1 Developing Programs of Study Benson Education Associates SECONDARY TO POSTSECONDARY CAREER PATHWAYS/programs of study meeting November 1-2, 2007 Baton Rouge, LA

2 Essential Questions  What are career clusters and pathways and how do the knowledge and skill statements relate?  How do career clusters and pathways relate to CTE and Perkins legislation?  What is the process for developing POS?

3 SUPPORT FOR POS SUPPORTIVE NOT SUPPORTIVE JUST WANT PERKINS $$

4 The Problems The Problems  Engagement – attending school and completing (graduating) high school

5 Too many 9 th Graders do not complete High School – historical trend 68% Source: One-Third of a Nation (ETS, 2005)

6 Why do they leave? Source: The silent epidemic: Perspectives of high school dropouts – Civic Enterprises, 2006

7 The Problems The Problems  Engagement – attending school and completing (graduating) high school  Achievement – academic (and technical) course taking; grades, test scores

HSTW CTE Students: Percentage Meeting Reading Performance Goal-279

HSTW CTE Students: Percentage Meeting Mathematics Performance Goal-297

HSTW CTE Students: Percentage Meeting Science Performance Goal-299

HSTW CTE Students: Percentage Having Intensive Work-based Learning Experiences

12 The Problems The Problems  Engagement – attending school and completing (graduating) high school  Achievement – academic (and technical) course taking; grades, test scores  Transition – to postsecondary education without the need for remediation; and to the workplace

13 Transition through high school and to college Source: Education Weekly March Start 9 th Grade % Leave with 0 Credits 31%

14 Transition  84% of high school students anticipate earning a college degree  Students who anticipate a degree are unlikely to prepare for as career following high school  More than 50% of students who begin college do not earn a degree  For students with the lowest high school performance, 86% do not earn a degree Rosenbaum, J. E. (2002). Beyond Empty Promises: Policies To Improve Transitions into College and Jobs. U.S.; Illinois: 42.

15 When graduates get there... Source: NCES (2003), Remedial Education at Degree Granting PS Institutions in fall 2000

16 Percent of students who take remedial courses  63% at two-year institutions  40% at four-year institutions The Bridge Project Stanford University

17 How Hiring Practices Will Change  28% will reduce hiring those with only a high school diploma  49.5% will increase two-year college graduates  Almost 60% will increase their hires of four-year college graduates  42% will increase their hires of post-graduates within next five years The Conference Board The Conference Board

18 Vocational Education “Then” Career and Technical Education “Now” For Some”Students For All Students For a Few Jobs For All Careers 6 to 7 “Program Areas” 16 Clusters – 81 Pathways In Lieu of Academics Aligns and Supports Academics High School Focused High School and College Partnerships Vocational Education vs. Career and Technical Education

19 1. Incorporate secondary education and postsecondary education elements; Perkins – “Programs of Study”

20 2. Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non- duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; Perkins – “Programs of Study”

21 3. May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and Perkins – “Programs of Study”

22 Perkins – “Programs of Study” 4. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

23 So where do Career Clusters fit in? What are they?  Career Clusters are groupings of occupations and industries  These groupings are used as an organizing tool for: –Curriculum Design –Instructional + Guidance Model –Seamless Transition

24 What about Career Pathways? A Career Pathway represents a grouping of occupations within a cluster based on commonalities A Career Pathway represents a grouping of occupations within a cluster based on commonalities

25 What are the Programs of Study?  A sequenced listing of courses, both academic and CTE/degree major, that connects student’s high school and postsecondary educational experiences At careerclusters.org, you’ll also find……………….  A set of course descriptions for the CTE/degree major courses based on knowledge and skill statements

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29 CAREER CLUSTER K&S PATHWAY K&S CAREER MAJOR 9 TH GRADE PS SKILL DEVELOPMENTSKILL DEVELOPMENT

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35 What do You Use to Develop the POS?  Knowledge and Skills Statements –Broad statements specifying the knowledge and/or skills required of learners/workers in order to demonstrate competence in a given career cluster or career pathway.

36 With K&S, you also get…….  Performance Element(s) –Specific, measurable statements that indicate what a learner/worker must know or be able to do to meet the intent of the Knowledge and/or Skills statement.

37 And, you also get…….  Measurement Criteria –Items under each Performance Element that clarify what is to be measured and define the level of performance expected.

38 K&S Cluster Topics  Academic Foundations  Communications  Problem Solving/Critical Thinking  I T Applications  Systems  Safety, Health & Environment  Leadership & Teamwork  Ethics & Legal Responsibilities  Employability & Career Dev.  Technical Skills

39 Why are They Important?  Used as a basis for course selection, both academic and career tech/degree major  Place validity on what students need to know and be able to do to be successful in postsecondary education and careers.  Serve as a roadmap for students, parents and teachers to get to the world of work.

40 What Do We Do With Them?  Use to determine course content (what you call the course isn’t as important as what you put in it.)  “Clump” into courses for example--- for example---

41 Course #12: Theories of Counseling and Mental Health  Evaluate client motivation, strengths & weaknesses to develop a client treatment program.  Incorporate new knowledge to expand personal skills base.  Evaluate client for crisis intervention to apply intervention when needed.

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44   Identify integrated assignments   Crosswalk against state and national standards   Develop course descriptions   Help parents and students understand expectations Other Uses for K & S

45 REMEMBER…… Courses that teach knowledge and skills to reach industry standards for specific careers NEED TO BE INCLUDED!!

46 STEPS FOR DEVELOPING POS 1.Bring the “players” together. 2.Determine pathways to be developed. a. Target careers a. Target careers b. Include as part of POS b. Include as part of POS 3.Identify template format for POS. 4.“Clump” the K & S statements into courses. (Don’t worry about specific titles.) (Don’t worry about specific titles.)

47 STEPS FOR DEVELOPING POS 5.Write course descriptions based on K & S. 6.Identify academic courses to support K & S. 7.Crosswalk to ensure appropriate local, state and national standards are met. 8.Remember the target audience—Students!

48 Other Hints for Development  Don’t “forcefeed” existing courses  Don’t worry about course titles  Don’t try to include everything-focus on the knowledge and skills  Do prepare for lots of PD  Be willing to repeat yourself

49 POS Checklist  Are both academic and degree major courses included?  Are both secondary and postsecondary courses included?  Does coursework reflect the K & S?  Do courses represent a sequence of instruction that leads to a degree, certificate or credential?

50 POS Checklist, con’t.  Do courses represent a coherent and rigorous program of studies?  Have courses been cross-referenced against state and national standards?  Does completion of the high school courses ensure success at the postsecondary level?  Does the high school plan reflect opportunities for postsecondary enrollment?

51 Why Do All This?  Worst Reasons!!! –Perkins Legislation—Just to get the money –Someone says we have to

52 Why Do All This?  Best Reasons!!! –It is best for students –It links the various levels of education –It causes academic courses and CTE/degree major courses to have a linkage –It gives faculty members a reason to work together

53 Why Do All This? –It puts a “reason” into what students are learning - Reduces remediation - Reduces remediation - Increases academic and career success - Increases academic and career success

54 QUESTIONS??

55 If I can provide you with any assistance, please contact: Benson Education Associates (office) (cell)