Transcript First Steps in Developing Rigorous Programs of Study

MDE/MnSCU
Career & Technical Education Webinar
Wednesday, August 14 – 10:00 – 11:00 a.m.
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
Minnesota
RigorousMinnesota
Programs of Study
Rigorous Programs
Guide of Study
Guide
2-1-13
2-1-13
Rigorous Programs
Programs
State-approved
of Study
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–ofAsStudy
a guidance
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forState-approved
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during
the 2013Programs
of Study
2014 year.
Programs of Study
5
RIGOROUS PROGRAM OF STUDY COMPONENTS
COLLEGE & CAREER
READINESS
LEGISLATION &
POLICIES
ACCOUNTABILITY &
EVALUATION SYSTEMS
COURSE
SEQUENCES
PARTNERSHIPS
CREDIT
TRANSFER
AGREEMENTS
PROFESSIONAL
DEVELOPMENT
TECHNICAL SKILLS
ASSESSMENTS
TEACHING &
LEARNING
STRATEGIES
GUIDANCE
COUNSELING & ACADEMICS
LEGISLATION &
POLICIES
(National, State and Local Policy)
• State operationalizes policy through
funding and technical assistance.
• Consortium operationalizes policy through
program and professional development
activities.
PARTNERSHIPS
• Ongoing relationships between
education, business and community
partners are central to the design,
implementation and maintenance of
Rigorous Programs of Study.
PROFESSIONAL
DEVELOPMENT
(Teaching and Learning)
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.
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
COURSE
SEQUENCES
(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 TRANSFER
AGREEMENTS
(Policy and Curriculum)
“Umbrella” credit transfer agreements
provide opportunities for secondary students
to be awarded transcripted credit supported
by formal agreements.
GUIDANCE
COUNSELING &
ACADEMICS
(Delivered by All for All)
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.
TEACHING &
LEARNING
STRATEGIES
(Contextual Learning)
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.
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.
Current POS vs. RPOS
• + Meet Business & Industry
• Meets State Competencies
Skills
• Articulation Committees Advise • + Actively Involved with
• Career Opportunities for
Curriculum & Students
Students
• + Job Shadow, Externships,
Work Experience
• + Professional Development &
• Pathway Improvement Plan
Blended Academics
• + Industry Certificates & Post• Meets Most Student Needs
Secondary Credit
BEGIN WITH “RIGOROUS PROGRAM
OF STUDY GUIDE” –
Rubrics of 10
Components for
RPOS Evaluation
Minnesota
Rigorous Programs of Study
Guide
2-1-13
Rigorous Program of Study Components Guide
Rating for the Rigorous Program of Study (POS)
Components
Scale: 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.
Level
1
Level
2
Level
3
Rigorous
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
Level 1
Subcomponents
Ongoing relationships among education,
business, and other community stakeholders
are central to POS design, implementation,
A. In the initial POS
and maintenance.
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.
Level 2
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. In POS
implementation and
ongoing maintenance,
involve stakeholders in
the process.
Level 3
(Rigorous POS)
Subcomponents
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
C. Conduct ongoing
workforce and economic
analysis of economic
development, such as
and workforce trends
sector strategies and
to identify statewide
other activities supported
(or regional) POS to be by the workforce
created, expanded, or
investment act.
discontinued.
D. Identify and validate
the current technical and
workforce readiness skills
that should be taught
within a POS.
Rigorous Program of Study Components Guide
Rating for the Rigorous Program of Study (POS)
Components
Scale: 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.
Level
1
Level
2
Level
3
Rigorous
POS
FIRST STEPS
In “RIGOROUS PROGRAM OF STUDY
HANDBOOK”-
STEP-BY-STEP SUGGESTIONS
FOR IMPLEMENTATION
IN EACH SECTION – FOR EACH OF TEN
COMPONENTS OF HANDBOOK
• Teachers/ Faculty
• Perkins Consortia Leaders
• Local School or Campus
Administrators
EXAMPLE: Section 2: Partnerships
Pages 2.4
Role of Teachers & Faculty in RPOS Partnerships
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: Partnerships
Pages 2.5
Role of Perkins Consortium Leaders in RPOS Partnerships
Implementation Step One: Determine Needs
Consortium Leader Roles
Identify stakeholders to involve in the planning process
 Involve administrators who have authority to designate resources to support implementation of regional RPOS
committees.
 Support teachers and faculty involved in different Programs of Study.
 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.
 Support/guide the development of local RPOS 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 RPOS committees, etc.)
 Support or guide local planning of the meetings.
Communicate information and requirements with all relevant stakeholders in the consortium, including:
 Local administrators at each high school
 Presidents, CAOs or Deans at each college campus
 CTE teachers and faculty
 Local business/industry partners in the related Program of Study
Support process of the teachers and faculty through oversight and professional development.
 Connect teachers and faculty with others implementing committees in their RPOS.
 Identify training and professional development needs for teachers and faculty.
 Develop appropriate PD or connecting teachers and faculty to existing professional development that supports
partnerships and its implementation through RPOS committees.
EXAMPLE: Section 2: Partnerships
Pages 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 consortium
Presidents, chief academic officers, or deans at each campus
CTE teachers and faculty
Local business/industry partners in the related Program of Study
Support process of the teachers and faculty through oversight and professional development
Connect 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.
FIRST STEPS
FROM LOCAL
CONSORTIA LEADERS
Southwest Metro Consortium
Debbie 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 Consortium
AGENDA
• 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 Consortium
Mo 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?
• For your leadership
• For your hard work
• For your continued commitment
to CTE students in
Minnesota!!!!!