WELCOME January MentorMentee Webinar January Mentor Mentee Webinar

WELCOME!!! January Mentor/Mentee Webinar

January Mentor/ Mentee Webinar Agenda • Welcome & Review of Agenda – Ginny Karbowski, Mn. SCU • Announcements – Kari-Ann Ediger, MDE & Ginny Karbowski, Mn. SCU • Overview of Programs of Study & Technical Skill Assessment Initiative – Ginny Karbowski, Mn. SCU & Michael Mitchell, MDE • Review of CTECredit. MN. com –Jean Rakun, Hennepin West Consortium • Overview of Mn. Programsof. Study. org –Yingfah Thao, Mn. SCU • Comments from Local Consortium Leader –Jes Lipa, Oak Land Perkins Consortium 2

Announcements * Target Negotiations – Kari-Ann Ediger, MDE Contact Katie Vaccari at Katie. Vaccari@so. mnscu. edu or Kari – Ann Ediger at Kari-Ann. Ediger@state. mn. us • Winter Mentor/Mentee Meetings – 9: 00 a. m. to 3: 00 p. m. --January 27, 2015 – Normandale Community College --February 27, 2015 – Itasca Community College 3

Creating Secondary/ Postsecondary Programs of Study

Perkins IV & Programs of Study • Incorporate and align secondary and postsecondary education elements, • Include academic and CTE content in a coordinated, nonduplicative progression of courses, • Offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits, and • Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. CAREER & COLLEGE READINESS FOR ALL STUDENTS!! 5

Perkins IV & Programs of Study • Competency based curricula tied to industry expectations and skill standards; • Sequential course offerings that provide strategic entry and exit points as needed throughout a lifetime—this leads to management “stepping stones” of skill building, high school graduation and postsecondary education completion; • Flexible course and program formats convenient for learner segments; • Course portability for seamless progression; • Multiple entry and exit points to support continuing education, returning adults, and dislocated workers; • Connections between high school and postsecondary education, skill progression, and career opportunities that align academic credentials with job advancement in high-skill, high-wage or high demand occupations. 6

Minnesota’s response…

Three important changes in the implementation of Perkins Act of 2006 • MN changed its definition of a local recipient. • A requirement for the establishment of Programs of Study • A new approach to assessing CTE skills q. Academic (Liberal Arts & Sciences) skills q. Technical skills q. Workplace skills

Minnesota only awards Perkins funds to collaborating consortia of secondary and postsecondary schools…no individual local recipients.

Minnesota’s Career Wheel

Minnesota Program of Study Set of aligned programs and curricula that begin at the high school level and continue through college and university certificate, diploma, and degree programs. • Career Fields • Career Clusters • Career Pathways

The stakeholders • Perkins consortia leaders • Local education administrators • Teachers and faculty • Business and industry leaders • State CTE staff • Legislative leaders

The process • Based on labor market information, identify the HIGH SKILLS, HIGH WAGE, AND/OR HIGH DEMAND OCCUPATIONS in region. • Identify KEY STAKEHOLDERS to be involve by pathway process. • Begin the discussion on RECOMMENDED ACADEMIC (or liberal arts & sciences) and CTE COURSES in secondary and postsecondary programs. • Identify certificate, diploma, and degreed PROGRAMS AT POSTSECONDARY LEVEL. • Involve business & industry reps through advisory committees in a process of VALIDATION OF THE WORK. • Use as a GUIDANCE COUNSELING TOOL with students and parents.

Mn. Programsof. Study. org http: //www. mnprogramsofstudy. org

Benefits of Mn. Programof. Study. org Use Mn. Programof. Study. org. . . • as a counseling tool • for career development instruction • for course schedule planning • to discuss high school to college/ career options

Technical Skill Assessment Project www. cte. mnscu. edu/programs/mntsa. html

79 Career Pathways Addressed in TSA Project Implemtation Academic Year 2010 -2011 • • • Accounting Law Enforcement Services Network Systems • • Plant Systems Therapeutic Services 2011 -2012 • • • Animal Systems Diagnostic Services Early Childhood Development & Services Teaching/Training (Pre K-3) Engineering & Technology Facility & Mobile Equipment Maintenance • • • Marketing Management, Merchandising Professional Sales Printing Technology Visual Arts/ Foundation Knowledge & Skills 2012 -2013 • • Administrative Support Administration and Administrative Support Services Construction Emergency & Fire Management Environmental Services Systems Natural Resource Systems Web & Digital Communications Health Informatics • • Health Informatics Personal Care Services Production Mfg Production Process Development Restaurant Food & Beverage Services Teaching/Training (K-12) Professional Support Services 2013 -2014 • • • Agribusiness Systems Audio/Video Technology & Film Biotechnology Research & Development Business Information Management Correction Services Counseling & Mental Health Services Family & Community Services Foreign Service Governance Design/Pre-construction General Management Human Resource Management • • • Information Support & Services Journalism & Broadcasting Operations Management Maintenance Installation & Repair Planning Performing Arts Power, Structural, and Technical Systems Public Management & Administrative Planning National Security Revenue & Taxation Security & Protective Services Telecommunications 2014 -2015 • • • Banking Services Business Finance Consumer Services Food Products & Processing Systems Health Support Services Transportation Systems, Infrastructure Health Safety & Environmental Management Insurance Legal Services • • • Marketing Communications Marketing Research Programming & Software Development Quality Assurance Recreation, Amusement and Attractions Regulation Sales & Services Securities & Investment Science & Mathematics

Common Core Competencies for Secondary/ Postsecondary Programs in Each Career Pathway

State Approved Technical Skill Assessments by Career Pathway

Minnesota Career Technical Education Data Driven Improvement Professional Development • CTEDDI provides teachers & faculty professional development to increase their confidence, knowledge and skills in Programs of Study and technical skill assessments. • CTEDDI will be delivered by facilitators who will also serve as coaches as the educators apply their initial training at their school sites.

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

RIGOROUS PROGRAM OF STUDY COMPONENTS TECHNICAL SKILLS ASSESSMENTS COLLEGE & CAREER READINESS LEGISLATION & POLICIES ACCOUNTABILITY & EVALUATION SYSTEMS COURSE SEQUENCES TEACHING & LEARNING STRATEGIES PARTNERSHIPS CREDIT TRANSFER AGREEMENTS PROFESSIONAL DEVELOPMENT GUIDANCE COUNSELING & ACADEMICS

Rigorous Program of Study/ State-Approved Programs of Study Rigorous Programs State-approved Programs of Study Programs –of. As. Study a guidance of–Study Ten tool, – the RPOS intent elements Signature is totake programs chart theout POS for many to a consortium. the paths highest for student standard. consortium success. Each should consortium identify focused at least seven on one programs Program for. State-approved of state Study approval. to meet the RPOS standard in. Programs 2013 -2014 of& Study beyond. Programs of Study 23

Your Role As Consortium Leader – To Do’s – Rigorous Program of Study Review existing Rigorous Program of Study (POS) on Mn. Programsofstudy. org and in your FY 15 plan: • Is your Rigorous Program of Study relevant? • Are you working on at least one of the 10 components of RPOS? • If possible, begin to align any of the 6 stateapproved POS to these components. * Reviewed and approved by state CTE staff during Perkins monitoring visits.

Your Role As Consortium Leader – To Do’s – State-Approved Programs of Study Review existing state-approved Programs of Study on Mn. Programsofstudy. org and in your FY 15 plan: • Are your 6 State-Approved Programs of Study still relevant to high schools and colleges? • Have you implemented Technical Skill Assessments in at least one high school and one college program in your consortium? * Reviewed and approved by state CTE staff during Perkins monitoring visits. **Refer to “MDE/Mn. SCU Position on Implementation of Technical Skill Assessments”

Your Role As Consortium Leader – To Do’s – Programs of Study Review existing consortium Programs of Study (POS) on Mn. Programsofstudy. org: • Are your consortium Programs of Study still relevant to your high school(s) and college programs? • Have you revised them so the website is useful for your schools & colleges? **Not included in your FY 15 plan.

Implementation CTECredit. MN. com Jean Rakun CTE Director, Wayzata HS Hennepin West Consortium Leader

Implementation Mn. Programsofstudy. org Yingfah Thao, CTE Communications, Minnesota State Colleges & Universities

Implementation Local Consortium • Programs of Study – Mnprogramsofstudy. org • Technical Skill Assessment Initiative • Rigorous Programs of Study Jes Lipa Principal, STEP & Director -Career & Technical Education, Anoka-Hennepin District #11 & Oakland Consortium

Technical Skill Assessments Professional Learning Communities & Common Assessments • Set aside time for professional development to review outcomes, learning targets, & sample assessments and choose the assessment • Ease teachers’ fears Simplify it! • Make the procedure for the teachers to be the least amount of work (ordering the assessments, putting in the data, etc. )

Technical Skill Assessments Prepare the Students Ahead of Time • Talk to the students prior to assessment – show the students the blueprints!! • Make the results matter – report results on transcripts, print off certificates, talk about college credit options, etc.

Technical Skill Assessments What Do I Do with the Results? • Use Professional Learning Communities • Was it the best assessment? • Timing in the semester/trimester? • Analyze the results • Do we teach every area? • Compare with district, state, nation • What do the cut scores mean?

Next Steps - Discussion Think about your own local progress in implementing effective Programs of Study • Strengths? • Needs for improvement? How can the your state or local CTE leaders assist you in your work on this initiative?

Resources • www. cte. mnscu. edu for webinars & technical assistance in programs of study • www. CTECredit. MN. com • www. mnprogramsofstudy. org