PowerPoint Presentation

Strengthening Big Sky PathwaysFall RetreatSeptember 24-26, 2013Helena College, Lower Level, Room 002Helena, MT

Dr. Jeraline M. Marsh, CORD Trainer

Welcome & Introductions

John CechDeputy Commissioner, Two-Year & Community College Education Division,Office of Commissioner of Higher EducationKali WicksHigh School to College Pathways Program Manager/Perkins Accountability Specialist2

Dr. Jeraline MarshSenior Consultant, CORD

Welcome & Introductions

3Conference Day 1 AgendaCoffee & NetworkingWelcome & Introductions John Ceck, Deputy Commissiner, Two-Year & Community College Education Division, Office of Commissioner of Higher EducationReview of Two-Days and the 3-Part Series Jeraline Marsh, CORDMontanas Vision for Big Sky Pathways - Kali Wicks, Big Sky Pathways Program ManagerBig Sky Pathways Implementation Guide Jeraline Marsh, CORDIntroduction: OVAEs 10 Component ModelPrograms of Study Wisconsin Representative10 Components of a Big Sky Pathway (Program of Study)Kansas RPOS Kansas RPOS TeamConference Day 2 AgendaWelcome & Introductions Steve York, Assistant Superintendent, Office of Public InstructionReview of Day 1 - Jeraline Marsh, CORDPart II - 10 Components of a Big Sky Pathway (Program of Study)Part III Implementing a Big Sky Pathway (POS)Work Plan Report OutsResources & Processes Kali Wicks, Big Sky Pathways Program ManagerJanuary AssignmentEvaluationClosure & Ending Message TJ Eyer, CTE Division Administrator

Montanas Vision for Big Sky Pathways

Kali WicksBig Sky Pathways Implementation Guide

Part I: Career Cluster Framework2116794

Why?Our world has changed and will continue to.No longer a primarily unskilled labor force.Seamless transition from secondary (or Adult ed) to post-secondary education.To stay globally competitive, we need to focus on high skill, high demand, high wage careers.Instruction needs to relate to student career interests and their personal aspirations.Business and industry demand change.Workforce is aging; Baby boomers are retiring.

StateAll StudentsDisabilitiesLEPEconomically DisadvantagedMontana82%69%57%71% Source: High School Graduation Rates by State Governing.comThe ChallengesEngagement attending school and completing (graduating) high schoolAchievement academic (and technical) course taking; grades, test scoresTransition to postsecondary education without the need for remediation; and to the workplace

12Why Do They Leave?

Source: The Silent Epidemic: Perspectives of High School Dropouts Civic Enterprises, 200613The illiterate of the 21st Century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn.Alvin Toffler, Futurist & Author

Federal investment has been made since late 1800 Always been able connecting industry with education

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ReturnSystem has transformed over time to meet the needs of industry, our economy and our employers.

Today meeting these needs looks very different than those early days of the federal investment. It looks very different than it did just 10 years ago.

16Big SkyExampleCareer Cluster-ManufacturingCareer Pathway-Maintenance Installation and RepairBig Sky Pathway (Program of Study) -Electro-Mechanical Model in Review

OVAE 10 Component Model

DOLs Framework

Quickly assess high-level needs. Write on sticky notes issues and topics you think are a priority for the team to address related to the elements.

Developing, Implementing, and Evaluating a Program of Study (POS)

10 Components of a Big Sky Pathway (POS)

College & Career Readiness StandardsWhat students are expected and need to know to be able to enter and advance in college and/or careers are at the core of a POS.

College and Career Readiness StandardsNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedDevelop and continually validate College and Career Readiness Standards in collaboration with post-secondary and industry partners, as well as with secondary colleagues.Incorporate essential knowledge and skills and provide the same rigorous knowledge of such skills (i.e., academic skills, communication, and problem solving) which students must master regardless of their chosen career area or POS.Focus on lowering common remediation needs of entering college students.Incorporate industry-recognized technical standards that are valued in the workplace.

PartnershipsCultivating partnerships is fundamental to successful career clusters and pathways framework in Montana school districts and postsecondary institutions. There are two types of partnerships that are essential: internal and external.

PartnershipsNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedPlan and elaborate on the goals, mission, or statement of purpose of partnerships Conduct ongoing analysis of economic and workforce trends.Link into existing local, regional, and/or state initiatives that promote workforce and economic development.Identify, validate, and continue to update the employability, technical- and work-readiness skills that should be attained within a Career Pathway.

Professional DevelopmentProfessional development in a successful Career Clusters and Pathways program contains opportunities for administrators, teachers, school counselors, and other education professionals and stakeholders to implement and evaluate career cluster and pathways. Professional development is necessary at every level of implementation and should be provided to help teachers and other partners learn more about programs of study.

Professional DevelopmentNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedValidate the alignment of curriculum using national, state, and industry standards.Validate the development of integrated academic and career and technical curriculum and instruction.Ensure that teachers and faculty have the content knowledge to align and integrate curriculum and instruction.Provide multiple resources for professional development, locally, regionally, statewide and/or nationally.Offer professional development credit or graduate credit as an incentive for training.

Teaching and LearningCourse and career pathway content should be delivered in a manner that requires students to be engaged with the content, requires students to be engaged with each other, and requires students to be engaged with the teacher.

Teaching and LearningNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedFocus on rigor and relevance for diverse students.Vary instructional strategies and employ contextualized work-based, project-based, and problem-based learning approaches along with multiple assessments.Immerse diverse students in school and community partnerships.Infuse technology as a natural extension of the content.Incorporate team-building, critical thinking, and communication skills through the use of career and technical student organization (CTSO) or similar student organization activities.Attract, prepare, and support each and every student and ensure equitable outcomes for different student groups.

Accountability and Evaluation SystemsEvaluating programs and ensuring accountability for decisions made is critical in career cluster and pathway implementation. Simple questions asked such as Do the efforts made have an impact?

Accountability and Evaluation SystemsNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedIdentify and design an accountability and evaluation system which will meet the needs of federal and state regulation as well as provide timely evaluation information to all stakeholders.Examine data already collected to determine if there is existing data collection and elements that can be used in the accountability and evaluation system of Career Pathway implementation.Collect local and state data to evaluate Career Cluster and Pathway Implementation and provide formal and informal reporting to stakeholders.Utilize data to inform and implement change.

Course SequencesCourse sequencing is an important part of a program of study. Students gather valuable knowledge and skills from course content, building higher level skills as they progress through advanced level courses. The Program of Study must include both the secondary and post-secondary coursework and experiences.

Course SequencesNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedMap out the required and recommended academic and career and technical courses and/or other work-based learning opportunities and educational experiences in each career pathway.Introductory courses at the secondary level teach broad foundational knowledge and skills that are common across all career pathways.Progress to more career and occupationally-specific courses at the secondary level that provide knowledge and skills required for entry and advancement in a chosen career pathway.Offer opportunities for students to earn post-secondary credit for coursework taken during high school.Progress to more career and occupationally-specific courses at the post-secondary level.

Articulation AgreementsArticulation focuses on providing opportunities for high school students to take college-level course work in order to get a head start on earning college credits while continuing to fulfill high school graduation requirements.

Articulation AgreementsNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedProvide a systematic, seamless process for students to earn college credit for post-secondary courses taken in high school.Credits earned are noted on the high school transcript.Describe expectations and requirements.

School Counseling and Academic AdvisingAcademic and career counseling is provided through PK-12 comprehensive school counseling programs and post-secondary advising programs, and helps students make informed decisions about which Career Pathway to pursue.

School Counseling and Academic AdvisingNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedBased on state and national school counseling or advising standards.Ensure school counselors have access to up-to-date information about Career Pathway course offerings.Offer information and tools to help students learn about post-secondary education and career options.Offer resources for students to identify career interests and aptitudes.Provide information and resources for parents.Offer web-based resources and tools for obtaining student financial assistance.

Technical Skill AttainmentCareer Pathways must include the acquired technical, employability, and academic skill attainments throughout the journey of a program of study. Career Pathways include and ultimately lead to required licensure, credential or other recommended attainment for the occupations within the Pathway, thus aligning secondary and post-secondary Pathways with educational and work requirements.

Technical Skill AttainmentNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedAt the secondary level, measures of technical skill attainment are incorporated at appropriate places in the Pathway, demonstrating the student is ready for college or a career.At the Post-Secondary level, measures of skill attainment are incorporated at appropriate places in the Pathway, demonstrating the student is ready for a specific occupation.

Policies & ProceduresFederal, state, and local policies and procedures may support and promote the development and implementation of a Program of Study

Policies and ProceduresNeeds To Be ConsideredIn the Planning StagePartially ImplementedFully ImplementedReview and revise existing school/district and post-secondary institutional policies and examine procedures to determine the impact on Career Cluster/Pathway implementation.Determine and ensure education professionals, students, and community stakeholders are aware of policies and procedures supporting Career Cluster/Pathway implementation.Provide for sufficient funding and other resources for Career Cluster/Pathway implementation.Establish formal procedures for the needs assessment, design, implementation, and continuous improvement of Career PathwaysEnsure opportunities and support for any student to participate and succeed in a Career Pathway.Provide resources for long-term sustainability of Career Cluster and Pathway frameworks.

Kansas Rigorous Programs of Study TeamWelcome & Introductions

Kali WicksHigh School to College Pathways Program Manager/Perkins Accountability Specialist39Chart10.470.430.420.380.35

Boring classesToo many absencesPeer groupToo much personal freedomFailing in school