Student Transition Planning Student Transition Planning: Where the Rubber Hits the Road Denise Felder Director of Professional Development Career Technical Education | MnSCU

Value of Transition Planning Shared Vision for Youth Sandbox Group MN Career & College Readiness Collaborative

 70% of increase in postsecondary requirements is due to occupations that previously did not require higher education  Earning gap increasing between those with postsecondary credential vs. those with high school diploma only  Postsecondary = college and/or industry-recognized job training Sources: Georgetown University Center on Education and the Workforce; Handbook of Labor Economics Value of Transition Planning

College & Career Planning in State Legislation (HF2397) 1) World’s Best Workforce 2) Regional Centers of Excellence 3) Planning for Students' Successful Transition to Postsecondary Education & Employment (9 th Grade Plans) 4) Parental Involvement Programs 5) Experiential & Applied Learning Opportunities for Students 6) Also: Charting the Future

World’s Best Workforce (120B.11) Source: 1)All children are ready for school. 2)All third-graders can read at grade level. 3)All racial and economic achievement gaps between students are closed. 4)All students are ready for career and college. 5)All students graduate from high school.

World's Best Workforce Charting the Future Experiential and Applied Learning Opportunities for Students Parental Involvement Programs Planning for Students' Successful Transition to Postsecondary Education and Employment College & Career Readiness (PSEO, Concurrent Enrollment) Rigorous Programs of Study Technical Skills Assessments Source: DRAFT Minnesota Career Technical Education World’s Best Workforce

9 th Grade Plans (120B.125) Planning for Students' Successful Transition to Postsecondary Education and Employment Beginning in school year, must assist all students by no later than grade 9 to:  explore college and career interests and aspirations  develop a plan for a smooth and successful transition to postsecondary education or employment  7 key elements in legislation … Need to revisit at least annually. Source:

9 th Grade Plans (120B.125) Planning for Students' Successful Transition to Postsecondary Education and Employment 1)Comprehensive academic plan for completing a college and career-ready curriculum that meets state and local academic standards 2)Emphasize academic rigor and high expectations 3)Help students identify personal learning styles 4)Help students gain access to postsecondary education and career options Source:

9 th Grade Plans (120B.125) Planning for Students' Successful Transition to Postsecondary Education and Employment 5) Integrate strong academic and career-focused content 6) Help students and families identify and gain access to appropriate counseling and other supports 7) Help students and families identify collaborative partnerships of … postsecondary institutions, economic development agencies, and employers Source:

9 th Grade Plans (120B.125) Sample Individualized Learning Plan Components  Program of Study, class schedule  Career exploration (assessments, transferable skills, etc.)  Life goals  Favorite occupations  College or postsecondary training options  Skills and abilities Source: Al Hauge, MDE

9 th Grade Plans (120B.125) Sample Individualized Learning Plan Components  Job search documents  Budget plan  Academic records  Extracurricular activities, athletics, service learning, leadership, student groups, etc.  Accomplishments (awards, honors, memberships, publications, photos and video artifacts)  Health records Source: Al Hauge, MDE

Parental Involvement Parent and Family Involvement Policy (24D.8955)  oral and written communication … in families' native language  fostering students' academic success and learning at home and school  welcoming parents in the school and using networks that support families' cultural connections  providing community resources Source:

Parental Involvement Parental Involvement Programs (124D.895)  promote healthy self-concepts among parents or guardians and other family members  provide creative learning experiences for parents or guardians  encourage parents to actively participate in their district's curriculum advisory committee Source:

Experiential & Applied Learning Opportunities for Students (124D.085) Strengthen alignment between career and college ready curriculum, and state and local academic standards Increase opportunities for applied and experiential learning in nontraditional settings Encouraged to provide... college prep schools, career and technical education, work-based schools Schools and districts must have measurements and plans Effective for the school year and later. Source:

Rigorous Programs of Study (CTE) Incorporate and align secondary and postsecondary education elements Include academic and CTE content in a coordinated, non-duplicative progression of courses Offer opportunity for secondary students to acquire postsecondary credits Lead to an industry-recognized credential or certificate, or associate or baccalaureate degree Source:

LEGISLATION & POLICIES PARTNERSHIPS PROFESSIONAL DEVELOPMENT COLLEGE & CAREER READINESS COURSE SEQUENCES CREDIT TRANSFER AGREEMENTS GUIDANCE COUNSELING & ACADEMICS TEACHING & LEARNING STRATEGIES TECHNICAL SKILLS ASSESSMENTS 1 ACCOUNTABILITY & EVALUATION SYSTEMS Rigorous Programs of Study (CTE)

Work Readiness & Technical Skills Assessments (CTE) Source:  Improve program quality  Create strong connections between high school and college programs  Identify core skills and assessment tools for technical skill attainment for Programs of Study  Alignment to industry-recognized standards or state or national industry or trade standards

Charting the Future (MnSCU) Source: 1)Dramatically increase success of all learners, especially those in diverse populations traditionally underserved by higher education. 2)Develop a collaborative and coordinated academic planning process that advances affordability, transferability, and access to our programs and services across the state. 3)Certify student competencies and capabilities, expand pathways to accelerate degree completion through credit for prior learning, and foster the award of competency-based credit and degrees.

Charting the Future (MnSCU) Source: 4) Expand the innovative use of technology to deliver high quality online courses, strengthen classroom instruction … provide more individualized learning and advising. 5) Work together to be preferred provider of comprehensive workplace solutions … that build employee skills and solve real-world problems for communities and businesses across the state. 6) Redesign our financial and administrative models to reward collaboration … strengthen our ability to provide access to an extraordinary education for all Minnesotans.

Challenges & Opportunities Changing Student Expectations Millennial Generation (late 20s and younger) value:  Individuality  Information  Entertainment  Social interactions (electronic) Millennials have different educational expectations/needs. Millennials have different workforce expectations. Source: Roehling PV, Vander Kooi TL, Dykema S, Quisenberry B, Vandlen C. (2010)

Challenges & Opportunities Teaching, Learning and Millennial Students 1)Student-Faculty Contact 2)Reciprocity and Cooperation 3)Active Learning 4)Feedback 5)Time on Task 6)High Expectations 7)Diverse Talents and Ways of Knowing Source:

Challenges & Opportunities Importance of Cross-Sector Collaborations  National/federal trend toward collaboration  MN Career & College Readiness Collaboration  CTE Consortia Image:

Future of Career & College Readiness in MN  Integrating academics and Career Pathways  Measuring rigor and program data  Emergence of career academies  Collaborations with postsecondary, workforce and community partners  Importance of developing whole child for lifelong success

Professional Development Events  CTE Works! Summit  Pathways to Postsecondary Summits Contact: MDE or  Regional Centers of Excellence Future of Career & College Readiness in MN

Denise Felder CTE Director of Professional Development Minnesota State Colleges and Universities |  For Students:  For Educators:  CTE Works! Summit: MDE Contacts:  John Raphael,  Michelle Kamenov,

References Carnevale, A.P., Smith, N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through Georgetown University Center on Education and the Workforce. Acemoglu, D. & Autor, D. (2011). Skills, tasks and technologies: Implications for employment and earnings. In O. Ashenfelter & D. Card, (Eds.), Handbook of labor economics, (Vol. 4), (pp ). McKinsey Global Institute. (2009). Changing the fortunes of America’s workforce: A human capital challenge. McKinsey Global Institute. Roehling PV, Vander Kooi TL, Dykema S, Quisenberry B, Vandlen C. (2010). Engaging the millennial generation in class discussions. College Teach. 59:1–6. Wilson, M. (2004) Teaching, Learning and Millennial Students. New Directions for Student Services: Serving the Millennial Generation, Issue 106, Retrieved from: