Transcript National Perspective and Impact on - MnSCU CTE
MN Career Technical Education in 2013-2014, National Perspectives
Perkins Consortia Contacts/Coordinators November 14, 2013
Advancing CTE--2013-2014
Advancing CTE in State and Local Career Pathway Systems Pathways to Postsecondary Forums Career Pathways and Technical Education Advisory Taskforce Common Career Technical Core 2013 MN Legislation, Credit Transfer Technical Assistance-Non-Trad, Technical Skill Attainment Local consortium monitoring Professional Development Workgroup Perkins Reauthorization, Blueprint for Transformation of CTE
Project Title: Advancing Career and Technical Education (CTE) in State and Local Career Pathways Systems September, 2012-September, 2015 The work reported herein was supported under the Advancing Career and Technical Education in State and Local Career Pathways Systems project, Contract Number (ED-VAE-12-C-0068) as administered by the Office of Vocational and Adult Education, U.S. Department of Education. However, the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education and you should not assume endorsement by the Federal Government
Advancing Career and Technical Education (CTE) in State and Local Career Pathways Systems
• • • • Purpose to help states and local communities integrate CTE Programs of Study into broader Career Pathway system development efforts.
Technical Assistance provided by Jobs for the Future, sponsored by US DOE in cooperation with DOL, September, 2012-September, 2015 5 states CO, KS, MA, MN, OR focused on careers in manufacturing, aviation, healthcare, IT; 1-3 states to be added, focus on transportation MN Partners-Statewide agencies, GWDC and local Rochester area partners; national coach
Minnesota Priorities:
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Cross system partnerships-MnSCU, MDE, DEED, ABE, Workforce Development; draft definitions; Career Pathway Work underway
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Engage employers-Itasca Alignment Workgroup pilots; CTEC high school, college and workforce center.
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Data and accountability systems Advancing Quality in Career Pathways framework with CLASP, GWDC, SLDS
STATE PRIORITIES-CO-KS-MA-OR
• Colorado: Prototype for developing local Career Pathways Systems using healthcare in Greater Denver area, identify funding and resources and shared performance measures • Kansas: Consolidate secondary and postsecondary advisory committees; Tiered level employer involvement and recognition; Early employer engagement with students and faculty; Career counseling model; Data sharing and integration across agencies: Department of Labor, Kansas State Department of Education, and Kansas Board of Regents • Massachusetts: New career pathway in advanced manufacturing with shared curricula, career advising and professional development models; providing work-based learning experiences.
• Oregon: Communication, professional development, cross system data and accountability, cross system partnerships, funding and resources
Career Pathway Work Underway-MN
• Alliance for Quality Career Pathways • Governor’s Workforce Development Council--Career Pathway Committee • Skills@Work Campaign • Career Pathways and Technical Education Task Force • LMI Data Production Requirement legislation HF 729 • Career and College Readiness Collaborative • Minnesota Technical Skill Assessment Project • Common Career Technical Core-Career Ready Practices • S
Pathways to Postsecondary Regional Leadership Summits
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Invitation to assemble a leadership team to deepen our common understanding of newly-enacted legislation and explore opportunities to expand partnerships to better prepare our continuum of learners to be career and college ready.
Dec 2 Lake Superior College Dec 10 MN State Community and Technical College-Fergus Falls Dec 11 Central Lakes College-Brainerd Dec 16 Rochester Community and Technical College Dec 17 North Hennepin Community College Gallery Walk Presentations of Successful Models
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Jessica [email protected]
Pathways to Postsecondary Regional Leadership Summits--Anticipated Outcomes
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Understand college and career readiness legislation: and expansion of early college credit options “World’s Best Workforce”, required college and career plans for students, aligned assessment systems, targeted interventions for foundational skills, Differentiate dual credit/early college credit options : Career and Technical Education (CTE), Advanced Placement (AP), International Baccalaureate (IB) Postsecondary Enrollment Options (PSEO) and concurrent enrollment ; clarify how credits transfer into the MnSCU system Understand regional workforce needs and trends (Department of Employment and Economic Development) Regional outcomes-your suggestions?
Pathways to Postsecondary Key Team Members
Secondary Partners
• Superintendents • Principals/Asst. Principals • Perkins consortium leaders • Teacher leaders • Curriculum/instruction directors • Others
Postsecondary Partners
• Presidents • CAO, CSAO, Dean • Perkins consortium leaders • College faculty leaders • PSEO/concurrent enrollment coordinators • Registrars, others
Career Pathways and Technical Education Advisory Task Force
(Minnesota Session Laws 2013, Chapter 116, Article 2, Section 18)
The 2013 Legislature charged MDE with convening a 21-member Career Pathways and Technical Education Advisory Task Force to recommend ways to structurally redesign secondary and postsecondary education to:
• improve secondary and postsecondary outcomes for students and adult learners; • align secondary and postsecondary education programs serving students and adult learners; • align secondary and postsecondary education programs and Minnesota’s workforce needs; and • measure and evaluate the combined efficacy of Minnesota’s public kindergarten through grade 12 and postsecondary education programs.
Fourteen of the 21 Task Force members were appointed by various organizations:
Minnesota Association of Career and Technical Administrators Minnesota Association for Career and Technical Education National Research Center for Career and Technical Education Minnesota Association of Colleges for Teacher Education Minnesota Business Partnership Julie Warner, Wright Technical Center Sue Boehland, Freshwater Education District Pradeep Kotamraju, Deputy Director Rhea Walker, Winona State University Sharon Jensen, Coldspring Granite Company
Minnesota Association of Secondary School Principals Minnesota Association of School Administrators Minnesota School Counselors Association Minnesota Association of Charter Schools Education Minnesota University of Minnesota Dave Adney, Executive Director John Christiansen, Dakota County Tech Jim Bierma, University of Minnesota Eugene Piccolo, Executive Director Rob Simonich, Ely High School David R. Johnson, College of Education
Minnesota State Colleges and Universities Minnesota State Colleges and Universities Minnesota Chambers of Commerce Ed Schones, Saint Paul College Damon Kapke, Lake Superior College Amy Walstein, Director, Education & Workforce Development
Seven were appointed through the Open Appointments process of the Secretary of State:
DEED Minnesota Board of Teaching Commissioner of Education Alyssa Klein, Rehabilitation Services Jim Grabowska, MN State University, Mankato Karen Hynick, MnSCU Sean Roy, PACER Center Julie Halverson, Osseo Schools Richard Rosivach, Irondale High School Sonja Simpson, North Hennepin Community College
• • The Task Force will consider how to: Better inform students about career options, occupational trends, and educational paths leading to viable and rewarding careers and reduce the gap between the demand for and preparation of a skilled Minnesota workforce; in consultation with a student’s family, develop and periodically adapt, as needed, an education and work plan for each student aligned with the student’s personal and professional interests, abilities, skills, and aspirations;
• • • improve monitoring of high school students’ progress with targeted interventions and support and remove the need for remedial instruction; increase and accelerate opportunities for secondary students to earn postsecondary credits leading to a certificate, industry license, or degree; better align high school courses and expectations and postsecondary credit-bearing courses;
• • • better align high school standards and assessments, postsecondary readiness measures and entrance requirements, and the expectations of Minnesota employers; increase the rates at which students complete a postsecondary certificate, industry license, or degree; provide graduates of two-year and four-year postsecondary institutions with the foundational skills needed for civic engagement, ongoing employment, and continuous learning.
… by February 15, 2014
Timeline of meeting activities:
August 12 – Introductions, charge, 11-14 Redesign September 16 – Perkins, Labor Market Information, Employer Needs October 7 – ACT Data, Alignment and Articulation, Acceleration Opportunities, How to Draft October 28 – November 18 – Recommendations Data Systems World’s Best Workforce
Common Career Technical Core
www.careertech.org
State CTE Standards: General Findings
• State approved CTE standards more common at secondary than postsecondary • Most states describe CTE according to National Career Clusters framework--few have adopted it in ways that affects CTE instruction • Secondary CTE programs driven by Perkins monitoring; postsecondary CTE programs are driven by accreditation • Nearly all states: programs of study with sequence of courses secondary to postsecondary —few: post secondary standards for POS.
• Mismatch between current state CTE standards (seconday course level) and CCTC, (end of program of study level).
Technical Skill Assessments
• “ A hand full of states have developed technical skill assessments , aligned to the state CTE standards…take into account relevant industry standards…evaluate whether students have mastered full range of knowledge and skills within a CTE program of study…allows for comparability… reinforces the use of CTE standards…includes Minnesota”
State CTE Standards: Next Steps
• Fill the Postsecondary CTE Standards Gap • Implementation of Standards with Fidelity • Continued Progress on Programs of Study • Implementation of the Common Career Technical Core
State adoption/implementation Common Career Technical Core
Formally adopt CCTC as anchor standards revise state standards Adopt CCTC as new statewide CTE standards, replace existing standards Require CCTC as standards for state approved Programs of Study Require CCTC in state standards development and revision.
http://www.careertech.org/career-technical education/cctc/
State Formal Adoption: Common Career Technical Core
• Adopt all Career Ready Practices.
• Adopt all career cluster and career pathway standards for all career clusters and pathways used in the state. • Establish CCTC as end of program of study standards that bridge and impact CTE secondary and postsecondary standards curriculum and courses.
• Address related policies impacted by the new standards and/or to ensure implementation of the new standards.
http://www.careertech.org/career-technical education/cctc/
MN Legislature-- 2013
LMI Data Production Requirement legislation HF 729 Sec. 2 lines 63.19-64.18
Leveraged equipment program-$7 million to MnSCU, FY15, must have non-state (business/industry/private foundation) match (Chap. 99, Art. 1, Sec. 4, Subdivision 3) Tax credits for employers working with higher education on internships (HF 677, Article 4, Sec 12.) Statewide Adult High School Diploma Task Force (report due Feb 2, 2014) http://www.leg.state.mn.us/
MN Legislature-- 2013
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Academic Standards College and Career Plan CTE Levy Changes Student Organizations Preparing the Worlds Best Workforce 11-14 Redesign http://www.leg.state.mn.us/
Individualized College and Career Plans
Legislation-Omnibus K-12 Education Finance Bill MN Career and College Readiness Collaborative Elements/Resources for Implementation/Partnerships www.positivelyminnesota.comAll_Programs_Servi
ces/Mn_Career_College_Collaborative/indes.aspx
Credit Transfer
2013 Legislation-
• increase in funding to PSEO, $300 K FY14, $600 K FY15 • Transition Secondary to Postsecondary education redesign • Align assessments • Provide targeted support for HS students • Increase opportunities for college credit while in HS – PSEO/Concurrent enrollment; Advanced Placement; International Baccalaureate; Articulation; Credit for prior learning • Align students educational plans with workforce needs
http://www.cte.mnscu.edu/programs/Articulation.html /
Technical Assistance
• Non-Trad for teachers/faculty—Non-Trad Studies: Online Success Training • Non-Trad for counselors and advisors • Technical Skill Attainment • Completion
Technical Skill Attainment (TSA) Perkins Core Indicators 2S1 and 1P1
Reporting Requirements and Issues
Required Use of Assessments
Beginning in FY15 each consortium should be testing in at least seven Programs of Study (including one Rigorous POS) using a state approved assessment instrument.
Reports and Improvement Plans
Report Required If the TSA core indicator at secondary (2S1) or postsecondary (1P1) does not meet the negotiated target, but it is at or above the 90% level Improvement Plan Required
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If a District is testing, but secondary TSA data are not reported OR
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The secondary or postsecondary core indicator is below 90% of the negotiated target
TSA and PSEO/Dual Credit/ Concurrent Enrollment • •
School Districts are responsible for ensuring that data for secondary students assessed at postsecondary through PSEO or concurrent enrollment are included in the secondary data submission. If the secondary TSA results are also part of the data collected system-wide for postsecondary concentrators, the data will be included in consortia results for both 2S1 and 1P1.
Professional Development Workgroup
• • Thank you to all of you who have served in this capacity. Our conference has grown to a new level of professionalism and service to participants. Webinars are available as an ongoing reference in finance, accountability and Programs of Study.
• We are seeking new members to the workgroup— contact Michelle Kamenov, Jean Kyle or Debra Hsu.
http://www.cte.mnscu.edu/professionaldevelopment/in dex.html
2013-2014 Local Consortium Monitoring
• A Retrospective Look at Minnesota’s Perkins IV Monitoring Process and Recommendations for Future Monitoring Efforts —Denise Roseland • FY14 Priorities-collaborative leadership, RPOS, data driven decision making • Risk Assessment H-M-L-Program performance, fiscal analysis, data reporting, other factors • Selection of Consortia to be monitored in FY14 • Monitoring for Local Consortia http://www.cte.mnscu.edu/directories/portal.html
National Perspective
Reauthorization of Perkins and Training Programs 349698 “ "Preparing Today's Students for Tomorrow's Jobs: A Discussion on Career and Technical Education http://edworkforce.house.gov/calendar/eventsingle.aspx?EventID= Blueprint for Transformation of CTE —alignment, collaboration, accountability and innovations http://www2.ed.gov/about/offices/list/ovae/index.html
A Skills beyond School Review for the United States, International Survey of Adult Skills, Organisation for Economic Cooperation and Development Report http://cte.ed.gov/index.cfm
Upcoming events:
CTE Works! A Minnesota Summit on Excellence in Career Technical Education, November 14, 2012 Crowne Plaza Minneapolis West, Plymouth, MN
http://www.cte.mnscu.edu/index.html
Contacts
JoAnn Simser, State CTE Director, [email protected] Dan Smith, Center for Postsecondary Success, [email protected] CTE staff and Consortium Contacts www.cte.mnscu.edu
FY14-Consortia Implementation Rigorous Program of Study
“Each consortium is expected to ensure that at least one of its state approved programs of study will meet at least level one of all ten components of a Rigorous Program of Study model by the end of FY14.” “Submit application for state approval of at least one Rigorous Program of Study on mnprogramsofstudy.org by March 15, 2014. “ MN Rigorous Program of Study Guide, p. 6 2-1-13 Resources at June 5, 2013 Rigorous Program of Study Workshop http://www.cte.mnscu.edu/professionaldevelopment/index.html
Rigorous Program of Study Model: OVAE Program of Study Design Framework: http://cte.ed.gov/nationalinitiatives/rposdesignframework.cfm
Implementing Rigorous POS Roundtables
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Programs of Study: Local implementation Readiness and Capacity Self Assessment Handout Select one small group A-E. You will have an assigned facilitator and recorder. Focus on “Items of Critical Importance/Action Steps” You may select a different group at 2:20 pm Share your reflections in Garden room at 3:00 pm
Implementing Rigorous POS Roundtable Groups
A. College and Career Readiness [Guidance and Counseling ] — Denise Felder/ Al Hauge PO806A B. Credit Transfer [Course sequence ] —Ginny Karbowski/Michael Mitchell PO806B C. Evaluation & Accountability [Technical Skill Assessment ] —Marlys Bucher, Susan Carter/ Debra Hsu PO808A D. Legislation/Policy [Partnerships] —JoAnn Simser, Dan Smith/ Ron Dreyer PO808B E. Professional Development [Teaching and Learning ] Michelle Kamenov, Jean Kyle/Yingfah Thao PO838