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Developing Programs of Study
Benson Education Associates
SECONDARY TO POSTSECONDARY
CAREER PATHWAYS/programs of study meeting
November 1-2, 2007
Baton Rouge, LA
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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?
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SUPPORT FOR POS
SUPPORTIVE NOT SUPPORTIVE
JUST WANT PERKINS $$
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The Problems
Engagement – attending school and completing (graduating) high school
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Too many 9th Graders do not complete
High School – historical trend
68%
Source: One-Third of a Nation (ETS, 2005)
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Why do they leave?
Source: The silent epidemic: Perspectives of high school dropouts – Civic Enterprises, 2006
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The Problems
Engagement – attending school and completing (graduating) high school
Achievement – academic (and technical) course taking; grades, test scores
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2006 HSTW CTE Students: Percentage Meeting Reading
Performance Goal-279
63 57 57 55 54 48 5042 37
0
20
40
60
80
100
Art ITTec
h
Health
Other
Busines
s
Agricultu
re
Family
Trade
& Ind
%
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2006 HSTW CTE Students: Percentage Meeting Mathematics
Performance Goal-297
7265 67
60 59 56 5647 44
0
20
40
60
80
100
Tech IT Art
Other
Health
Busines
s
Agricultu
re
Trade
& Ind
Family
%
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2006 HSTW CTE Students: Percentage Meeting Science
Performance Goal-299
59 56 5847 50
44 39 3729
0
20
40
60
80
Tech IT Art
Other
Agricultu
re
Health
Busines
s
Trade
& Ind
Family
%
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2006 HSTW CTE Students: Percentage Having Intensive Work-based Learning
Experiences
55 53 55 51 52 52 50 49 51
0
20
40
60
80
Health
Busines
sArt
Family
Tech
Other IT
Trade
& Ind
Agricultu
re
%
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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
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Transition through high school
and to college
Source: Education Weekly March 2005
100 Start
9th Grade
68
4027 18
31% Leave with 0
Credits
31%
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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.
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When graduates get there . . .
Source: NCES (2003), Remedial Education at Degree Granting PS Institutions in fall 2000
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Percent of students who take remedial courses
63% at two-year institutions
40% at four-year institutions
The Bridge ProjectStanford University
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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
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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
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1. Incorporate secondary education and postsecondary education elements;
Perkins – “Programs of Study”
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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”
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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”
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Perkins – “Programs of Study”
4. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.
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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
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What about Career Pathways?
A Career Pathway represents a grouping of occupations within a cluster based on commonalities
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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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www.careerclusters.org
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CAREER
CLUSTER K&S
PATHWAY K&S
CAREER MAJOR
9TH GRADE
PS
SKILL
DEVELOPMENT
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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.
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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.
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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.
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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
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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.
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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---
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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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Identify integrated assignments
Crosswalk against state and national standards
Develop course descriptions
Help parents and students understand expectations
Other Uses for K & S
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REMEMBER……Courses that teach knowledge and skills to reach industry standards for specific careers NEED TO BE INCLUDED!!
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STEPS FOR DEVELOPING POS
1. Bring the “players” together.
2. Determine pathways to be developed.
a. Target careers 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.)
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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!
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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
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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?
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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?
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Why Do All This?
Worst Reasons!!!
–Perkins Legislation—Just to get the money
–Someone says we have to
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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
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Why Do All This?
–It puts a “reason” into what students are learning
- Reduces remediation
- Increases academic and career success
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QUESTIONS??
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If I can provide you with any assistance, please
contact:
Benson Education Associates
405-743-2919 (office)
405-880-5383 (cell)
