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High School to College Transitions Through Rigorous Programs of Study

High School to College Transitions Through Rigorous Programs of Study. MDE/ MnSCU Career & Technical Education. PRESENTERS Ginny Karbowski , MnSCU Michael Mitchell, MDE. Two important changes in the Perkins Act of 2006: A requirement for the establishment of Programs of Study

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High School to College Transitions Through Rigorous Programs of Study

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  1. High School to College Transitions Through Rigorous Programs of Study MDE/MnSCU Career & Technical Education

  2. PRESENTERS Ginny Karbowski, MnSCU Michael Mitchell, MDE

  3. Two important changes in the Perkins Act of 2006: • A requirement for the establishment of Programs of Study • A new approach to assessing CTE skills • Academic (Liberal Arts & Sciences) skills • Technical skills • Workplace skills

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

  5. Minnesota’s New Direction – Programs of Study Career Field Career Cluster Foundation Knowledge and Skills Career Pathways • http://www.cte.mnscu.edu

  6. MnProgramsofStudy/ ISEEK http://www.mnprogramsofstudy.org

  7. Up-to-date information is now posted on the CTE website.www.cte.mnscu.edu/programs/mntsa.html

  8. Rigorous Program of Study/State-Approved Programs of Study 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. 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 focused on one Program of Study to meet the RPOS standard during the 2013-2014 year. RPOS State-approved Programs of Study Programs of Study

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

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

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

  12. 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.

  13. 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.

  14. 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

  15. 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.

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

  17. 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.

  18. 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.

  19. 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.

  20. Resources

  21. 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.

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

  23. In conclusion. . . Questions? Comments?

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

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