1. Career Pathways Strategic Improvement Coalition (CPSIC) by Tara Jones Director of Career Pathways CORD 601 Lake Air Drive Waco, TX 76710 Phone: (254) 772-8756, ext. 243 E-mail: tjones@cord.orgtjones@cord.org

2. CORD National Non-Profit National Non-Profit 25 years experience in developing curriculum, providing professional development, and leading education reform 25 years experience in developing curriculum, providing professional development, and leading education reform Founder of the National Tech Prep Network (NTPN) Founder of the National Tech Prep Network (NTPN)

3. National Tech Prep Network Founded in 1991 Founded in 1991 Over 3,000 members Over 3,000 members Annual conference Annual conference Assists members in the following areas: Assists members in the following areas: –Planning and Implementing Tech Prep Programs –Evaluating and Improving Tech Prep Program –Pool resources of our country’s leading practitioners to provide a network of communication for new and existing programs.

4. Tech Prep Accomplishments 1990-2005 Secondary/Postsecondary articulation agreements (2+2) Secondary/Postsecondary articulation agreements (2+2) Advanced standing/postsecondary credit Advanced standing/postsecondary credit Advanced skills Advanced skills Improved academics through contextual teaching/learning Improved academics through contextual teaching/learning Integration Integration Lower drop-out rates/higher graduation rates Lower drop-out rates/higher graduation rates

5. The Challenge for the Future Standards-based curricula Standards-based curricula High School graduation requirements matched to postsecondary entrance requirements High School graduation requirements matched to postsecondary entrance requirements All students successful in rigorous academics All students successful in rigorous academics Seamless transitions; Dual Enrollment Seamless transitions; Dual Enrollment All students in clusters and pathways All students in clusters and pathways CAREER PATHWAYS

6. Recent Legislative Happenings House Bill House Bill Senate Bill Senate Bill Letter from the Secretary of Education Letter from the Secretary of Education

7. Career Cluster A Grouping of Occupations According to Common Knowledge and Skills for the Purpose of Organizing Educational Programs and Curricula A Grouping of Occupations According to Common Knowledge and Skills for the Purpose of Organizing Educational Programs and Curricula One of Sixteen Clusters defined by OVAE in 1999 One of Sixteen Clusters defined by OVAE in 1999 A student interest area A student interest area

8. USED’s 16 Career Clusters Agriculture and Natural Resources Arts, Audio/Video Tech & Communications Business & Admin. Services Construction Education & Training Services Financial Services Health Science Hospitality & Tourism Human Services Information Technology Services Legal & Protective Services Manufacturing Public Admin/Government Retail/Wholesale Sales & Services Scientific Research, Engineering & Technical Services Transportation, Distribution & Logistics

9. A Career Pathway is a coherent, articulated sequence of rigorous academic and career/technical courses, commencing in the ninth grade and leading to an associate degree, baccalaureate degree and beyond, an industry recognized certificate, and/or licensure. The Career Pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. Career Pathways are available to all students, including adult learners, and may lead to rewarding careers.

10. Career Pathway A 4+2(+2) program of study leading to employment in an occupational field and/or continued education/training A 4+2(+2) program of study leading to employment in an occupational field and/or continued education/training Not a “Track” to narrow student choice Not a “Track” to narrow student choice The high school portion of a Career Pathway is sufficiently broad to support postsecondary education/training for other occupations within the cluster The high school portion of a Career Pathway is sufficiently broad to support postsecondary education/training for other occupations within the cluster

11. The essential characteristics of an Ideal Career Pathway include the following: 1. The Secondary Pathway Component Meets state academic standards and grade-level expectations Meets state academic standards and grade-level expectations Meets high school testing and exit requirements Meets high school testing and exit requirements Meets postsecondary (college) entry/placement requirements Meets postsecondary (college) entry/placement requirements Provides foundation knowledge and skills in a chosen career cluster Provides foundation knowledge and skills in a chosen career cluster Provides opportunities for students to earn college credit through dual/concurrent enrollment or articulation agreements Provides opportunities for students to earn college credit through dual/concurrent enrollment or articulation agreements

12. Opportunities for students to earn college credit through dual/concurrent enrollment or articulation agreements Opportunities for students to earn college credit through dual/concurrent enrollment or articulation agreements Alignment and articulation with baccalaureate programs Alignment and articulation with baccalaureate programs Industry-recognized skills and knowledge in each cluster area Industry-recognized skills and knowledge in each cluster area Opportunities for placement in the chosen career clusters at multiple exit points Opportunities for placement in the chosen career clusters at multiple exit points 2.The Postsecondary Pathway Component provides:

13. Regularly collecting qualitative and quantitative data Regularly collecting qualitative and quantitative data Using data for planning and decision-making for continuous pathway improvement Using data for planning and decision-making for continuous pathway improvement On-going dialog among secondary, post-secondary, and business partners On-going dialog among secondary, post-secondary, and business partners 3.Pathway partners ensure a culture of empirical evidence is maintained by:

14. Purpose of CPSIC Make the Benefits of Career Pathways available to students across the country by helping secondary and postsecondary Career Pathways partnerships develop and implement strategies for improvement. Make the Benefits of Career Pathways available to students across the country by helping secondary and postsecondary Career Pathways partnerships develop and implement strategies for improvement. Set benchmarks to measure success and improvement efforts Set benchmarks to measure success and improvement efforts Engage in a continuous improvement process and identify useful improvement strategies Engage in a continuous improvement process and identify useful improvement strategies Provide Technical Assistance Provide Technical Assistance Showcase example partnerships and improvement strategies Showcase example partnerships and improvement strategies

15. St. Louis Attendees and CPSIC? Strongest Benchmarks are Benchmarks #10 and 11 Strongest Benchmarks are Benchmarks #10 and 11 –#10 – Postsecondary provides industry recognized knowledge and skills. –#11 - Postsecondary component provides employment opportunities for high-wage, high-demand careers in the chosen Pathway and provides multiple exit points.

16. Weakest Benchmarks for St. Louis CPSIC Conference Attendees Benchmark #12 – Business ensures that students are learning current, in- demand skills. Benchmark #12 – Business ensures that students are learning current, in- demand skills. #13 - Business provides student work- based learning experiences after 11 th grade. #13 - Business provides student work- based learning experiences after 11 th grade.

17. Logistics

18. CPSIC Handouts

19. Dr. Pat Schwallie-Giddis

20. Debra Mills

21. Dr. Sandi Harwell

25. The transition from high school to college can be improved by better cooperation and communication between secondary and postsecondary systems. Bailey, Hughes, and Karp(2002)

26. 2.2 Tech Prep students are enrolled in a seamless program of study that begins, preferably by grade 9 but at least by grade 11and continues through at least 2 years of postsecondary education. The seamless program incorporates career clusters, rigorous academics and technical competencies that effectively prepare students for postsecondary education or employment.

27. 3.1 Tech Prep programs have a sequence of appropriate advanced academic and technical courses that effectively prepare students for their next steps in postsecondary education and/or employment. 3.2 Curriculum contributing to the Tech Prep program is seamless from secondary through postsecondary and is developed and evaluated by stakeholders. 4.2 The Tech Prep program functions within an articulation agreement between secondary and postsecondary institutions, and specifies courses and course sequence. 4.3 Articulation is inclusive of academic and technical courses.

31. The framework should be progressive. Each level should teach what is develop- mentally correct.

32. The High School Role Provide context for academic achievement Provide motivation (and desire) to remain in school Provide a “level playing field” for students with diversified learning styles Provide guidance for career selection and a foundation for career pursuit Use career preparation to provide inter- disciplinary problem-solving and critical thinking Provide a basis for lifelong learning…and life long EARNING

34. http://www.wvtechprep.wvnet.edu/downloads.htm

37. Volusia Flagler Tech Prep

38. Students problem solve, analyze, synthesize, and evaluate. Students apply learning across disciplines to solve problems that are meaningful to them.

42. English Grade 9 What do they need to know and be able to do? Entry Exit Grade 10Grade 11Grade 12 Math Science Required Academics

46. College and Career Transitions Initiative