Strengthening Big Sky Pathways Fall Retreat

1. Strengthening Big Sky Pathways Fall Retreat September 24-26, 2013 Helena College, Lower Level, Room 002 Helena, MT Dr. Jeraline M. Marsh, CORD Trainer

2. Welcome & Introductions Kali Wicks John Cech Deputy Commissioner, Two-Year & Community College Education Division, Office of Commissioner of Higher Education High School to College Pathways Program Manager/Perkins Accountability Specialist

3. Welcome & Introductions Dr. Jeraline Marsh Senior Consultant, CORD

4. Conference Day 1 Agenda • Coffee & Networking • Welcome & Introductions – John Ceck, Deputy Commissiner, Two-Year & Community College Education Division, Office of Commissioner of Higher Education • Review of Two-Days and the 3-Part Series – Jeraline Marsh, CORD • Montana’s Vision for Big Sky Pathways - Kali Wicks, Big Sky Pathways Program Manager • Big Sky Pathways Implementation Guide– Jeraline Marsh, CORD • Introduction: OVAE’s 10 Component Model • Programs of Study – Wisconsin Representative • 10 Components of a Big Sky Pathway (Program of Study) • Kansas RPOS – Kansas RPOS Team

5. Conference Day 2 Agenda • Welcome & Introductions – Steve York, Assistant Superintendent, Office of Public Instruction • Review of Day 1 - Jeraline Marsh, CORD • Part II - 10 Components of a Big Sky Pathway (Program of Study) • Part III – Implementing a Big Sky Pathway (POS) • Work Plan Report Outs • Resources & Processes – Kali Wicks, Big Sky Pathways Program Manager • January Assignment • Evaluation • Closure & Ending Message – TJ Eyer, CTE Division Administrator

6. Montana’s Vision for Big Sky Pathways Kali Wicks

7. Big Sky Pathways Implementation Guide

8. Part I: Career Cluster Framework 21 79 4 16

9. 21 • Career Pathways are critical to 21st Century schools and learners. Video 21st century

11. Why? • Our world has changed …and will continue to. • No longer a primarily unskilled labor force. • Seamless transition from secondary (or Adult ed) to post-secondary education. • To stay globally competitive, we need to focus on high skill, high demand, high wage careers. • Instruction needs to relate to student career interests and their personal aspirations. • Business and industry demand change. • Workforce is aging; Baby boomers are retiring.

12. The Challenges • Engagement – attending school and completing (graduating) high school • Achievement– academic (and technical) course taking; grades, test scores • Transition– to postsecondary education without the need for remediation; and to the workplace

13. Why Do They Leave? Source: “The Silent Epidemic: Perspectives of High School Dropouts”Civic Enterprises, 2006

14. “The illiterate of the 21st Century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn.” Alvin Toffler, Futurist & Author

16. Return

17. 16 • Career Clusters—The 16 Career Clusters are groupings of occupations and industries based on commonalities. Theyprovide a context for learning the skills specific to a career, and provide a structure for organizing or restructuring curriculum offerings and focusing coursework with a common theme such as an interest. • What do Career Clusters do? • Organize academic and technical knowledge and skills into a coherent sequence • provide a framework for seamless education from high school through post-secondary; • provide more career and educational options for students; • provide a framework for organizing and reorganizing the delivery of career and technical education and needed 21st century skills; • provide understanding of knowledge and skill transfer as well as verification of qualification. Return

18. 79Career Pathways… BREAKDOWN the 16 Career Clusters into career groupings with shared knowledge, skills, and dispositions required to be successful in careers within the pathway. They are the core of workforce and economic development in Montana. PROMOTE the connection between education and workforce/economic development; OFFER a seamless transition from high school to career or occupation preparation FOCUS on high skill, high demand, and high wage careers PROVIDE a plan for attainment of a technical skill proficiency, and a degree/credential Return

19. 4 Guiding Principles Each Career Pathway is grounded in a set of four guiding principles: Career Pathways prepare students for post-secondary education and careers Career Pathways prepare students for post-secondary education and careers Career Pathways lead to the full range of post-secondary opportunities Career Pathways improve student achievement. Return

20. Big Sky Example Career Cluster-Manufacturing Career Pathway-Maintenance Installation and Repair Big Sky Pathway (Program of Study) -Electro-Mechanical

21. Model in Review

22. OVAE 10 Component Model

23. DOL’s Framework

25. Quickly assess high-level needs. Write on sticky notes issues and topics you think are a priority for the team to address related to the elements.

26. Developing, Implementing, and Evaluating a Program of Study (POS)

27. 10 Components of a Big Sky Pathway (POS)

28. College & Career Readiness Standards • What students are expected and need to know to be able to enter and advance in college and/or careers are at the core of a POS.

29. Partnerships • Cultivating partnerships is fundamental to successful career clusters and pathways framework in Montana school districts and postsecondary institutions. There are two types of partnerships that are essential: internal and external.

30. Professional Development • Professional development in a successful Career Clusters and Pathways program contains opportunities for administrators, teachers, school counselors, and other education professionals and stakeholders to implement and evaluate career cluster and pathways. Professional development is necessary at every level of implementation and should be provided to help teachers and other partners learn more about programs of study.

31. Teaching and Learning • Course and career pathway content should be delivered in a manner that requires students to be engaged with the content, requires students to be engaged with each other, and requires students to be engaged with the teacher.

32. Accountability and Evaluation Systems • Evaluating programs and ensuring accountability for decisions made is critical in career cluster and pathway implementation. Simple questions asked such as “Do the efforts made have an impact?”

33. Course Sequences • Course sequencing is an important part of a program of study. Students gather valuable knowledge and skills from course content, building higher level skills as they progress through advanced level courses. The Program of Study must include both the secondary and post-secondary coursework and experiences.

34. Articulation Agreements • Articulation focuses on providing opportunities for high school students to take college-level course work in order to get a head start on earning college credits while continuing to fulfill high school graduation requirements.

35. School Counseling and Academic Advising • Academic and career counseling is provided through PK-12 comprehensive school counseling programs and post-secondary advising programs, and helps students make informed decisions about which Career Pathway to pursue.

36. Technical Skill Attainment • Career Pathways must include the acquired technical, employability, and academic skill attainments throughout the journey of a program of study. Career Pathways include and ultimately lead to required licensure, credential or other recommended attainment for the occupations within the Pathway, thus aligning secondary and post-secondary Pathways with educational and work requirements.

37. Policies & Procedures • Federal, state, and local policies and procedures may support and promote the development and implementation of a Program of Study

38. Kansas Rigorous Programs of Study Team

39. Welcome & Introductions Kali Wicks High School to College Pathways Program Manager/Perkins Accountability Specialist