & Post-

Secondary Credit

Current POS vs. RPOS

BEGIN WITH “RIGOROUS PROGRAM OF STUDY GUIDE” – Rubrics of 10 Components for RPOS Evaluation

PROCESS in Building a Rigorous Program of Study

MinnesotaRigorous Programs of Study

Guide

2-1-13

Rigorous Program of Study Components GuideRating for the Rigorous Program of Study (POS)

ComponentsLevel

1Level

2Level

3Rigorous

POSScale: Level 1, Level 2, Level 3 (Rigorous Program of Study)

Legislation and Policies: Federal, state, and local legislation or administrative policies promote POS development and

implementation.

     

Partnerships: Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance.

     

Professional Development: Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.

     

Accountability and Evaluation Systems: Systems and strategies to gather quantitative and qualitative data on both POS components and student outcomes are crucial for ongoing efforts to development and implement POS.

     

College and Career Readiness Standards: Content standards that define what students are expected to know and be able to do to enter and advance in college and/or their careers comprise the foundation of a POS.

     

Course Sequences: Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that students transition to postsecondary education without duplicating classes or requiring remedial coursework.

     

Credit Transfer Agreements: Credit transfer agreements provide opportunities for secondary students to be awarded transcripted postsecondary credit, supported with formal agreements among secondary and postsecondary education systems.

     

Guidance Counseling and Academics: Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue.

     

Teaching and Learning Strategies: Innovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework.

     

Technical Skills Assessments: National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary education and careers in their chosen POS.

     

RATING FOR THE RIGOROUS PROGRAM OF STUDY

COMPONENTS Scale: • Level 1: Level 1 meets the minimal requirements to become a Minnesota State- Approved RPOS for the Consortium in a career pathway.

• Level 2: Additional subcomponents have been developed and implemented within a RPOS for the Consortium.

• Level 3: Level 3 meets all subcomponents of a RPOS for the Consortium; this level is the highest level of achievement and a goal for all Programs of Study.

2 Partnerships

Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance.

Level 1Subcomponents

Level 2Subcomponents

Level 3 (Rigorous POS)Subcomponents

A. In the initial POS design, include secondary teachers, postsecondary faculty, representatives of business, industry and the school/ district/ college administration with expertise in the CTE program area.

B. Conduct ongoing analysis of economic and workforce trends to identify regional POS to be created, expanded, or discontinued.

A. In the initial POS design, include secondary teachers, postsecondary faculty, representatives of business, industry, and the school/district/ college administration with expertise in the CTE program area.

B. In POS implementation and ongoing maintenance, involve stakeholders in the process.

C. Conduct ongoing analysis of economic and workforce trends to identify statewide (or regional) POS to be created, expanded, or discontinued.

A. Create written memoranda of understanding that elaborates the roles and responsibilities of partnership members.

B. Conduct ongoing analysis of economic and workforce trends to identify statewide (or regional) POS to be created, expanded, or discontinued.

C. Link into existing initiatives that promote workforce and economic development, such as sector strategies and other activities supported by the workforce investment act.

D. Identify and validate the current technical and workforce readiness skills that should be taught within a POS.

Rigorous Program of Study Components GuideRating for the Rigorous Program of Study (POS)

ComponentsLevel

1Level

2Level

3Rigorous

POSScale: Level 1, Level 2, Level 3 (Rigorous Program of Study)

Legislation and Policies: Federal, state, and local legislation or administrative policies promote POS development and

implementation.

     

Partnerships: Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance.

     

Professional Development: Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.

     

Accountability and Evaluation Systems: Systems and strategies to gather quantitative and qualitative data on both POS components and student outcomes are crucial for ongoing efforts to development and implement POS.

     

College and Career Readiness Standards: Content standards that define what students are expected to know and be able to do to enter and advance in college and/or their careers comprise the foundation of a POS.

     

Course Sequences: Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that students transition to postsecondary education without duplicating classes or requiring remedial coursework.

     

Credit Transfer Agreements: Credit transfer agreements provide opportunities for secondary students to be awarded transcripted postsecondary credit, supported with formal agreements among secondary and postsecondary education systems.

     

Guidance Counseling and Academics: Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue.

     

Teaching and Learning Strategies: Innovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework.

     

Technical Skills Assessments: National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary education and careers in their chosen POS.

     

In “RIGOROUS PROGRAM OF STUDY HANDBOOK”-

Plan FIRST STEPS in Building a Rigorous Program of Study

STEP-BY-STEP SUGGESTIONSFOR IMPLEMENTATION

IN EACH SECTION – FOR EACH OF TEN COMPONENTS OF HANDBOOK

• Teachers/ Faculty• Perkins Consortia Leaders• Local School or Campus

Administrators

Become involved in the Rigorous Program of Study (POS) partnering process within your local consortium.Attend POS meetings when invited.

REMEMBER!!! Learn about the process and include local advisory committee members in the process. This is a great way to get them involved and understand the value of POS.

Volunteer to help with committee responsibilities—facilitator, recorder, etc.

The more you get involved, the more you will learn about the needs of high school/ college partners, your local business/industry partners, and their workforce needs.

Remember to actively listen—learning from your education colleagues and business partners.

Use this as a professional development opportunity to gain new knowledge and information on the academic (liberal arts and sciences) and technical needs of this career field/ cluster/pathway.Offer to help organize and plan POS meetings.

Research possible local business/industry partners that may benefit from participating in the committee.Look for business/industries that fit the needs of high skill/high wage/high demand in the POS.

Invite new community members to the POS meeting that can potentially add new ideas and expertise to the local advisory committee and eventually to the program needs.Personally contact them via the phone or in person; review the purpose and goal of the committee.Plan POS meeting agenda that is focused and benefits all attendees.

Decide the appropriate topics to discuss.

Think about the audience—who will be attending, what are their needs, how can they benefit from this meeting?Set date and location for meeting(s) for committee.

Ideally your work can be completed within one meeting.Plan an agenda that is focused and relevant to the attendees.

EXAMPLE: Section 2: PartnershipsPages 2.4

Role of Teachers & Faculty in RPOS Partnerships

Implementation Step One: Determine NeedsConsortium Leader Roles

Identify stakeholders to involve in the planning process o Involve administrators who have authority to designate resources to support implementation of regional RPOS

committees.

o Support teachers and faculty involved in different Programs of Study.

o Involve other important stakeholders (like curriculum directors, deans, chief academic officers, etc.) who may provide insight or expertise to the planning process.Support local administrators and teachers in the development of consortia (or local) RPOS committee plans.

o Support/guide the development of local RPOS committee plans.o Help local administrators and teachers/faculty identify appropriate sources of funding,

o Help local administrators identify other resources needed (facilities, planning or release time for teacher/faculty planning and professional development on effective RPOS committees, etc.)

o Support or guide local planning of the meetings.Communicate information and requirements with all relevant stakeholders in the consortium, including:

o Local administrators at each high school o Presidents, CAOs or Deans at each college campus o CTE teachers and facultyo Local business/industry partners in the related Program of StudySupport process of the teachers and faculty through oversight and professional development.

o Connect teachers and faculty with others implementing committees in their RPOS.

o Identify training and professional development needs for teachers and faculty.

o Develop appropriate PD or connecting teachers and faculty to existing professional development that supports partnerships and its implementation through RPOS committees.

EXAMPLE: Section 2: PartnershipsPages 2.5

Role of Perkins Consortium Leaders in RPOS Partnerships

EXAMPLE: Section 2: PartnershipsPages 2.6

Role of Local School or Campus Administrators In RPOS Partnerships

Support stakeholders involved in the planning process for consortia (or local) RPOS committee.Support consortia leaders in the planning and implementation of regional (or local) RPOS committees.Support teachers and faculty involved in different Programs of Study.Promote efforts with other important stakeholders (like curriculum directors, deans, chief academic officers, etc.

who may provide insight or expertise to the planning process).Support consortia leaders and teachers/ faculty in the development of consortia (or local) RPOS committee plans.

Support/guide the development and implementation of POS committee plans.Help local administrators and teachers/faculty identify appropriate sources of funding.Help local administrators identify other resources needed (facilities, planning or release time for

teacher/faculty planning and professional development on effective advisory committees, etc.).Support or guide local planning of the meetings.

Communicate information and requirements with all relevant stakeholders in the consortium, including:Other administrators at each high school in the consortiumPresidents, chief academic officers, or deans at each campusCTE teachers and facultyLocal business/industry partners in the related Program of Study

Support process of the teachers and faculty through oversight and professional developmentConnect teachers and faculty with others implementing POS committees in their pathway.Identify training and professional development needs for teachers and faculty.Deliver appropriate PD or connecting teachers and faculty to existing professional development that supports

partnerships and its implementation through advisory committees.

FROM LOCAL CONSORTIA LEADERS

Plan FIRST STEPS in Building a Rigorous Programs of Study

Southwest Metro ConsortiumDebbie Belfry, Bloomington Schools

Robb Lowe, Normandale Community College

Step 1: In spring, college advisory committee met & recommended cluster approach for future planning.Step 2: Consortia Leadership Team organized one-day Rigorous Program of Study workshop in June - invited secondary business, FACS, & service occupations teachers AND postsecondary hospitality & business teachers.Step 3: Team determined overall purpose & goal for the day. . .to create a pathway that begins the conversation & gain commitment to participate in work groups.

Southwest Metro ConsortiumAGENDA

• Overview of Perkins/ Rigorous Program of Study

• Small Group Discussion – Challenges/ Breaking Down Silos

• Small Group Discussion - Opportunities/ Building Collaborations

• Next Steps – Rigorous Program of Study Meetings/ Technical Skill Assessment Meetings

Rochester/ ZED ConsortiumMo Amundson, Rochester Community & Technical College

Step 1: Identified Therapeutic Services as RPOS for consortium.

Step 2: College and high school administration teams met to review the RPOS rubrics & evaluate current POS.

Step 3: Team set goals for FY14 to achieve Level 3 in each of 10 components.

Questions? Comments?

In conclusion. . .

• For your leadership• For your hard work• For your continued commitment

to CTE students in Minnesota!!!!!

THANK YOU. . .