1. A Systemic Approach February, 2013

2. 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

3. 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

4. Programs of Study Framework 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.

5. Programs of Study Framework Local program developers must identify the most pressing components for local adoption, taking into consideration their relative need within their educational setting.

6. Systemic Approach Using 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.

7. Systemic Approach Using 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.

8. Systemic Approach Using Rigorous POS Our Challenge!! How do we implement the Rigorous POS model in our region and/or communities?

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

10. 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

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

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

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

14. Professional Development High quality Sustainable Focused on improvement of instruction

15. 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.

16. 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.

17. 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

18. Work closely with academic (liberal arts & sciences) colleagues on academic, technical, and workplace skills. Administer Accuplacer to high school students in 10 th or 11 th grade in preparation for college readiness.

19. 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.

20. 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.

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

22. 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.

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

24. Guidance Counseling and Academic Advisement Everyone is involved! Students/parents Teachers/faculty Counselors/advisors Local administrators Community & state leaders

25. 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.

26. 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

27. 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.

28. Technical Skill Assessments Gain valid & reliable data on student learning Use as a tool for curriculum revisions Affirms the relevancy and rigor of program