Student Transition Planning: Where the Rubber Hits the Road

Denise Felder Director of Professional DevelopmentCareer Technical Education | MnSCU

Denise.Felder@so.mnscu.edu

Value of Transition Planning

Shared Vision for Youth

Sandbox Group

MN Career & College Readiness

Collaborative

70% of increase in postsecondary requirements is due to occupations that previously did not require higher education

Earning gap increasing between those with postsecondary credential vs. those with high school diploma only

Postsecondary = college and/or industry-recognized job training

Sources: Georgetown University Center on Education and the Workforce; Handbook of Labor Economics

Value of Transition Planning

College & Career Planningin State Legislation (HF2397)

1) World’s Best Workforce

2) Regional Centers of Excellence

3) Planning for Students' Successful Transition to Postsecondary Education & Employment (9th Grade Plans)

4) Parental Involvement Programs

5) Experiential & Applied Learning Opportunities for Students

6) Also: Charting the Future

World’s Best Workforce (120B.11)

Source: https://education.state.mn.us/MDE/SchSup/WorldsBestWorkforce/index.html

1) All children are ready for school.

2) All third-graders can read at grade level.

3) All racial and economic achievement gaps between students are closed.

4) All students are ready for career and college.

5) All students graduate from high school.

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Charting the Future

Experiential and Applied Learning Opportunities for Students

Parental Involvement Programs

Planning for Students' Successful Transition to Postsecondary Education and Employment

College & Career Readiness (PSEO, Concurrent Enrollment)

Rigorous Programs of Study

Technical Skills Assessments

Source: DRAFT Minnesota Career Technical Education

World’s Best Workforce

9th Grade Plans (120B.125)

Planning for Students' Successful Transitionto Postsecondary Education and Employment

Beginning in 2013-2014 school year, must assist all students by no later than grade 9 to:

explore college and career interests and aspirations

develop a plan for a smooth and successful transition to postsecondary education or employment

7 key elements in legislation

… Need to revisit at least annually.

Source: http://education.state.mn.us/MDE/EdExc/CollegePlan/

9th Grade Plans (120B.125)

Planning for Students' Successful Transitionto Postsecondary Education and Employment

1) Comprehensive academic plan for completing a college and career-ready curriculum that meets state and local academic standards

2) Emphasize academic rigor and high expectations

3) Help students identify personal learning styles

4) Help students gain access to postsecondary education and career options

Source: http://education.state.mn.us/MDE/EdExc/CollegePlan/

9th Grade Plans (120B.125)

Planning for Students' Successful Transitionto Postsecondary Education and Employment

5) Integrate strong academic and career-focused content

6) Help students and families identify and gain access to appropriate counseling and other supports

7) Help students and families identify collaborative partnerships of … postsecondary institutions, economic development agencies, and employers

Source: http://education.state.mn.us/MDE/EdExc/CollegePlan/

9th Grade Plans (120B.125)

Sample Individualized Learning Plan Components

Program of Study, class schedule

Career exploration (assessments, transferable skills, etc.)

Life goals

Favorite occupations

College or postsecondary training options

Skills and abilities

Source: Al Hauge, MDE

9th Grade Plans (120B.125)

Sample Individualized Learning Plan Components

Job search documents

Budget plan

Academic records

Extracurricular activities, athletics, service learning, leadership, student groups, etc.

Accomplishments (awards, honors, memberships, publications, photos and video artifacts)

Health records

Source: Al Hauge, MDE

Parental Involvement

Parent and Family Involvement Policy (24D.8955)

oral and written communication … in families' native language

fostering students' academic success and learning at home and school

welcoming parents in the school and using networks that support families' cultural connections

providing community resources

Source: http://legiscan.com/MN/drafts/HF2397/2013

Parental Involvement

Parental Involvement Programs (124D.895)

promote healthy self-concepts among parents or guardians and other family members

provide creative learning experiences for parentsor guardians

encourage parents to actively participate in their district's curriculum advisory committee

Source: http://legiscan.com/MN/drafts/HF2397/2013

Experiential & Applied Learning Opportunities for Students (124D.085)

• Strengthen alignment between career and college ready curriculum, and state and local academic standards

• Increase opportunities for applied and experiential learning in nontraditional settings

• Encouraged to provide ... college prep schools, career and technical education, work-based schools

• Schools and districts must have measurements and plans

Effective for the 2014-2015 school year and later.

Source: http://legiscan.com/MN/drafts/HF2397/2013

Rigorous Programs of Study (CTE)

• Incorporate and align secondary and postsecondary education elements

• Include academic and CTE content in a coordinated, non-duplicative progression of courses

• Offer opportunity for secondary students to acquire postsecondary credits

• Lead to an industry-recognized credential or certificate, or associate or baccalaureate degree

Source: www.cte.mnscu.edu/programs/index.html

LEGISLATION & POLICIES

PARTNERSHIPS

PROFESSIONAL DEVELOPMENT

COLLEGE & CAREER READINESS

COURSE SEQUENCES

CREDIT TRANSFER

AGREEMENTS

GUIDANCE COUNSELING & ACADEMICS

TEACHING & LEARNING

STRATEGIES

TECHNICAL SKILLS ASSESSMENTS

11

ACCOUNTABILITY & EVALUATION SYSTEMS

Rigorous Programs of Study (CTE)

Work Readiness & Technical Skills Assessments (CTE)

Source: www.cte.mnscu.edu/programs/mntsa.html

Improve program quality

Create strong connections between high school and college programs

Identify core skills and assessment tools for technical skill attainment for Programs of Study

Alignment to industry-recognized standards or state or national industry or trade standards

Charting the Future (MnSCU)

Source: www.mnscu.edu/chartingthefuture/index.html

1) Dramatically increase success of all learners, especially those in diverse populations traditionally underserved by higher education.

2) Develop a collaborative and coordinated academic planning process that advances affordability, transferability, and access to our programs and services across the state.

3) Certify student competencies and capabilities, expand pathways to accelerate degree completion through credit for prior learning, and foster the award of competency-based credit and degrees.

Charting the Future (MnSCU)

Source: www.mnscu.edu/chartingthefuture/index.html

4) Expand the innovative use of technology to deliver high quality online courses, strengthen classroom instruction … provide more individualized learning and advising.

5) Work together to be preferred provider of comprehensive workplace solutions … that build employee skills and solve real-world problems for communities and businesses across the state.

6) Redesign our financial and administrative models to reward collaboration … strengthen our ability to provide access to an extraordinary education for all Minnesotans.

Challenges & Opportunities

Changing Student Expectations

Millennial Generation (late 20s and younger) value: Individuality Information Entertainment Social interactions (electronic)

Millennials have different educational expectations/needs.

Millennials have different workforce expectations.

Source: Roehling PV, Vander Kooi TL, Dykema S, Quisenberry B, Vandlen C. (2010)

Challenges & Opportunities

Teaching, Learning and Millennial Students

1) Student-Faculty Contact

2) Reciprocity and Cooperation

3) Active Learning

4) Feedback

5) Time on Task

6) High Expectations

7) Diverse Talents and Ways of Knowing

Source: http://teachingcommons.depaul.edu/Classroom_Activities/teachingmcs.html

Challenges & Opportunities

Importance of Cross-Sector Collaborations

National/federal trend toward collaboration

MN Career & College Readiness Collaboration

CTE Consortia

Image: http://donnagore.com/2012/02/21/crime-writingusing-the-stone-soup-method/

Future of Career & College Readiness in MN

Integrating academics and Career Pathways

Measuring rigor and program data

Emergence of career academies

Collaborations with postsecondary, workforce and community partners

Importance of developing whole child for lifelong success

Professional Development Events

CTE Works! Summitwww.cteworksminnesota.org

Pathways to Postsecondary SummitsContact: Paula.Palmer@state.mn.us, MDEor Jessica.Espinosa@so.mnscu.edu, MnSCU

Regional Centers of Excellencehttp://education.state.mn.us/MDE/SchSup/RegCenterExc/

Future of Career & College Readiness in MN

Denise FelderCTE Director of Professional DevelopmentMinnesota State Colleges and Universities 651.201.1789 | Denise.Felder@so.mnscu.edu

For Students: www.learningthatworks.org For Educators: www.cte.mnscu.edu  CTE Works! Summit: www.cteworksminnesota.org

MDE Contacts: John Raphael, John.v.Rapheal@state.mn.us Michelle Kamenov,

Michelle.Kamenov@state.mn.us

References

Carnevale, A.P., Smith, N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018. Georgetown University Center on Education and the Workforce.

Acemoglu, D. & Autor, D. (2011). Skills, tasks and technologies: Implications for employment and earnings. In O. Ashenfelter & D. Card, (Eds.), Handbook of labor economics, (Vol. 4), (pp.1043-1171).

McKinsey Global Institute. (2009). Changing the fortunes of America’s workforce: A human capital challenge. McKinsey Global Institute.

Roehling PV, Vander Kooi TL, Dykema S, Quisenberry B, Vandlen C. (2010). Engaging the millennial generation in class discussions. College Teach. 59:1–6.

Wilson, M. (2004) Teaching, Learning and Millennial Students. New Directions for Student Services: Serving the Millennial Generation, Issue 106, 59-71. Retrieved from: http://teachingcommons.depaul.edu/Classroom_Activities/teachingmcs.html