1. 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

2. 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

3. 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

4. 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

5. 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

8. 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

10. Competency Models for Each Occupation Will Include:
Personal Effectiveness
Academic Competencies
Workplace Competencies
Industry-specific Competencies
Sector-specific Competencies
Occupation-specific Competencies
Management Competencies

11. 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

12. 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

13. 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

14. Two-Pronged Career Pathway Model

15. 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

16. Example of Career Lattice for Registered Nurses:

17. 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;

18. 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.

19. 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:

20. 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)

21. 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

22. 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.

23. Alabama’s Career Pathways Toolkit
The Six Elements of the Career Pathways Toolkit and Their Applications

24. The Six Elements of Career Pathways

25. Element One: Building Cross-Agency Partnerships and Clarifying Roles
Vision, mission, and goals
Roles & Responsibilities
Work plan and Memorandum of Understanding

26. 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.

27. 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

28. 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

29. 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

30. 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.

31. Final Thoughts and Questions?
We appreciate you participating in today’s session!