A Systemic ApproachFebruary, 2013

Two important changes in the

Perkins Act of 2006

•A requirement for the establishment of Programs of Study•A new approach to assessing CTE skillsAcademic (Liberal Arts & Sciences) skillsTechnical skillsWorkplace skills

Perkins POS Required Elements

POS Framework Supporting Elements

Incorporate and align secondary and post-secondary education elements

• Legislation and policies• Partnerships

Include academic and CTE content in a coordinated, non-duplicative progression of courses

• Course sequences• College and career readiness standards• Teaching and learning strategies• Guidance counseling and academic advisement

Offer the opportunity, where appropriate, for secondary students to acquire post-secondary credits

• Credit transfer agreement• Professional development

Lead to an industry-recognized credential or certificate, Associate or Baccalaureate degree

• Technical skills assessment• Accountability and evaluation systems

Programs of StudyFramework

•Framework identifies a system of 10 components that, taken together, support the development and implementation of effective programs of study.•Although all 10 components are important, they are neither independent nor of equal priority.

Programs of StudyFramework

•Local program developers must identify the most pressing components for local adoption, taking into consideration their relative need within their educational setting.

Systemic ApproachUsing Rigorous POS

•Use a “holistic approach” with the Rigorous POS model—at the consortium level, individual schools/college, and programs.•Weave components throughout all efforts.

Systemic ApproachUsing Rigorous POS

•Be flexible & adaptable – not fixed (evolves as the system grows & needs change).•Continually assess & evaluate your efforts with student learning as the outcome.

Systemic ApproachUsing Rigorous POS

Our Challenge!!How do we implement the

Rigorous POS model in our region and/or

communities?

Legislation and Policies

Federal, state, and local legislation or administrative policies promote POS development and implementation.

Legislation and Policies

•2013 – “Redesigning the Transition from Secondary to Postsecondary Initiative” --MDE, MnSCU, Higher Learning Commission

•2012—”Ensuring All High School Graduates are Ready for Career and Postsecondary Success” – Governor’s Workforce Development Council

Partnerships

Ongoing relationships among education, business, and other community stakeholders are central to the design, implementation, and maintenance.

Partnerships

Regional collaboration with all partners: •Local High Schools•College(s)•Workforce Center(s)•Chamber of Commerce•Community Agencies

Professional Development

Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.

Professional Development

•High quality•Sustainable•Focused on improvement

of instruction

Accountability and Evaluation Systems

Systems and strategies to gather quantitative and qualitative data on both POS components and student outcomes are crucial for ongoing efforts to develop and implement POS.

Accountability and Evaluation Systems

•Work with consortium partners to gather quantitative data on students in in a specific POS—both entry-level data and program completion data.•Evaluate student outcomes to local administrators both at the high school & college level and determine plan of action for improvement.

Content standards define what students are expected to know and be able to do to enter and advance in college and/or careers comprise the foundation of a POS.

College and Career Readiness Standards

College and Career Readiness Standards

•Work closely with academic (liberal arts & sciences) colleagues on academic, technical, and workplace skills.

•Administer Accuplacer to high school students in 10th or 11th grade in preparation for college readiness.

Course Sequences

Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that students transition to postsecondary education without duplicating classes or requiring remedial coursework.

Course Sequences

Develop Rigorous POS course sequences with consortium partners:•Work collaboratively, not in isolation.•Include academic (liberal arts & sciences) and CTE educators.•Involve business/industry partners.

Credit Transfer Agreements

Credit transfer agreements provide opportunities for students to be awarded transcripted credit, supported with formal agreements among systems.

Credit Transfer Agreements

High expectations for all!

Research shows that high school students who participate in an accelerated learning option benefit greatly from:

• Exposure to high expectations. • Participation in challenging courses. • The momentum gained by earning college

credits while still in high school.

Guidance Counseling and Academic Advisement

Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue.

Guidance Counseling and Academic Advisement

Everyone is involved!•Students/parents•Teachers/faculty•Counselors/advisors•Local administrators•Community & state leaders

Teaching and Learning Strategies

Innovative and creative instructional approaches enable teachers and faculty to integrate academic and technical instruction and students to apply academic and technical learning in their chosen POS.

Teaching and Learning Strategies

Professional Learning Communities•Embed contextual learning in all instruction•Share a variety of teaching strategies that focus on student learning outcomes

Technical Skills Assessments

National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into & advancement in postsecondary education and careers in their chosen POS.

Technical Skill Assessments

•Gain valid & reliable data on student learning•Use as a tool for curriculum revisions•Affirms the relevancy and rigor of program