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Anything is POSsible

Anything is POSsible. Moving Forward with the Career Cluster Framework. Objective. The workshop is designed to provide a broad overview of definitions, concepts, and models for local areas to utilize as they continue to understand, develop, evaluate, and improve their local programs of study.

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Anything is POSsible

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  1. Anything is POSsible Moving Forward with the Career Cluster Framework

  2. Objective The workshop is designed to provide a broad overview of definitions, concepts, and models for local areas to utilize as they continue to understand, develop, evaluate, and improve their local programs of study.

  3. Agenda History of POS POS Expectation Tool Role of Partnership Developing and Implementing Knowledge and Skill Statements CIP Codes Resources and Support for POS

  4. History and Introduction to Perkins Clusters, Pathways, Programs of Study

  5. Timeline A Nation at Risk 1983 Educational Amendments 1972 created Title IX Elementary & Secondary Education Act 1965 Career Education Incentive Act 1977 Civil Right Act of 1964 Vocational Education Act 1963 Carl D. Perkins Act 1984 Higher Education Act 1965 1973 Comprehensive Employment and Training Act Job Training Partnership Act 1982 Vocational Education Amendments 1968

  6. Carl D. Perkins Legislation Transformation of Perkins from 1984, 1990, 1998, 2006 Increased Accountability Emphasized Access Curriculum Integration

  7. Then …..and …..now Career & Technical Education VocationalEducation

  8. 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

  9. How were the Clusters Developed? • Grants to states • National Association of State Directors of Career Technical Education Consortium • National Advisory Committees • Business and Industry • Labor • Government • Education (secondary and postsecondary)

  10. The 16 Career Clusters

  11. Illinois Cluster Model

  12. 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.

  13. 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

  14. 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.

  15. Building on our strong foundation. • Build on and transform existing programs • Develop new programs • Benchmark to national and international standards • Implement career clusters, pathways, and programs of study

  16. 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

  17. Career Cluster: Health Science

  18. CareerCluster: Agriculture, Food, and Natural Resources

  19. Components & Subcomponents • Align Secondary and Postsecondary Educational Elements • Rigorous Academic and Technical Standards and Assessments • Credit Transfer Agreements • Partnerships Among Education, Business and other key stakeholders • Legislation and Policies • Guidance Counseling and Advisement • Professional Development • Accountability and Evaluation • Sustainable Leadership and Shared Planning • Innovative Teaching and Learning Strategies Department of Education, OVAE

  20. 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

  21. Expectation Tool Incorporation of the Expectation Tool into the Perkins Guidelines

  22. Overview of the Tool • The Illinois Programs of Study Expectation Tool is designed to… • Be Interactive • Meet federal requirements • Meet Illinois standards –support six guiding principles • Guide the users in designing and implementing programs of study • Provide examples of evidence • Suggest examples of supporting materials • Monitor status

  23. Reference to the OVAE Components Reference to the Principles The Format Reference to the POS requirements from Perkins IV EXAMPLES of materials a partnership could use to show alignment Reference to the design elements Evidence of what aspects of a program of study align with this principle Ability to rate your Program of Study

  24. Minimum Expectations • Minimum Expectations are the fundamental building blocks of a Program of Study • They meet federal requirements and Illinois grant guidelines

  25. Quality Evidence • Quality Evidence are those elements which indicate advanced implementation

  26. Examples of Acceptable Supporting Materials

  27. Determining Status of POS • Does the program of study comply with the various compliance items of the tool AND any or all of the quality items? • Partnership must have significant knowledge of the program of study being analyzed and the Programs of Study approach in general. • Time and resource dedication from entire partnership needed.

  28. Examples of Acceptable Supporting Materials • What is a partnership able to demonstrate that can be used to verify implementation? • Do supporting materials have to be submitted to the ICCB for review or approval? • Supporting materials should be made available or kept on file as documented evidence of compliance and quality components outlined in the Tool. • Can supporting materials be items not listed within the set of examples provided within the tool?

  29. Building Stronger Partnerships

  30. What is a Partnership? • “A cooperative relationship between people or groups who agree to share responsibility for achieving some specific goal.” • Alliance • Union • Association www.websters-online-dictionary.org

  31. Why Talk about Partnerships? • Essential to Programs of Study • State Perceptions of Partnerships

  32. Perceptions of Partnerships • CORD Survey Found: • Partnership section had the highest level of “don’t know” responses • Administrators had more confidence than faculty members or counselors that partnerships were developed and operating. The Center for Occupational Research and Development's Final Report to the Illinois Community College Board. (January 2011). Illinois Programs of Study Professional Development Project: Assessment and Recommendations.

  33. How to Form a Partnership • Establish a “Lead Agency” • Check for Existing Structures ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

  34. Connect to Existing Partnerships

  35. Partnership Members • Begin with core group from key organizations • Secondary • Postsecondary • Business & Industry ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

  36. Secondary and Postsecondary Partners • Are you: • Communicating/Collaborating? • Reviewing Transition? • Offering Dual Credit/Dual Enrollment? • Facilitating conversations between faculty?

  37. Business and Industry Partners • Are you: • Utilizing Existing Advisory Councils? • Incorporating Industry Standards? • Providing Work-Based Learning, etc. ? • Seeking Funding Opportunities?

  38. Recruit Other Partners from: • Adult Education • Employers • Community-Based Organizations • Workforce Entities ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

  39. Formalize the Partnership • Define the Partnership • Common Vision • Commitment • Responsibility • Accountability • Determine Roles and Responsibilities ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

  40. Additional Roles and Functionsof the Partnership • Choose a Program of Study • POS Review • Review Teaching and Learning Strategies • Counseling and Career Services • Professional Development • Evaluation

  41. Choose a POS • What are your local labor market needs? • Do you need to develop new programs of study? • What are the entry and exit points for your chosen POS?

  42. POS Review • Is there Alignment between Secondary and Postsecondary? • Does the POS reduce Remediation and Redundancy? • Are there opportunities for Dual Credit/Dual Enrollment?

  43. Review Teaching/Learning Strategies • Contextualized Instruction • Provide Professional Development for: • CTE Instructors • Academic Instructors • Work-Based Learning Opportunities

  44. Counseling and Career Services • Is Career Planning available? • Are Counselors being Trained?

  45. Professional Development • Identify the needs of your: • Faculty • Administrators • Counselors • Provide training on the Integration of Academic and Technical Instruction • Disseminate Information about Career Clusters

  46. Evaluation • Know what data is being collected • Data-driven Decision Making • Continuous Program Improvement

  47. Knowledge and Skill StatementsWhat I need to know to get where I want to go?

  48. Essential Questions • What are Knowledge and Skills Statements? • How are the K&S statements organized? • What expectations are outlined in the K&S statements? • What are the components of a K&S statement chart? • Why are the K&S statements important? • How do you use the K&S statements? • What is their relationship to the Common Core? • Knowledge and Skill Statement Template

  49. What are the Knowledge and Skill Statements • Comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area.

  50. Background of Knowledge and Skills Statements

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