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ACCCP Comprehensive Review and Orientation Tuesday, November 6, 2019
Nick Moore—Office of the Governor Mara Harrison—Alabama Community College System Robin Ricks—Manufacture Alabama Mike Malley—University of Alabama Education Policy Center
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ACCCP: Alabama’s Committee on Credentialing and Career Pathways
Create a list of in-demand occupations (regional and state-wide) Develop the annual compendium of valuable credentials
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Membership of the Alabama Committee on Credentialing and Career Pathways
Governor Chancellor of the Alabama Community College System (Co-Chair) Alabama State Superintendent of Education (Co-Chair) Chair of the Alabama Workforce Council Chair of the Alabama State Workforce Development Board Alabama Secretary of Labor Deputy Secretary of the Alabama Department of Commerce Division of Workforce Development Executive Director of the Alabama Commission on Higher Education President of the Alabama Council of College and University Faculty Presidents Seven members, appointed by the Governor, from each of the seven (7) workforce regions who must be a member of a regional workforce council or a local workforce development board
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ACCCP Leadership Alabama Workforce Council
Structure and Alignment Committee (Cleve Poole—chair) Subject-Matter Experts consisting of representatives from ACCS, ALSDE, Commerce, ACHE, ADOL, and others
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The ACCCP Technical Advisory Committees
The ACCCP shall appoint a TAC (technical advisory council) for each of the 16 career clusters: TACs are composed of 7 members with experience in: Education Workforce Economic Development Each TAC shall maintain a majority of workforce and economic development representatives The ACCCP makes recommendations to the Governor for TAC appointments
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Analyze Labor Market Information to Determine In-Demand Occupations
Five-Star Rubric: (one star awarded for each category) -At Least 70% of mean regional wage -Ranked in the top 8 for annual regional Success Plus attainment goal -Shows positive growth annually for ten years -On the Regional Top 40 in-demand jobs list or is at least in the 75th percentile of the average regional wage -requires a postsecondary degree, certificate, or credential for initial employment Analyze Labor Market Information to Determine In-Demand Occupations All occupations are ranked by using the five-star rubric
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Competency Models for Each Occupation Will Include:
Personal Effectiveness Academic Competencies Workplace Competencies Industry-specific Competencies Sector-specific Competencies Occupation-specific Competencies Management Competencies
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Advanced Manufacturing Competency Model
High Quality Middle Class Jobs Occupation-Specific Certifications Career Paths – Lifelong Learning Entry Level Industry Certifications Ready for Work, Ready for College
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Alabama Competency Taxonomy
2342: KNO: 06: 08: : E: : Career Cluster Career Pathway Occupation-Competency KNO-Knowledge SPE-Specialized Skill PER-Personal Skill SOC-Social Skill COM-Competency Rate of Decay (in months) Level of Proficiency Date of Current Assessment Summative Assessment Format A: Artifact E: Exam P: Performance D-U-N-S Number
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Developing Career Pathways and Career Lattices
Review the List of Occupations for each region that pass the star rubric test Determine how these occupations in each cluster fit into a career pathway that progresses: Entry Level Occupation Middle Skills Occupations Advanced Level Occupations Note: TACs may choose to include an occupation that forms part of a career pathway sequence but did not pass the five-star rubric test on the final list of regional or statewide in-demand occupations
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Two-Pronged Career Pathway Model
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ADVANCED Manufacturing
Logistics, office work and maintenance scheduling Career Exploration & Manufacturing Tours Internship or Concurrent Career Internship or Concurrent Career AIRAP/Registered Apprenticeship/ Internship Apprenticeship/Pre-Apprenticeship MSSC, OSHA-10, Manufacturing Core Exercises, Professional Behaviors and FAME 1776 Certificate Soft Skills Certificate and/or State Completion Certificate ASQ certification, Lean, Six Sigma and SME Professional Engineering certification NCCER, MSSC, NC3, NIMS and RTW Associate of Applied Science (71 Credit Hours) High School CTE or Dual Enrollment BS in Business Administration ` Masters in Business Administration Junior High Schools (grades 5-8) Long Certificate BS in Engineering Masters in Engineering Adult Education GED and CTE Short Certificate Operator Electrical Tech Manufacturing Engineer Executive Manager Team Assembler Industrial Maintenance Tech Quality Engineer Quality Manager Production Manager Engineering Manager Engineering Tech
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Example of Career Lattice for Registered Nurses:
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Creating the Compendium of Valuable Credentials: Stage One Review
The TAC shall classify the underlying credential referenced in the application as either: Required by law; Mandated by industry; Preferred by industry The TAC shall determine whether the credential is: Required to obtain a job; Part of a stackable sequence; Accredited or recognized by a statewide or national industry-recognized accrediting body Credential is aligned to an occupation on a regional or statewide list of in-demand occupations;
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Creating the Compendium of Valuable Credentials: Stage One Review (Continued)
5. Achievable by students in a secondary and/or the postsecondary level of study; 6. Earned after a minimum number of hours of instruction time; 7. Stackable in a sequence of aligned competencies; 8. Valuable as determined by leading to at least a twenty (20)-percent wage premium over a high school diploma; 9. Traceable and trackable by the ATLAS on Career Pathways; 10. Portable across or within an industry sector.
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Stage Two Review: Career Cluster Code Career Pathway Code
Division Code Secondary Postsecondary Category Basic Advanced Classification Complementary Regional Statewide Stage Two Review: Career Cluster Code Alabama Credential Taxonomy will include a classification code based on the following:
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Alabama Credential Taxonomy
02: 43: S: B: R: 2342-KNO E : Career Cluster (01-16) Career Pathway (01-79) Division (Secondary or Postsecondary) Category (Advanced or Basic) C: Complementary R: Regional S: Statewide Competencies Mapped to the Credential (Not included as part of the five-digit taxonomy for the compendia of valuable credentials)
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Next Steps For ACCCP The following will be provided to the TAC members for each career cluster: A list of well established credentials for each industry cluster Initial suggestions for regional and statewide in-demand occupations Suggested competency models for the suggested in-demand occupations A handbook with information to support their process The responsibility of the TAC’s Approve and make additions to the in-demand occupations and the corresponding competency models, and the credentials of value already presented Place those findings into the career pathway models within their career cluster A kickoff event will be held at 1:00 pm on December 18th at the Hyundai Training Center in Montgomery
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ACCCP Cycle of Activities 2019-2020 Subject-Matter Expert Meetings
ACCCP and TAC Meetings Subject-Matter Expert Meetings Activity Date Organizational Meeting 18 December 2019 Task Force Training: Dry Run, Asset Mapping, and Study Guide 23 October 2019 2020 Quarter One Meeting 18 March 2020, 1-3pm Task Force Training: Comprehensive Review and Assessment Prep 6 November 2019 2020 Quarter Two Meeting 17 June 2020, 1-3pm Assessment Day 20 November 2019 2020 Quarter Three Meeting 16 September 2020, 1-3pm ACCCP Kickoff Prep Meeting and Handbook Finalization 4 December 2019 2020 Quarter Four Meeting 16 December 2020, 1-3pm After the ACCCP Kickoff the SMEs will meet with their respective TACs, not as a whole group, except during quarterly ACCCP meetings. Development of Lists of In-Demand Occupations, Competency Models, and Career Pathways Development of the Regional and Statewide Compendia of Valuable Credentials GOEWT, DEWS drafts due to TACs 15 January 2020 Period that TACs will Receive Applications 1 July – 31 August 2020 Survey of Employers in all 16 Cluster Completion Date 30 March 2020 Deadline for TACs to Submit Final Recommendations to the ACCCP 30 September 2020 Due Date for TAC submission of list of in-demand occupations, competency models and career pathways to ACCCP 30 April 2020 Deadline for the ACCCP to Approve or Reject TAC Recommendations 31 October 2020 Deadline for ACCCP Approval of TAC Recommendations 30 May 2020 TAC Amendment Period 1 November – 30 November 2020 31 May – 15 June 2020 Deadline for the First Final Regional and Statewide Compendia of Valuable Credentials to be Promulgated by the ACCCP 1 January 2021 Deadline for Promulgation of Final Lists of In-Demand Occupations, Competency Models, and Career Pathways 30 June 2020 Date the First Final Regional and Statewide Compendia of Valuable Credentials Takes Effect 1 July 2021 The process for developing the second list of in-demand occupations, competency models, and career pathways will begin again on 15 January 2021 with GOEWT, DEWS providing initial drafts for the TACs to review. The process for developing the second series of regional and statewide compendia of valuable credentials will commence on 1 July 2021 with an open application window that will close on 31 August 2021.
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Alabama’s Career Pathways Toolkit
The Six Elements of the Career Pathways Toolkit and Their Applications
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The Six Elements of Career Pathways
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Element One: Building Cross-Agency Partnerships and Clarifying Roles
Vision, mission, and goals Roles & Responsibilities Work plan and Memorandum of Understanding
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Element Two: Identifying Industry Sectors and Engaging Employers
Conduct labor market analysis to target high demand and growing industries. 5-star rubric Survey and engage key industry leaders from targeted industries and sector partnerships. Formation of TACs (Strategic Partnerships) Employer Survey Identify existing training systems within industry as well as the natural progression and/or mobility (career ladders/lattices). Program Analysis and Employer Survey Identify the skill competencies and associated training needs.
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Element Three: Design Education and Training Programs
Identify and Engage Education and Training Partners Establishment of the ACCCP Develop Competency Models with Employers and Develop and Validate Career Ladder/Lattices Mapping of skills, abilities, and knowledge areas across in- demand industries and occupations. Develop Programs with Industry- Recognized Credentials Two-Tier Credential Vetting Process Establishment of Credential Engine Registry
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Element Four: Identifying Funding Needs and Sources
Identify the costs associated with system and program development and operations State Programs Mapping to special populations Identify sources of funding available from partner agencies and related public and private resources and secure funding Federal Funding Mapping to State Programs (WIOA, Perkins, TANF, SNAP E&T, Pell Grants, etc.) Develop long-term sustainability plan with state or local partners
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Element Five: Align Policies and Programs
Identify State and Local Policies Necessary to Implement Career Pathways Systems - Competency and Credential Taxonomy - ACCET - ATLAS on Career Pathways Identify and Pursue Needed Reforms in State and Local Policy Implement statutory and administrative procedures to facilitate cross-agency collaboration
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Element Six: Measure System Change and Performance
Define desired system, program, and participant outcomes Identify the data needed to measure system, program, and participant outcomes Implement a process to collect, store, track, share, and analyze data Design and implement a plan for reporting system and program outcomes EXAMPLE MEASURES: System Measures ROI, increase in skills and credentials in the labor force, increase in workforce participation rate, etc. Program Measures (ex. WIOA adult) % of participant in unsubsidized employment, median earnings of participants in unsubsidized employment, indicators of effectiveness in serving employers, etc. Participant Measures Credit accumulatio, degree attainment, employment, employment retention rate, earning progression, etc.
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Final Thoughts and Questions?
We appreciate you participating in today’s session!
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