Transcript CTE Learning that works for MN

A Systemic Approach
February, 2013
Two important
changes in the
Perkins Act of 2006
•
A requirement for the
establishment of Programs
of Study
•
A new approach to
assessing CTE skills
Academic (Liberal Arts &
Sciences) skills
Technical skills
Workplace skills
POS Framework
Supporting Elements
Perkins POS Required
Elements
Incorporate and align secondary and postsecondary education elements
•
•
Include academic and CTE content in a
coordinated, non-duplicative progression of
courses
• Course sequences
• College and career readiness standards
• Teaching and learning strategies
• Guidance counseling and academic
advisement
Offer the opportunity, where appropriate, for
secondary students to acquire post-secondary
credits
•
•
Credit transfer agreement
Professional development
Lead to an industry-recognized credential or
certificate, Associate or Baccalaureate degree
•
•
Technical skills assessment
Accountability and evaluation systems
Legislation and policies
Partnerships
Programs of Study
Framework
• Framework identifies a system of 10
components that, taken together,
support the development and
implementation of effective programs
of study.
• Although all 10 components are
important, they are neither
independent nor of equal priority.
Programs of Study
Framework
•
Local program developers must
identify the most pressing
components for local adoption, taking
into consideration their relative need
within their educational setting.
Systemic Approach
Using Rigorous POS
• Use a “holistic approach” with
the Rigorous POS model—at the
consortium level, individual
schools/college, and programs.
• Weave components throughout
all efforts.
Systemic Approach
Using Rigorous POS
• Be flexible & adaptable – not
fixed (evolves as the system
grows & needs change).
• Continually assess & evaluate
your efforts with student
learning as the outcome.
Systemic Approach
Using Rigorous POS
Our Challenge!!
How do we implement the
Rigorous POS model
in our region and/or
communities?
Legislation and Policies
Federal, state, and local
legislation or
administrative policies
promote POS development
and implementation.
Legislation and Policies
• 2013 – “Redesigning the Transition
from Secondary to Postsecondary
Initiative” --MDE, MnSCU, Higher Learning
Commission
• 2012—”Ensuring All High School
Graduates are Ready for Career and
Postsecondary Success” – Governor’s
Workforce Development Council
Partnerships
Ongoing relationships
among education,
business, and other
community stakeholders
are central to the design,
implementation, and
maintenance.
Partnerships
Regional collaboration with all partners:
• Local High Schools
• College(s)
• Workforce Center(s)
• Chamber of Commerce
• Community Agencies
Professional
Development
Sustained, intensive, and
focused opportunities for
administrators, teachers,
and faculty foster POS
design, implementation, and
maintenance.
Professional
Development
• High quality
• Sustainable
• Focused on improvement
of instruction
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 develop
and implement POS.
Accountability and
Evaluation Systems
• Work with consortium partners to
gather quantitative data on students in
in a specific POS—both entry-level data
and program completion data.
• Evaluate student outcomes to local
administrators both at the high school
& college level and determine plan of
action for improvement.
College and Career
Readiness Standards
Content standards define
what students are expected
to know and be able to do
to enter and advance in
college and/or careers
comprise the foundation of
a POS.
College and Career
Readiness Standards
• Work closely with academic (liberal
arts & sciences) colleagues on
academic, technical, and workplace
skills.
• Administer Accuplacer to high school
students in 10th or 11th grade in
preparation for college readiness.
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.
Course Sequences
Develop Rigorous POS course sequences
with consortium partners:
• Work collaboratively, not in isolation.
• Include academic (liberal arts &
sciences) and CTE educators.
• Involve business/industry partners.
Credit Transfer
Agreements
Credit transfer agreements
provide opportunities for
students to be awarded
transcripted credit,
supported with formal
agreements among systems.
Credit Transfer
Agreements
High expectations for all!
Research shows that high school students who
participate in an accelerated learning option
benefit greatly from:
• Exposure to high expectations.
• Participation in challenging courses.
• The momentum gained by earning college
credits while still in high school.
Guidance Counseling and
Academic Advisement
Guidance counseling and
academic advisement help
students to make informed
decisions about which POS
to pursue.
Guidance Counseling and
Academic Advisement
Everyone is involved!
• Students/parents
• Teachers/faculty
• Counselors/advisors
• Local administrators
• Community & state leaders
Teaching and Learning
Strategies
Innovative and creative
instructional approaches
enable teachers and
faculty to integrate
academic and technical
instruction and students to
apply academic and
technical learning in their
chosen POS.
Teaching and Learning
Strategies
Professional Learning Communities
•
Embed contextual learning in all
instruction
•
Share a variety of teaching strategies
that focus on student learning
outcomes
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 & advancement in
postsecondary education
and careers in their chosen
POS.
Technical Skill
Assessments
•
Gain valid & reliable data on student
learning
•
Use as a tool for curriculum revisions
•
Affirms the relevancy and rigor of
program