How Program of Study Enhances Articulation

1. How Program of Study Enhances Articulation Missouri Department of High Education 2010 Missouri Transfer Conference February 12, 2010

2. Process for Program of Study Perkins IV – Program of Study/Career Clusters DESE – State Plan, Assignment, Resources MCCE – Timeline, Training Tech Prep Coordinator Post-Secondary – Culinary Arts Secondary School - FACS Alignment Tables (sample pages in booklet) Challenges Lessons Learned

3. Carl D. Perkins Career and Technical Education Act of 2006New Directions Preparing students for successful transitions Connecting academics and real world applications

4. Missouri’s CTE Challenges Improving student transitions Reducing workforce shortages Expanding CTE to all students Working with our numerous partners, both vertically and horizontally Ensuring academic success Reducing remediation rates Leveraging limited resources

5. Missouri’s State Plan Requirement Each Perkins eligible grant recipient is required to develop and implement at least one program of study during the life of Perkins IV (2008-2013). Each Perkins eligible grant recipient, in consultation with Tech Prep Consortia selects 2-3 possible Career Clusters to target for Programs of Study Development. “The community college meets collectively with all secondary (Perkins Eligible Grant Recipients) to agree on the Programs of Study to be developed and set a timeline and expectations of all involved.”

6. What’s the plan?How will this happen? A facilitated process using Tech Prep Coordinators as guides Missouri career and technical educators are the content and curriculum experts Transitional partnerships required

7. Assignment from DESE Develop a Program of Study Two original pilots were selected in 2007 Five additional pilots in 2008 Produce a Personal Plan of Study Career Cluster model College and Career Transition Initiative model

8. 2007 Career Cluster Pilots

9. 2008 Career Cluster Pilots Metropolitan Community College Construction Career Centers Mineral Area College St. Louis Community College Ozarks Technical Community College

10. Department of Elementary and Secondary Education Resources 10-Step Process to Implement Programs of Study Programs of Study Implementation Modules Career Paths, Career Clusters, and Career Pathways Glossary Missouri Career Cluster Information What’s Your Plan

11. DESE Resources Continue League for Innovation College and Career Transitions Initiative States' Career Clusters Achieving Effective Program of Study for Students White paper:  Student Pathways to Success Checklist for Development and Implementation of Programs of Study

12. Focus on Student Transitions Programs of Study & Career Clusters

13. Career Clusters become the organizing tool for Missouri’s … CTE curriculum design Personal Plans of Study Transitions to Post-Secondary Education and/or the Workforce

14. Personal Plan of Study

15. A program of study and a personal plan of study are related but not the same. “A program of study is a collaborative effort among schools and colleges to seamlessly coordinate classroom instruction, student guidance, career and technical student organizations, career development and community participation for a particular Career Cluster/Pathway.” Resource: DESE website

16. Missouri Center for Career Education DESE provided training and resources with MCCE MCCE created timeline for training and to develop POS MCCE facilitated sessions: Career Cluster Rigor, Relevance, and Relationships Integration of Academics and CTE Transitioning Students from Secondary to Post-Secondary Program of Study WIDS (Worldwide Instructional Design System) 10 Step Process Alignment Tables

17. Elements of a POS Coordinate secondary and post-secondary curriculums Ensure coherent and rigorous content Align with challenging academic and technical content Non-duplicative progression of courses Utilizes strategies for student success in transitions

18. Tech Prep Coordinators Facilitate POS using the 10 Step Process Provide training/materials to partners Meet with educational partners to discuss: procedures/roles/rating scale/alignment tables Coordinate meetings Individual schools - 2 school districts Group meetings – 10 school districts Coordinate articulation and transitions

19. Post-Secondary Meetings Buy-in of POS &10 Step Process Completion of POS Alignment Tables Created additional AFC Alignment Table Created a Rating Scale based on Bloom’s Taxonomy used with Alignment Tables Provided explanation of Knowledge and Skills expectations as related to Rating Scale

20. Post-Secondary Assess individual school’s alignment tables Created a procedure for articulation/credit by exam options by providing an assessment for students entering the Culinary Arts Program Provide additional training for secondary instructors based on in-put Presented POS process at SLCC in-service to assist other CTE programs on POS

21. Rating Scale

22. Implementation of a Program of Study is built upon a curriculum that addresses knowledge and skills in both: Knowledge and Skills Standards Cluster Pathway Missouri Center for Career Education has created specific templates for each cluster and pathway

23. For each knowledge and skill statement defined, you must identify: Assessing Knowledge and Skills What course(s) covers the K & S How much emphasis is put on the specific K & S

24. In many cases, additional knowledge and skills need to be identified Outside Accreditation Body Industry Standards Standardized Testing Requirements Cluster Adding a More Specific Component Pathway

25. The Completion Process Identify the cluster and pathway for your college-level program Complete the post-secondary level of the Personal Plan of Study Complete the Knowledge and Skills matrices for your program’s cluster, pathway, and any specific components

26. The Completion Process Begin dialogue with secondary schools that feed into your program Assist partner-schools in completing the secondary school component of the Personal Plan of Study Identify courses taught in the high schools that may be eligible for future dual credit, dual enrollment, articulation, or credit by exam

27. The Completion Process Assist secondary schools in competing the Knowledge and Skills matrices This step is most beneficial to be completed in a large group environment, where different schools are able to have an open dialogue to assist in clarification and standardization of measure.

28. The Completion Process Analyze results of secondary schools’ Knowledge and Skill matrices Each school will have strengths and weaknesses in their respective course offerings Identify assessment tools to gauge incoming students’ knowledge of specific course matter Validate if articulated credit /credit by exam is appropriate

29. Secondary School Professional Development - Career Clusters/Paths Meet with SLCC and FACS instructors Complete alignment tables Meeting with SLCC, DESE, FACS, and Counselors Provided input on improving POS process and training Made presentation at MOACTE Conference Provide follow up with industry advisory committee

30. How Does This Enhance the Classroom? (Secondary) Provides an instructional alignment Better prepared students Strengthens the instructional role within the school system Expands educational partnerships Provides for continuous industry input

31. How Does This Help Missouri Students? Motivates students to take rigorous courses Increases awareness of opportunities in the career field Encourages “Real World” learning Makes a connection between school and work Organizes their coursework with a focus

32. Key Elements in DevelopingPersonal Plans of Study Graduation requirements Staff involvement Group/individual participation Regular review and revision as necessary Parental involvement Academic, interests, and abilities assessments Student participation in school and community involvement Linkage to postsecondary experiences

33. Funded by the U. S. Department of Education (V051B020001)

34. AlignmentTable ** Instructions, Rating, and Samples of the Cluster, Pathway, and American Culinary Federation Alignment Tables in packet

35. Challenges Beginning the Process Administrative Support Seeing the Whole Picture Changing Mind Set – already been done Understanding Roles/Responsibilities Training Competencies vs. POS Alignment Tables Time for Meetings, etc. Secondary Schools Issues Post-Secondary Issues Constant Changes

36. Lessons Learned Post-Secondary need to take “LEAD” in POS One personneeds to take charge and drive the process First have Informational Meeting with Training Requires buy-in from everyone involved Alignment tables/K&S discussion among faculty should be before group meeting Materials should bein electronic format, generally they were not in electronic format

37. Lessons Learned Schedule meetings with all secondary schools wanting the POS instead of individually meetings with schools Changes will occur with articulation The College needs to administer an assessment to secondary students FIRST - Develop a Process for POS, to include for post-secondary programs; Tech Scan, DACUM, WIDS/SCIDS Using DACUM for alignment table discussion did not work well Needs constant revision-everything changes Every partner MUST be in agreement with POS

38. Outcomes Identifying the Gaps Excitement from Secondary to align with Post Secondary Developed Stronger Partnerships Seamless Transition of Students – PPOS Better Curriculum Alignment between Secondary and Post Secondary Summer Training for Secondary Industry Alignment Student Focus

39. Next Steps Completed Checklist for Development and Implementation of Program of Study In process of next POS – Early Childcare and Education, using 10 Step Process Setting up dates for 2009/2010 meetings and training for Culinary Arts POS Faculty Member Serves as Mentor

40. Resources

41. QUESTIONS? QUESTIONS? QUESTIONS? QUESTIONS?

42. Contact Information Casey Shiller Coordinator of Baking and PastryArts cshiller@stlcc.edu Michelene Moeller Manager of College and Career Transitions mmoeller@stlcc.edu