Implementing a Program of Study

1. Implementing a Program of Study 2009 PA*Career and Technical Education Conference Beverly O’Hora – Special Programs Coordinator – Lackawanna College Barbara Carey – Early Childhood Education Instructor – Lackawanna College

2. Perkins Information • The Carl D. Perkins Career and Technical Education Act of 2006 requires the development and implementation of career and technical programs of study. • Programs of Study were deliberately added into Perkins IV as a way to achieve a new vision for CTE by more consistently and thoroughly connecting secondary and postsecondary education, requiring integration of rigorous academic and technical instruction and encouraging the acquisition of dual credit.

3. The Carl D. PerkinsCareer and Technical Education Improvement Act of 2006 Programs of Study • Incorporate and align secondary and postsecondary education • Include academic & CTE content in a coordinated, non-duplicative progression of courses • May include the opportunity for secondary students to acquire postsecondary credits • Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree • Identify and address current or emerging occupational opportunities • Build on Tech Prep, career clusters, career pathways, career academies • State develops in consultation with locals • Locals must offer the required courses of at least one Program of Study (and can offer more) • Foundational elements already in place

4. Selecting a Program of Study • Programs of Study – The term “Programs of Study” incorporate secondary education and postsecondary education elements; include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary and postsecondary education to adequately prepare students to succeed in postsecondary education; may include the opportunity for secondary students to participate in dual or concurrent enrollment programs or acquire postsecondary credit in other ways; and lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

5. Programs of Study • PHASE I CIPs – Developed during 2007-2008 – Posted on PDE/BCTE Website. • 01.0201 Agricultural Mechanization, General • 19.0708 Child Care & Support Service Management • 46.0201 Carpentry/Carpenter • 48.0508 Welding Technology/Welder • 51.0601 Dental Assistant • 51.0899 Health/Medical Assisting Services, Other • 52.0302 Accounting Technology/Technician & Bookkeeping

6. Programs of Study • PHASE II CIPs – To be developed 2008 -- 2009 • 10.0399 Graphic Communications, Other • 11.0901 Computer Systems Networking/Telecommunications • 15.0303 Electrical, Electronic & Communications Engineering Technology • 15.1301 Drafting and Design Technology/Technician, General • 46.0399 Electrical Power and Transmission Installers, Other • 47.0201 Heating, Air Conditioning, Ventilation and Refrigeration Mechanical Technology • 47.0603 Autobody/Collision and Repair Technology/Technician • 47.0604 Automobile/Automotive Mechanics Technology/Technician • 48.0501 Machine Tool Technology/Machinist • 50.0402 Commercial and Advertising Art • 51.0801 Medical/Clinical Assistant • 51.9999 Health Professions and Related Clinical Sciences, Other • 52.0401 Administrative Assistant and Secretarial Science, General • 52.0408 General Office Occupations & Clerical Services • 52.1801 Sales, Distribution and Marketing Operations, General

7. Industry Recognized Certificationsfor Career and Technical Education Programs • Child Care & Support Services Management Workers • Child Development Associate • Infant and Child CPR Certification • Pediatric First Aid Certification • Accounting • Accounting Technician Certificate • General Office Occupations & Clerical Services • Microsoft Office Specialist (MOS)/Microsoft Office Master • Internet and Computing Core Certification (IC3) • Health/Medical Assisting Services, Other • Medical Office Skills Certificate

8. Program Components in Place • Programs of Study: Childcare & Support Services Management • Signed Articulation Agreement with Career Technology Center (CTC) of Lackawanna County • Career Center Instructor • Career Curriculum Development • Materials – Text, Instructional Materials, Assignments, Projects and Assessment Methods and Instruments.

11. Structure of Program Delivery • 10th Grade • Lackawanna College course curriculum: Introduction to the Profession of Education • CEW Standard • Beginning Career Portfolio • Learning work habits—professionalism

12. Structure of the Program Delivery • 11th Grade • Lackawanna College course curriculum: Growth and Development • CEW Standard • Addition to career portfolio • Learning work habits—lesson plans

13. Structure of the Program Delivery • 12th Grade • Lackawanna College course curriculum: Infant & Toddler • CEW Standards • Finalization of career portfolio • Interview skills • Daily occupational activities • Field Experience

14. Infant and Toddler Care Objectives • Students will, during early semester, define during discussion, the historical beliefs about child rearing. • Students will, by mid-semester identify upon request, the prenatal stages of human development and the teratogens. • Students will, by late semester, identify upon request the developmental needs of young children from birth through thirty-six months. • Students will, by the end of the semester, utilize, through demonstration developmentally appropriate strategies for meeting the needs of pre-three children. • Students will, by the end of the semester, recognize and demonstrate a knowledge of Health and Safety Issues and procedures.

15. Curriculum Concepts As part of our overall ECE program, these concepts need to be addressed within ECE 215 and are NOTduplicated in any other course offerings within our total ECE curriculum. Our college has joined the TOAC which makes it possible for our students to seamlessly transfer credits to four year institutions. In order to do this, we must offer courses on a par with the four year colleges with which we have partnered. Please be sure that our students do not graduate without exposure to these concepts by addressing them in this course offering. Feel free to introduce additional concepts should you choose. CDA* Goal VI F.A. 13 Historical and current views of children, beginning no later than the 16th century. (Chapter 1) • Infanticide • Child centered approach (basic values) CDA * Goal IV F.A. 11 Parenting Styles • Diana Baumrind’s work • Child temperament and “goodnes of fit” • Teaching styles as compared to parenting styles CDA * Goal II F.A. 4,5,6 Goal III F.A. 8, 9 What are Developmental Domains? (Chapter 2) • Cognitive • Physical (gross & fine motor, cephlo-caudal & proximal distal) • Language • Social • Emotional

16. The Child Development AssociateNational Credentialing Program “Becoming a CDA is a process that you work at, learn, and nurture until it grows from within. It is a process by which you grow as an individual and as a professional.” The Child Development Associate (CDA) National Credentialing Program is a major national effort initiated in 1971. The purpose of the program is to enhance the quality of child care by defining, evaluating, and recognizing the competence of child care providers and home visitors. Assessment and credentialing of child care providers is administered by the Council for Professional Recognition (the Council). More than 100,000 child care providers have earned the CDA Credential since 1975, and 46 states, plus the District of Columbia, have incorporated the Credential in their child care licensing regulations. The CDA Competency Standards, which define the skills needed by providers in specific child care settings, serve as a means for measuring the overall performance of caregivers during CDA assessment. Assessment is available to caregivers working in several settings – center-based programs serving infants and toddlers, and preschool children; family child care programs; and home visitor programs. An optional bilingual specialization is available to Candidates working in bilingual (Spanish/English) programs. A CDA Credential is awarded to a person who demonstrates competence in caring for young children by successfully completing the CDA assessment process.

17. Scope and Sequence Template • PROGRAMS OF STUDY • Technical Units– Identify the technical course name(s) and/or major units associated with the State-developed Program of Study as applicable with hours. Units may include a group of tasks. • Technical subject hours must comply with the minimum time requirements as identified in Chapter 339 Vocational Education Standards. • Academic Subjects– Career success and postsecondary education success require the same level of college prep coursework. The Pennsylvania Department of Education’s (PDE) focus is to • ensure that every student is prepared for college and a career. Academic courses such as applied math or general science cannot be listed on the program’s scope and sequence. PDE’s goal • is to have all students perform at the competent or advanced level on the PSSA, and earn the Pennsylvania Skills Certificate on the end-of-program assessment.

18. Goals and Objectives for Implementation • Develop Program of Study which is a High Priority Occupation according to PA CIP Standards and developed according to required template • Fulfillment of CEW standards • Students equipped with skills to enter the workforce

19. Student Benefits/Outcomes • Build career and technical skills • Competency in job seeking and marketability • Increased self-efficacy and self-esteem

20. Student Benefits/Outcomes • Earn 9 transferable college credits and seamless transition to post-secondary education. • Better understanding of school and career connection. • Eligible to take Child Development Associate (CDA) Certification providing all requirements are met. • Job experience. • Higher income earning potential.

21. Parental Benefits • Reduced financial costs for college education • Exposure to college environment and course work, which may help students clarify their post-secondary education plans • Completion of college courses prior to graduation prepares students and eases their transition into college • Students are job-ready

22. Community Stakeholder Benefits • Retain students locally in both college and employment • Supports local daycare systems by providing increased pool of qualified employees • Insures increased exposure to Lackawanna College facilities, programs and services

23. Lackawanna College Benefits • Establishes new relationships with area school districts • Continued visibility of Lackawanna College at area high schools and communities • Increases probability of area school district graduates attending Lackawanna College • Revenue generated from administrative fees and tuition • Increases pool of qualified adjunct faculty

24. What is Needed to Implement CEW Standards • Continued funding provided through the Perkins Grant to implement the Programs of Study • Partnerships with CTC and area school districts • Funding of textbooks, materials and instructor

25. Obstacles to CEW Standards Implementation • Retainment of high schools students in the program • Cooperating schools following the course of study • Continuous program support by districts • Instructors need to be certified to teach Programs of Study courses • Assessment of school’s current CEW standards • Assessment of instruction and students

26. Commitment • To provide a dual-enrollment programs for students in Lackawanna County • Provide the local communities with skilled childcare workers • Assist students in becoming productive citizens in local communities

27. Conclusion By developing our Programs of Study we will: • Prepare students for post-secondary education • Provide richer, more meaningful, authentic programs to motivate students • Keep students engaged • Prepare students to become productive members of society