W ELCOME N EW P ERKINS P ROFESSIONALS November 16, 2011 - Resources

Agenda

 Welcome & Introductions  Introduction to Supporting Resources  Introduction to CTE Initiatives  Question and Answers  Adjournment and Evaluation

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I NTRODUCTION TO S UPPORTING R ESOURCES

 Overview of ICCB CTE Website  OCCRL – Office of Community College Research and Leadership  ICSPS – Illinois Center for Specialized Professional Support R ESOURCES …

Illinois Programs of Study Website

www.ilprogramsofstudy.org

http://[email protected]

OCCRL staff support the ICCB and the state with

 Projects  Publications  Newsletters, In Briefs, Transition Highlights and eInfo  Communication via Twitter and Facebook  Pathways to Results research, technical assistance and coaching

Illinois Center for Specialized Professional Support

CTE I

NITIATIVES

Introduction to…

     Programs of Study Pathways to Results College and Career Readiness Common Core Standards STEM Learning Exchanges

Programs of Study

Then …..and …..now

For fewer students

For Fewer “Jobs” 6 to 7 Program Areas In lieu of Academics High School Focused

For All Students

For All Careers 16 Clusters – 81 Pathways Aligns and Supports Academics High School and College Partnership

Themes in Perkins IV



Accountability

for results and program improvement at all educational levels 

Coordination

of CTE with the entire P-20 system 

Integration

of academic and CTE 

Alignment and connections

between secondary and postsecondary education, including baccalaureate 

Involvement

of business and industry and community-based partners

The 16 Career Clusters

What are Career Clusters?

Career Clusters are groups of occupations and industries that have in common a set of foundational knowledge and skills. There are 16 nationally recognized clusters, within which are multiple career pathways.

What is a Pathway?

Career Pathways

are multi-year programs of academic and technical study that prepare students for a full range of postsecondary options within each of the 16 clusters. Currently, there are 81 nationally recognized pathways, each with specific pathway knowledge and skills. Clusters Pathways

What is a Program of Study?

Programs of Study

are sequences of courses that incorporate a non-duplicative progression of secondary and postsecondary elements which include both academic and career and technical education content, and lead to the attainment of an industry recognized credential, certificate, or degree.

Connect to Existing Partnerships

Postsecondary Secondary (K-12) Adult Education/ Re entry Community Based Organizations Programs of Study Business & Industry – employers and workforce entities

Illinois Cluster Model

Illinois Cluster Model

The Illinois’ Career Cluster Model shows the relationship between: One of Illinois’ five, secondary career and technical education areas (Health Sciences Technology) The related career cluster (Health Science) The five pathways within that cluster Sample programs of study within the pathway. It also illustrates: Essential knowledge and skills Cluster level knowledge and skills Pathway level knowledge and skills Programs of study Career development Adult Bridge Programs

Six Guiding Principles

 Leadership, Organization and Support  Access, Equity and Opportunity  Alignment and Transition  Enhanced Curriculum and Instruction  Professional Preparation and Development  Program Improvement and Accountability

Resources and Support

 Illinois’ Career Clusters Model  Illinois Programs of Study Guide  Programs of Study Expectations Tool  Individual Career Plans  CTE Manual

Websites

 www..careertech.org

Initiative) (Federal Career Cluster  www.cord.org

Network) (National Career Pathways  www.acteonline.org

Tech Ed.) (Assoc. for Career and  www.ilprogramsofstudy.org

(Illinois specific)  icsps.illinoisstate.edu

Pops) (Non-trad and Special  occrl.illinois.edu

(Pathways to Results)

Programs of Study Workshops

 Programs of Study for Administrators – recently completed in the Fall of 2011  Additional Programs of Study workshops in FY13 to focus on concepts models, and specific partnerships to engage in the development and implementation process.

 Specifically engaging counselors, teachers/faculty, and business and industry  Local site support is available upon request.

Contact Information

Amanda Corso Associate Director for CTE Programs of Study [email protected] 217-558-0318 Kristy Morelock Associate Director for CTE Programs of Study [email protected]

217-558-4929

Pathways to Results

Pathways to Results

College and Career Readiness

College and Career Readiness

 Five Elements  Develop a system to diagnose college readiness  align ACT scores to specific community college courses  Reduce the need for remedial/developmental coursework  math, reading, and writing at the college level  Align high school and college curriculum  Enrich the senior year  Provide resources and academic support to students  Establish an evaluation process to measure effectiveness of the intervention strategies

College and Career Readiness

 Pilot Sites  Southwestern Illinois College   South Suburban College Moraine Valley Community College  John A. Logan College  Shawnee Community College  Kankakee Community College  College of Lake County

College and Career Readiness

 Activities  Curriculum gap analysis  Textbook sharing across systems  Syllabus sharing across systems  Team-teaching  Field observation  Early placement testing  CCR guides  Developmental committees  Data base development to track students

College and Career Readiness

  Example of Activities

John A. Logan College

  Early placement testing at partner high schools  Test scores and teacher input used to create an intervention to address identified gaps  Saturday and summer interventions

Moraine Valley Community College

 ACT Prep and test anxiety workshop for juniors  Tested high school seniors with the COMPASS test and then invited seniors them to participate in a free eight week summer program focused on Math and study skills  Hired a school liaison to help break down barriers in their district

Common Core Standards

What are the Common Core State Standards?

 K-12 English Language Arts (ELA)and Math standards aligned with college and work expectations – College & Career Readiness Standards  Focused and coherent, including rigorous content and application of knowledge through higher-order skills  Build upon strengths and lessons of current 35 state standards

What are the Common Core State Standards? Cont’

 Internationally benchmarked so that all students are prepared to succeed in our global economy and society  Based on evidence and research  State led – coordinated by NGA Center and CCSSO (voluntary national—not federal— standards in English, mathematics and working on science) 36

Common Core State Standards Development Process

 State-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) (www.corestandards.org)  College and career readiness standards began development in summer 2009 37

Common Core State Standards Development Process

 Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public  Final Common Core State Standards released on June 2, 2010

Why is this important?

 Currently, every state has its own set of academic standards, meaning public education students in each state are learning to different levels  All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

Intentional Design Limitations

What the Standards do not define

 How teachers should teach  All what can or should be taught  The nature of advanced work beyond the core  The interventions needed for students well below grade Level  The full range of support for English language learners and students with special needs  All knowledge and skills needed to be college and career ready 40

Why Now?

 Disparate standards across states  Student mobility  Global competition  Today’s jobs require different skills

Nature of the Challenge

 The proportion of students going on to postsecondary education has steadily increased over the past 100 years and is likely to continue to increase.

 Getting more students ready for college means succeeding with an increasingly challenging student population, but one that needs the opportunity.

Nature of the Challenge Cont’

 National education policy is beginning to emphasize college and career readiness over basic skills instruction.

 Today’s young people will need to be better educated and prepared as the US continues to move toward a knowledge/ information-based economic model.

Why is This Important for Students, Teachers, and Parents?

 Prepares students with the knowledge and skills they need to succeed in college and work  Ensures consistent expectations regardless of a student’s zip code  Provides educators, parents, and students with clear, focused

guideposts

Criteria for the Standards

 Fewer, clearer, and higher  Aligned with college and work expectations  Include rigorous content and application of knowledge through high-order skills  Build upon strengths and lessons of current state standards  Internationally benchmarked, so that all students are prepared to succeed in our global economy and society  Based on evidence and research

Adoption

 State adopts 100% of the common core K-12 standards in ELA and mathematics (word for word), with option of adding up to an additional 15% of standards on top of the core.

 A state will have adopted when the standards authorizing body within the state has taken formal action to adopt and implement the common core.

 States are responsible for demonstrating that they have adhered to this definition of adoption.

Common Core Standards

STEM Learning Exchanges

STEM Learning Exchanges

 STEM POS identified as a key education reform initiative to help promote college and career readiness  Aligned to development sectors.  Part of IL Race to the Top (RTTT) proposal  POS serve as a model for bridging programs across P-20 education institutions  are demonstrated to improve academic achievement, increase graduation rates, and improve transitions to postsecondary education and employment.

STEM Learning Exchanges

 Goals  develop a model course sequence within a designated STEM industry cluster area  provide a general framework that reflects the P-20 components of a Program of Study (POS).

 help establish a series of expectations, assumptions and definitions that will support statewide networks and facilitate connections between public-private networks in each of the nine cluster areas  identify existing public-private support resources and review existing capacity and labor demand in their respective cluster area.

STEM Learning Exchanges

 public-private working groups formed in each sector  develop consensus around model P-20 POS based on industry clusters  facilitate connections between local P-20 education programs and outside partnerships  Create a common set of expectations, assumptions and definitions that enable the alignment of programmatic resources and targeteting of instructional supports to build a stronger talent pipeline.

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STEM LX - Targeted Sectors

Agriculture, Food and Natural Resources Energy Manufacturing Information Technology Architecture and Construction Transportation, Distribution and Logistics Research and Development Health Science Finance

T HANK Y OU This presentation is part of the Regional Network series and will be available online at www.ilprogramsofstudy.org