First Steps in Building a Rigorous Program of Study

1. First Steps in Building a Rigorous Program of Study MDE/MnSCU Career & Technical Education Webinar Wednesday, August 21, 1:00-2:00 p.m.

2. PRESENTERS (In Order of Presentations) Debra Hsu, MnSCU Michael Mitchell, MDE John Rapheal, MDE Ginny Karbowski, MnSCU Robb Lowe, Southwest Metro Consortium

3. GOALS Share a common understanding of  the 10 components of a Rigorous Program 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.

4. Resources for Today’s Webinar

5. POS/S-A POS/RPOS Programs of Study – As a guidance tool, the intent is to chart out many paths for student success. State-approved Programs of Study – Signature programs for a consortium. Each consortium should identify at least seven programs for state approval. Rigorous Programs of Study – Ten elements take the POS to the highest standard. Each consortium should bring at least one Program of Study to meet the RPOS standard during the 2013-2014 year. RPOS State-approved Programs of Study Programs of Study

6. RIGOROUS PROGRAM OF STUDY COMPONENTS TECHNICAL SKILLS ASSESSMENTS COLLEGE & CAREER READINESS LEGISLATION & POLICIES COURSE SEQUENCES ACCOUNTABILITY & EVALUATION SYSTEMS 11 TEACHING & LEARNING STRATEGIES PARTNERSHIPS CREDIT TRANSFER AGREEMENTS PROFESSIONAL DEVELOPMENT GUIDANCE COUNSELING & ACADEMICS

7. LEGISLATION & POLICIES (National, State and Local Policy) • State operationalizes policy through funding and technical assistance. • Consortium operationalizes policy through program and professional development activities.

8. PARTNERSHIPS • Ongoingrelationships between education, business and community partnersare central to the design, implementation and maintenance of Rigorous Programs of Study.

9. 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.

10. 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.

11. 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

12. 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.

13. CREDIT TRANSFER AGREEMENTS (Policy and Curriculum) “Umbrella” credit transfer agreements provide opportunities for secondary students to be awarded transcripted credit supported by formal agreements.

14. 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.

15. 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.

16. 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.

17. Current POS vs. RPOS • Meets State Competencies • Articulation Committees Advise • Career Opportunities for Students • Pathway Improvement Plan • Meets Most Student Needs • + Meet Business & Industry Skills • + Actively Involved with Curriculum & Students • + Job Shadow, Externships, Work Experience • + Professional Development & Blended Academics • + Industry Certificates & Post-Secondary Credit

18. PROCESS in Building a Rigorous Program of Study BEGIN WITH “RIGOROUS PROGRAM OF STUDY GUIDE” – Rubrics of 10 Components for RPOS Evaluation

20. 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.

23. Plan FIRST STEPSin Building a Rigorous Program of Study In “RIGOROUS PROGRAM OF STUDY HANDBOOK”-

24. 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

25. EXAMPLE: Section 2: Partnerships Pages 2.4 Role of Teachers & Faculty in RPOS Partnerships

26. EXAMPLE: Section 2: Partnerships Pages 2.5 Role of Perkins Consortium Leaders in RPOS Partnerships

27. EXAMPLE: Section 2: Partnerships • Pages 2.6 • Role of Local School or Campus Administrators • In RPOS Partnerships

28. Plan FIRST STEPSin Building a Rigorous Program of Study FROM LOCAL CONSORTIA LEADERS

29. Southwest Metro Consortium 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.

30. 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

31. 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.

32. In conclusion. . . Questions? Comments?

33. THANK YOU. . . For your leadership For your hard work For your continued commitment to CTE students in Minnesota!!!!!