Alternative Structures for CTE Issue Caucus
Transcript of Alternative Structures for CTE Issue Caucus
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Alternative Structures for CTE Issue Caucus
Theresa RowlandCareer Ladders ProjectPeter SimonCLP ConsultantKelley KarandjeffRP Group
2011 Strengthening Student Success Conference
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Today’s Agenda:
• Introductions and Session Overview (15)• Rationale and What the Research Says (25)• Activity: Group work and Meta “Driver” Diagram (40)• Wrap Up (10)
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Who is in the room?
Faculty: CTE, Basic Skills, Counselors?Researchers?Administrators/Coordinators?CCCCO?Affiliates?Others?
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Session Objectives:
• focus on outcomes desired through pathway programs; • identify innovations (drivers) that can help students move
through a pathway;• identify interventions that will help students complete
programs.
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Why use a pathway model?
Think about your students...– Where do they stop out before completing a
certificate, degree or transfer?
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Why use a pathway model?
connection entry progress completion
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Why use a pathway model?
Research suggests…
– A lack of structure can impede students’ connection, entry, progress & completion
– A “best process” approach can support student outcomes
Jenkins, D. (2011). Get with the Program: Accelerating Community College Students’ Entry Into and Completion of Programs of Study. CCRC Working Paper No. 32. Retrieved from: http://ccrc.tc.columbia.edu/Publication.asp?uid=885
Scott-Clayton, J. (2011). The Shapeless River: Does a Lack of Structure Inhibit Students’ Progress at Community Colleges? CCRC Working Paper No. 25. Retrieved from: http://ccrc.tc.columbia.edu/Publication.asp?UID=839
Shulock, N., Moore, C. (2011). Sense of Direction: The Importance of Helping Community College Student Select and Enter a Program of Study. California State University – Sacramento, Institute of Higher Education Leadership and Policy. Retrieved from: http://www.csus.edu/ihelp/PDFs/R_Sense_of_Direction.pdf
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Key Elements of “Stackable Certificate” Curriculum Model
• Aligned with industry-defined career pathways and job classifications
• Progression of courses and short-term certificates that build credits toward 1 and 2 year CTE Certificates of Achievement and AS Degree / Transfer
• May start with Non-credit “Bridge” or “Prep”program but leads to entry into credit-bearing college classes
• From student perspective, points of entry into and exit from program (“On and Off Ramp”) very easy to understand
• Makes explicit what jobs are available upon completion of each certificate and, ideally, local wage range of those jobs
• Linked to contextualized Basic Skills English, Math, and ESL where needed
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National Pathways work
• At least 10 states have significant career pathway efforts aimed at adults or out of school youth. – AR, CA, KY, IL, MA, OH, OR, VA, WA, WI– Perkins: every state must have pathways for high school students.
• Half a dozen states have career pathway bridge initiatives – IL, IN, MD, MN, OH, OR, WA, WI– New Gates’ Accelerating Opportunity grants will expand this.– Some states have focused state adult ed plans/RFP’s on this. IL, IN– CA new ABE strategic plan moving in this direction.
• Career pathways and bridges becoming a focus of federal policy. – DOL TAACCCT grants, Career Pathway Innovation Grants, Career
Pathway TA Institute; ED’s Career Connections and Pathways to Prosperity; DHHS’ Innovative Strategies to Self-Sufficiency. Pathways and bridges part of President’s jobs proposal and the ikely focus of forthcoming Innovation Fund.
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OHIO STACKABLE CERTIFICATES SCHEMATICSOhio Stackable Certificates
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LATTC
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SMCCD
San Mateo County Community College District
Skyline Allied Health
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South Texas Electrician
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Activity: Group work and Meta “Driver” Diagram
• identify innovations (drivers) that can help students move through a pathway;
• identify interventions that will help students complete programs
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Why use visual tools?
Reasons for using visual tools:– Focus a potentially unwieldy conversation– Provide a frame or skeleton for analysis – Illustrate complexities and interconnections – Show different takes on an issue – different analyses
may lead to different conclusions – Point to action – Give people a chance to think out loud
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Increased World History
Comprehension from a
multi-nation perspective
Outcome Drivers Interventions
Pedagogy
Reading Material
Research Topics
Teacher training
Increase knowledge beyond traditional topics
World view vs. political correctness
Increase primary sources
Public access to world communications e.g. previously censored
Assignments with world view perspective, asking questions in a different way
Simple Driver Diagram Example
Example provided by Scott Rowland, 9th grade
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A Start to the Driver Diagram
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Small Group Work
• agree on one driver of interest, • develop related interventions, • think about how to apply at local
college and district levels
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Wrap Up
• What is one new thought/ discovery/action step you are taking away from this session?
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For more information:
Theresa RowlandTRowland@CareerLaddersProject.orgwww.CareerLaddersProject.org
Peter [email protected]
Kelley [email protected]