Advancing Career and Technical Education in State and … Building Cross agency and Community Partnerships- 11:40-12:30 pm MN Career Pathway Initiative Updates—[Working Lunch] 1

Advancing Career and Technical Education in State and Local Career Pathways Systems

Minnesota State Colleges and Universities Room 3304-3306 Wells Fargo Place

30 E. 7th St., St. Paul, MN 55101

Directions at http://www.mnscu.edu/system/directions.html Meeting agenda and materials at http://www.cte.mnscu.edu/programs/advancing-cte-initiative.html

August 6, 2014

Agenda

9:00 – 9:15 am Welcome, Introductions

Welcome: Mary Rothchild, Senior System Director for Workforce Development, MnSCU

The state team lead will review the agenda for the day.

II Engaging Employers-

9:15 – 10:15 am Itasca Project Workforce Alignment Pilots, Mary Rothchild

Report on the evaluation of the pilots, lessons learned, barriers and strategies to address them.

Charting the Future—Implementation teams, Workforce Solutions, Mary Rothchild

Be the partner of choice to meet Minnesota’s workforce and community needs. Core Commitment Work together under new models to be the preferred provider of comprehensive workplace solutions through programs and services that build employee skills and solve real-world problems for communities and businesses across the state. Recommendation #5

10:15 – 10:30 am Break

10:30—11:00 am Strategic Planning with Employers to Identify emerging and future needs- Thomas Norman and Jacqueline Buck, DEED

How DEED Business Services Representatives are working with businesses to help them plan strategically for their future workforce needs, changing demographics and changes in the economy

IV Aligning data systems to tell the career pathway story-

11:00—11:30 am Update on AQCP beta tests and other data projects underway in MN-Judy Mortrude, Melanie Barr Alliance for Quality in Career Pathways-Phase II invitation.

11:30 – 11:40 am Break

http://www.mnscu.edu/system/directions.html

http://www.cte.mnscu.edu/programs/advancing-cte-initiative.html

I Building Cross agency and Community Partnerships-

11:40-12:30 pm MN Career Pathway Initiative Updates—[Working Lunch]

1. 2015 MN Legislative changes-Jean Kyle, MDE 2. GWDC-- Aug 5, 2014 meeting and MN NGA Policy Academy Proposal-Aligning the

Educational and Training Pipeline to the Needs of the Economy 3. Workforce Innovation and Opportunity Act of 2014-Tom Norman, DEED 4. LMI Legislated Score Card-Graduate Outcomes Tool-Judy Mortrude-DEED 5. MN DOLI Pipeline Project and OCTAE Career Cluster Leadership Pilot-

Manufacturing-JoAnn Simser 6. Others (please send topic and presenter)

12:30 – 12:45 am Break

12:45-1:15 pm It takes a Village to Create and Sustain a Career Pathway-Debra Hsu

Rochester partners will share how they work together to build career pathway systems http://www.asa.mnscu.edu/asa_admin/Joint_Meeting_-_CSAO/2014/Spring/Presentations.html

1:15-2:00 pm MN Model to Create a Career Pathway-Debra Hsu

State team members will provide input on the creation of the deliverable—a MN model for creating a career pathway informed by the national resources and models and our work with Rochester, MN

Making a difference in MN Career Pathways-

2:00-2:30 pm Subcommittee Breakouts-Elements I, II and IV

Subcommittees have been working to develop tactics and metrics, identify point persons, and set dates for achieving outcomes established for each element. Subcommittees will breakout by element to evaluate their progress and plan work for the upcoming quarter.

2:30 – 3:00 pm Next Steps

Subcommittee members will share their accomplishments to date and how their work will contribute to achieving state team goals. State team members will consider how these initiative updates and local and state models may inform project activities going forward. Team members will consider state and local technical assistance needs and the next steps in state career pathways development.

Plan the next quarterly MN Team meeting-date, location and agenda topics

3:00 pm Adjourn

Meeting Goals:

By the end of the day, the team will have:

Gained an understanding of related career pathways work in the state and how project activities aligns with and promotes achieving larger state initiatives.

Updated and validated a set of outcomes, strategies, and tactics for each of the three elements in the state’s strategic plan framework.

Identified strategies for incorporating local experiences in the state strategic plan framework.

Specified the types of technical assistance supports needed to achieve project goals.

MN State Team Contact List -Advancing CTE in Career Pathways

Team Member Agency/Organization e-mail address phone number

Anne Kilzer Minnesota Workforce Council Assocation [email protected]

Jim Gross Rochester Community & Technical College/Perkins Coordinator [email protected]

Andrea Ferstan United Way - Twin Cities [email protected]

Alyssa Klein DEED [email protected]

JoAnn Simser MnSCU/State Director of Career & Technical Education/Perkins [email protected] 651-201-1650

Julie Nigon Rochester ABE [email protected]

Mo Amundson Rochester/ZED Perkins Coordinator & Governors' Workforce Development Council [email protected]

Nola Speiser DEED [email protected]

Julie Dincau MDE - Adult Basic Education [email protected]

Randy Johnson Rochester region WFDI [email protected]

Judy Mortrude DEED [email protected]

Debra Hsu MnSCU/Advancing CTE in Career Pathway System Project Coordinator [email protected]

Mark Toogood MN Dept of Human Services, Director Transitions to Economic Stability [email protected]

Dana Cudd Career Technical Education Director, MN Department of Corrections [email protected]

Tom Norman DEED Workforce Development Division Director [email protected]

Paula Palmer Director, Office of College and Career Success, MN Dept. of Education [email protected]

Jayne Gibson Exec. Director, Curr & Instruction, CTE coordinator, Rochester Public Schools [email protected]

Connie Ireland GWDC Executive Director [email protected] 651-259-7568

Minnesota Coach-Advancing CTE in State and Local Career Pathway Systems

Steve Klein Director, RTI International [email protected] 503-222-5467 x401

Content Experts Called upon as Needed

Deb Shirk DEED (interim for Judy Mortrude) [email protected]

Jacqueline Buck DEED Job and Business Services [email protected]

Ryan Merz DEED-adult apprenticeships [email protected]

Craig Rhombs State Longitudinal Data System-SLDS)-MN Department of Education [email protected]

Rachel Vilsack WDQI - DEED [email protected]

Annie Welch DEED--data, LMI scorecard [email protected]

Susan Carter MnSCU Research, Planing & Evaluation/Perkins data [email protected]

Mary Russell Health Partners [email protected]

Brent Bultma Mayo Clinic - Human Resources

Angie Bowman Bowman Tool (Rochester)

Jaime Simonsen MnSCU-Itasca Workgroup [email protected]

Joe Mulford MnSCU-Education-Industry Partnerships [email protected]

Tasha Trusloski Minnesota Workforce Council Association (A Kilzer's assistant) [email protected]

Denise Felder MnSCU-CTE Professional Development Director [email protected]

Christine Fisher MN Department of Transportation, Human Resources [email protected] 651-366-3410

Michelle Kamenov MN Department of Education, Service Learning and Counseling [email protected]

Mary Rothchild MnSCU--Workforce Development [email protected]

Meredith Fergus MN Office of Higher Education-Research/SLEDS coordinator [email protected]

Shaun Williams-WycheMN Office of Higher Education, research analyst [email protected]

Jean Kyle MDE -Office for College & Career Success, Program Specialist, Business & Marketing [email protected] 651-582-8514

Craig Schoenecker MnSCU, Research, Planning and Evaluation [email protected]

Nick Maryns GWDC Sr. Policy Analyst, ROI Initiative Director [email protected] 651-259-7688

Rev. 8/4/14

mailto:[email protected]







































I Building Cross agency and Community Partnerships-

11:40-12:30 pm MN Career Pathway Initiative Updates—[Working Lunch]

1. 2015 MN Legislative changes-Jean Kyle, MDE 2. GWDC-- Aug 5, 2014 meeting and MN NGA Policy Academy Proposal-Aligning the

Educational and Training Pipeline to the Needs of the Economy 3. Workforce Innovation and Opportunity Act of 2014-Tom Norman, DEED 4. LMI Legislated Score Card-Graduate Outcomes Tool-Judy Mortrude-DEED 5. MN DOLI Pipeline Project and OCTAE Career Cluster Leadership Pilot-

Manufacturing-JoAnn Simser 6. Others (please send topic and presenter)

12:30 – 12:45 am Break

12:45-1:15 pm It takes a Village to Create and Sustain a Career Pathway-Debra Hsu

Rochester partners will share how they work together to build career pathway systems http://www.asa.mnscu.edu/asa_admin/Joint_Meeting_-_CSAO/2014/Spring/Presentations.html

1:15-2:00 pm MN Model to Create a Career Pathway-Debra Hsu

State team members will provide input on the creation of the deliverable—a MN model for creating a career pathway informed by the national resources and models and our work with Rochester, MN

Making a difference in MN Career Pathways-

2:00-2:30 pm Subcommittee Breakouts-Elements I, II and IV

Subcommittees have been working to develop tactics and metrics, identify point persons, and set dates for achieving outcomes established for each element. Subcommittees will breakout by element to evaluate their progress and plan work for the upcoming quarter.

2:30 – 3:00 pm Next Steps

Subcommittee members will share their accomplishments to date and how their work will contribute to achieving state team goals. State team members will consider how these initiative updates and local and state models may inform project activities going forward. Team members will consider state and local technical assistance needs and the next steps in state career pathways development.

Plan the next quarterly MN Team meeting-date, location and agenda topics

3:00 pm Adjourn

Meeting Goals:

By the end of the day, the team will have:

Gained an understanding of related career pathways work in the state and how project activities aligns with and promotes achieving larger state initiatives.

Updated and validated a set of outcomes, strategies, and tactics for each of the three elements in the state’s strategic plan framework.

Identified strategies for incorporating local experiences in the state strategic plan framework.

Specified the types of technical assistance supports needed to achieve project goals.

To Create and Sustain a Career Pathway

To Create and Sustain a Career Pathway

MNSCU CAO/CSAO/DEANS MEETING

May 29, 2014

5/29/2014 3

Topics for Today’s Session

Advancing Career and Technical Education (CTE) in State and Local Career Pathways Systems • Technical Assistance

• Jobs for the Future, sponsored by US DOE OVAE in cooperation with DOL,

• September, 2012-September, 2015

• Awarded to MnSCU CTE (Perkins)

5/29/2014 4


Partners: Advancing CTE in Career Pathways Minnesota State Colleges & Universities Minnesota Department of Education Minnesota Department of Employment & Economic

Development Governor’s Workforce Development Council Minnesota Workforce Council Association Minnesota Department of Human Services Minnesota Department of Corrections United Way, Greater Twin Cities

5/29/2014 5


Charting the Future and Advancing CTE in Career Pathways Be the partner of choice to meet Minnesota’s

workforce and community needs. Core Commitment Work together under new models to be the preferred

provider of comprehensive workplace solutions through programs and services that build employee skills and solve real-world problems for communities and businesses across the state. Recommendation #5

5/29/2014 6


Key Elements for Building a Successful Pathway

Health Sciences – A Case in Review

Current “Replication” Efforts - CTECH

Cross-Agency Partnership - The Foundation

5/29/2014 7



Health Sciences – Case in Review


Cross-Agency Partnership

5/29/2014 8

Build Cross-Agency Partnerships

Identify Industry Sectors and Engage Employers

Design Education and Training Programs

Align Policies and Programs

Identify Funding Needs and Strategies

Measure System Change and Performance

5/29/2014 9






5/29/2014 10







V I D E O

5/29/2014 11







5/29/2014 12

History of Partnerships

• CARE (Collaboration Among Rochester Educator’s)

• Workforce 2020 (Rochester Area Chamber of Commerce)

• Mayo Clinic Apprenticeship (Clinical Pathology)

• 800 hours • Junior who has completed Health Science course • Summer of junior year, during senior year • Approved by the Department of Labor

Health Sciences







Build Cross Agency Partnerships

Workforce Development, Inc. MOU Randy Johnson

ABE Julie Nigon

K-12 Gary Kressin

RCTC Jim Gross/ Mo Amundson

Health Sciences

5/29/2014 13







5/29/2014 14

Identify Industry Sector and Engage Employers LMI Data

Randy Johnson Mayo Clinic

Jon Ninas

Workforce 2020/CTECH

Jessi Strinmoen

E

Health Sciences








K-12 Program/ CTECH Health Sciences, Ag, Construction Manufacturing, Engineering, Hospitality and Tourism, IT RCTC Health Sciences

Dental Programs, Health Information Technology Health Informatics, Health Sciences Broad Field, Health

Unit Coordinator, Nursing, CNA, Histology Tech Bioinformatics, Biotechnology, etc.,

ABE pathways

Apprenticeship

Health Sciences

5/29/2014 15








A work in progress

CTECH

Governor’s Workforce Development Council

Career Pathways Committee

Experiential Learning Committee

Net Impact Committee (ROI)

Health Sciences

5/29/2014 16







Identify Funding Needs and Strategies • A work in progress

• Buy in from employers

Measure System Change and Performance • Technical Skill Assessments

• Trend Assessments

Health Sciences

5/29/2014 17






5/29/2014 18







Programs Offered

Health Sciences

Agriculture

Hospitality and Tourism

Construction

Manufacturing

Engineering

IT

CTECH

5/29/2014 19







CTECH Concept

Funding

Approved in 2012

Will open in September 2015

LMI Data Driven

35 Businesses Involved in Development

Joint Advisory Committees

CTECH

5/29/2014 20






5/29/2014 21

Education

Employer Engagement

Career Planning & Placement

5/29/2014 22

Rochester Public

Schools

Adult Basic Education

RCTC

Rochester Area

Chamber

Workforce Development

RAMSP

Rochester Construction Partnership

5/29/2014 23

1. Provide … accurate, timely economic, education and employment data

2. Develop … 3. Formalize … 4. Provide … 5. Provide … 6. Provide … 7. Increase … 8. Define …

5/29/2014 24

1. Provide …

2. Develop … Career Connectors to specifically support students in poverty, diverse and non-traditional students; facilitate and expand pathway work experiences.

3. Formalize … 4. Provide … 5. Provide … 6. Provide … 7. Increase … 8. Define …

5/29/2014

25

1. Provide … 2. Develop …

3. Formalize … a Coalition of Employers

4. Provide … 5. Provide … 6. Provide … 7. Increase … 8. Define …

5/29/2014 26

1. Provide … 2. Develop … 3. Formalize …

4. Provide … staff assistance to co-

facilitate Advisory Board meetings and shared events

5. Provide … 6. Provide … 7. Increase … 8. Define …

5/29/2014 27

1. Provide … 2. Develop … 3. Formalize … 4. Provide …

5. Provide … resources for curriculum

and articulation development aligning with state standards

6. Provide … 7. Increase … 8. Define …

5/29/2014 28

1. Provide … 2. Develop … 3. Formalize … 4. Provide … 5. Provide …

6. Provide … professional development

opportunities for teachers, employers and partners

7. Increase … 8. Define …

5/29/2014 29

1. Provide … 2. Develop … 3. Formalize … 4. Provide … 5. Provide … 6. Provide …

7. Increase … the number of high school

teachers who are vocationally licensed at the post-secondary level

8. Define …

5/29/2014 30

1. Provide … 2. Develop … 3. Formalize … 4. Provide … 5. Provide … 6. Provide … 7. Increase …

8. Define … internship, registered apprenticeship, and on-the-job training requirements and polices; place students in meaningful work experiences

5/29/2014 31

To Create and Sustain a Career Pathway MNSCU CAO/CSAO/DEANS MEETING

May 29, 2014

Thank you for your participation

5/29/2014 33

1

ALLIANCE for QUALITY CAREER PATHWAYS

June 2014

Framework Version 1.0Executive Summary

1


What is the Alliance for Quality Career Pathways? The Alliance, or AQCP, is a partner-driven, CLASP-led initiative funded by the Joyce Foundation, the James Irvine Foundation, and the Greater Twin Cities United Way. The Alliance’s goal is to help state and local/regional partnerships strengthen their career pathway systems.

In 2012, CLASP invited 10 leading career pathway states—Arkansas, California, Illinois, Kentucky, Massachusetts, Minnesota, Oregon, Virginia, Washington, and Wisconsin—to join Phase I of the Alliance (2012-2014). CLASP and the Alliance partners jointly developed and provided consensus support for the Alliance for Quality Career Pathways Framework 1.0, which establishes a common understanding of quality career pathways and systems.i

The Alliance framework* provides a clear set of criteria and indicators for what constitutes a quality state and local/regional career pathway system, as well as metrics to assess participant progress and success. The framework is designed to help career pathway partners continuously improve their systems. It also can serve as a collaborative, comprehensive strategy for policymakers and funders to align and enhance their investments, technical assistance, and guidance for building, scaling, and sustaining career pathway systems. In Phase II (2014-2015), the Alliance will focus on implementing the framework and sharing lessons with the field.

What is Different About the Career Pathway Approach? It is a paradigm shift in how we prepare people for work and lifelong learning. It reorients existing education and workforce services from myriad disconnected programs to a structure that focuses on the workforce needs of employers and on

The career pathway approach connects progressive levels of education, training, support services, and credentials for specific occupations in a way that optimizes the progress and success of individuals with varying levels of abilities and needs. This approach helps individuals earn marketable credentials, engage in further education and employment, and achieve economic success. Career pathways deeply engage employers and help meet their workforce needs; they also help states and communities strengthen their workforces and economies.

Career pathways operationalize the career pathway approach and include three essential features and four functions (see pages 2-3 below).

* Learn more about the Alliance, access the complete 1.0Framework, and request the companion self-assessment tools at www.clasp.org/careerpathways. To join the conversation on Twitter, use #AQCPathways.

Shared Vision, Strong Systems:The Alliance for Quality Career Pathways Framework Version 1.0Executive Summary

individuals in need of education and training to be successful on their career paths. This approach focuses on systems change to provide clear transitions, strong supports, and other elements critical to the success of participants. When implemented fully, service providers align their programs and services, employers and industry representatives deeply engage, and participants seamlessly earn credentials and access career-focused employment. In some communities, the career pathway approach includes an explicit focus on reducing racial and ethnic disparities in education and employment while at the same time increasing diversity in employers’ talent pipelines. Still other communities have merged the sector strategy approach with a career pathway approach in order to meet the needs of both workers/job seekers and employers.

http://www.clasp.org/careerpathways

2

SHARED VISION, STRONG SYSTEMS: The Alliance for Quality Career Pathways Framework Version 1.0

clasp.org/careerpathways

Why Do We Need Career Pathways? The career pathway approach is not simply a new model; it is a new way of doing business. And a new way of doing business is necessary to make any significant progress on the daunting education and skill challenges we face as a nation, including: tens of millions of adults with skills too low to succeed in education or work; millions of youth who are disconnected from school and work and who face a dire future without better opportunities; poor and worsening college completion and credential attainment rates; and our persistent challenge in meeting employers’ need for skilled workers. Today’s education and workforce development systems were designed for different times when credentials were not required for nearly two-thirds of jobs and lifelong learning was typically avocational—not a key ingredient to individual economic security and global competitiveness. These systems were not built to provide all workers with seamless pathways and, despite good intentions, have shortcomings and disconnects that often block the road to educational and economic success.

The career pathway approach is increasingly gaining momentum. More than a dozen states have adopted it, and many more are eagerly exploring implementation. Public and private funders have supported the career pathway approach through numerous initiatives that include financial investments, technical assistance, regulatory guidance, and evaluations from the federal departments of education, health and human services, labor, and transportation.ii Foundation-funded supportive efforts include the Ford Foundation’s Bridges to Opportunity, the Joyce Foundation’s Shifting Gears, and the multi-funder Breaking Through and Accelerating Opportunity initiatives.

Alliance Definitions & Conceptual Model

The career pathway approach connects progressive levels of education, training, support services, and credentials for specific occupations in a way that optimizes the progress and success of individuals with varying levels of abilities and needs. This approach helps individuals earn marketable credentials, engage in further education and employment, and achieve economic success. Career pathways deeply engage employers and help meet their workforce needs; they also help states and communities strengthen their

workforces and economies. This approach is not simply a new model; it is a way to transform systems.

The career pathway approach can benefit a wide variety of participants, including those who are younger or older, traditional or nontraditional, and on an academic or occupational path. This approach is especially beneficial for more vulnerable populations, whose educational and career success is more often impeded by disconnects between systems and limited access to integrated services. Career pathways operationalize the career pathway approach and include three essential features and four functions (see figures 1 and 2 below). The essential features include:

1) Well-connected and transparenteducation, training, support services, and credentials within specific sectors or cross-sector occupations (often delivered via multiple linked and aligned programs).

2) Multiple entry points that enablewell-prepared students, as well as targeted populations with limited education, skills, English, and work experiences, to successfully enter the career pathway. Targeted populations served by career pathways may include adult education or other lower-skilled adult students, English Language learners, offenders or ex-offenders, high school students, disconnected or “opportunity” youth, some former military personnel, un- or under-employed adults, or others.

3) Multiple exit points at successivelyhigher levels that lead to self- or family-supporting employment and are aligned with subsequent entry points.

3


Increasing skills, competencies, and credentials

informed by industry/employers

1. Well-connectedand transparent education, training, credentials, and support services

2. Multiple entry points- for both well prepared students and targeted populations

3. Multiple exit points

1st job incareerpath

2nd job incareerpath

3rd job incareerpath

Nth job incareerpath

e.g., 4-year degree

e.g., ABE, TANF, or

workforce system

e.g., high schoolor CTE

e.g., military or

civilian workplace

e.g., postsecondary

system

e.g., apprenticeship

e.g., license,

industry credential

e.g., certificate, diploma

e.g., 2-year degreebridge(s)

Consistent and non-duplicativeassessments

Support services and

careernavigation assistance

Employment servicesand work experiences

Participant-focusededucation and training

1

32

4

Figure 1: Three Essential Features of Career Pathways

The four essential functions of career pathways—and any programs linked and aligned within the pathway—include:

Figure 2: Four Essential Functions of Career Pathways and Programs

4



Career pathways and programs are at the “heart” of and ideally are supported by strong career pathway systems, as well as a “feedback loop” between state career pathway systems, local/regional systems, and federal agencies (see figure 3 below). A career pathway system is the cohesive combination of partnerships, resources and funding, policies, data, and shared performance measures that support the development, quality, scaling, and “dynamic

Career Pathways & Programs

Local/Regional Career Pathway System

State Career PathwaySystem

Federal Agencies

Increasing skills, competencies, and credentials

informed by industry/employers

sustainability”iii of career pathways and programs for youth and adults. A career pathway system is an overarching framework and is not couched within any one public education, workforce, or other system; however, one of these systems may take the lead on developing the career pathway partnership. The value of a career pathway system is that it connects and aligns all other related public systems to one another and to private and nonprofit partners.

Figure 3: Career Pathway System

5


Alliance Criteria and Indicators for Quality Career Pathway Systems

A quality career pathway system is one that performs well as measured by how many targeted participants achieve expected outcomes (see next section on participant metrics). Additionally, quality systems intentionally operate like a system, provide services and achieve outcomes at scale, and are sustainable over time. Based on currently available evidence and their wealth of wisdom from the field, the Alliance partners agree that the following criteria and indicators can be used by career pathway partners to assess the quality of and continuously improve their career pathway systems.iv With the exception of criterion 6, all of these criteria and indicators are applicable to both state and local/regional career pathway partnerships.v

Criterion 1: Commit to a Shared ViSion and Strategy for industry sector-based career pathways for youth and adults and for building, scaling, and dynamically sustaining career pathway systems.

Summary of Indicators include: Public, private, and nonprofit partners build and maintain a system that supports the essential features and functions of quality career pathways and programs; adopt a shared strategy and commit their agencies/organizations to carrying out specific roles and responsibilities; embed shared definition of career pathway approach and key related concepts into their own strategic plans and policies.

Criterion 2: engage employerS and integrate SeCtor Strategy prinCipleS to ensure multiple employers, business associations, and labor unions are partners in creating demand-driven career pathways.

Summary of Indicators: Employer, business associations, and/or labor partners make demonstrated investment in building, scaling, and sustaining the career pathway system; labor market intelligence informs development and ongoing relevance of career pathways; partners integrate sector strategy principles including a focus on regional in-demand occupations, focus on “dual customers” of workers/job seekers and employers, system change and alignment, and engaging multiple employers.

Criterion 3: Collaborate to make reSourCeS aVailable by identifying, prioritizing, and leveraging resources for career pathway systems, partnerships, and programs.

Summary of Indicators: Designated staff convene and support the career pathway system with adequate human and technology capacity; partners make available necessary resources, tools, infrastructure, and time to support practitioners in providing the essential features and functions of career pathways and programs; partners leverage and coordinate existing and new federal, state, and/or private/philanthropic resources.

Criterion 4: implement SupportiVe poliCieS for career pathway systems, pathways, and programs.

Summary of Indicators: Partners provide clear and consistent guidance on cross-system alignment and the allowable use of resources to support career pathways; partners adjust existing or adopt/implement new policies and internal structures to remove barriers and to facilitate the development and implementation of career pathway systems, pathways, and programs.

Criterion 5: uSe data and Shared meaSureS to measure, demonstrate, and improve participant outcomes. 5

Summary of Indicators: Partners develop their capacity and provide data to support the use of longitudinal cross-system data, including data collected by community-based career pathway programs as well as educational institutions; partners evaluate how well the career pathway system is performing and support continuous improvement efforts.

Criterion 6: implement and integrate eVidenCe-baSed praCtiCeS and proCeSSeS (specifically for regional/local career pathway systems).

Summary of Indicators: Partners engage in continuous improvement process in order to develop and integrate a set of evidence-based practices and processes that optimize career pathway participant success; partners provide and measure the effectiveness of the essential features and functions of career pathways (see section on definitions and conceptual model).

6



Alliance Career Pathway Participant Metrics

Why Do We Need Career Pathway Metrics? The purpose of the Alliance participant metrics is to provide a shared set of outcome metrics that can be used jointly by partners to measure career pathway participant progress and success. These metrics differ from existing measures in that they: (a) focus specifically on the performance of career pathways—not on state-level or institutional-focused performance results; (b) measure participant outcomes in the context of career pathway progression as opposed to the source of the funds (career pathways often “braid” together multiple sources of funds); and (c) include “milestone” metrics to measure the progress of and provide credit for serving underprepared participants.

When Should Career Pathway Metrics Be Used? A prerequisite for using the Alliance participant metrics is a suite of well-developed career pathways that have fully established the three essential features (see section above on Alliance definitions and conceptual model). Also, partners will need access to the necessary data and to aligned data systems that use consistent terms and definitions. Since these prerequisites are still under development in many career pathway systems, the Alliance participant metrics will be piloted in Phase II of the initiative (see the full framework for a more detailed discussion). CLASP and the Alliance partners discourage funders and policymakers from using these metrics for performance accountability until these prerequisites are in place; until that time, they should be used only to provide technical assistance to help partners improve their career pathways and systems.

Which Participants Should Be Measured? Before using career pathway participant metrics, partners must make a major decision: which participants should be included in each metric? Self-selected Alliance partners that meet the prerequisites will pilot the following definitions in Phase II of the Alliance:

1) Career pathway participant: Anindividual who has enrolled in and is attending specific courses or activities or is receiving services (or combinations thereof) that have been designated as specific entry points for a career pathway.

2) Career pathway leaver: A careerpathway participant who is no longer enrolled in pathway courses, services, or activities and has not reenrolled in pathway courses, services, or activities for a period of at least one year. Career pathway leavers include:

a. participants who attained one ormore of the interim outcomes (group A below) or pathway education and training outcomes (group B below) attainable in a career pathway prior to leaving the pathway; andb. participants who did not attain one ofthese interim or pathway outcomes prior to leaving the pathway.

3) Career pathway credential completer:A career pathway participant who attained one or more of the pathway education and training outcomes (group B below) attainable in a career pathway prior to leaving the pathway. These outcomes include marketable credentials as designated by the local/regional career pathway partnership, such as a license, industry certification, certificate, diploma, or degree. Career pathway credential completers include:

a. participants who have left the careerpathway after attaining one of the above credentials; andb. participants who are still enrolled incareer pathway courses after attaining one of the above credentials, with the goal of attaining further credentials.

Proposed Alliance Career Pathway Participant Metrics. The Alliance menu of metrics includes three types of measures. Partners must map the appropriate metrics to specific career pathways; not all metrics will be used in all career pathways.

http://www.clasp.org/resources-and-publications/files/aqcp-framework-version-1-0/AQCP-Framework.pdf

7


Group A: Interim Outcomes

Identify important progress steps or momentum points along the career pathway that may be attained prior to the pathway’s final outcomes.

A.1. Educational level gainsA.2. High school diploma or equivalency attainmentA.3. Developmental/remedial education completionA.4. College-level pathway course completionA.5. College-level math or English course completionA.6. Retention in pathway coursework in subsequent termA.7. Pathway credit accumulation 1 (12 semester or 15 quarter college credits)A.8. Pathway credit accumulation 2 (24 semester or 30 quarter college credits)A.9. Earnings progression

Group B: Education and Training Outcomes (Along the Pathway)

Identify the primary education and training results for the career pathway, including licenses and industry credentials, certificates, diplomas, and degrees.

B.1. Pathway license, industry certification, or apprenticeship certificate attainmentB.2. Pathway certificate and diploma attainmentB.3. Pathway Associate degree attainmentB.4. Pathway Associate degree attainment or transfer to 2- or 4-year institution

In general, the metrics in Groups A and B would apply to career pathway participants who attain one of these outcomes or who left the career pathway prior to attaining one of these outcomes.

Group C: Labor Market Outcomes

Identify the primary labor market results for the career pathway to measure the progression in employment and earnings over time for participants.

C.1. Initial employment C.2. Employment in targeted industry sectorC.3. Subsequent employment retentionC.4. Initial earningsC.5. Earnings changeC.6. Subsequent earnings

In general, the Group C metrics would apply to career pathway participants once they left the career pathway (became career pathway leavers).

Next Steps

With anchor funding from the Joyce Foundation, the Alliance for Quality Career Pathways will continue into Phase II through 2015. In this phase, Alliance partners at the state and local/regional levels will implement the framework by self-assessing their career pathway systems to better understand strengths and areas for improvement. Alliance partners will also make progress on using the participant metrics in their systems. CLASP will share learnings with the field. For more information on the Alliance and the 1.0 Framework, see www.clasp.org/careerpathways.


8



i The Alliance 1.0 Framework also has been informed by a National Advisory Group, which includes the following

individuals: Judy Alamprese and Karen Gardiner, Abt Associates; Debra Bragg, Office of Community College

Research and Leadership; Mary Clagett, Jobs for the Future; Kim Green, National Association of State Directors of Career Technical Education Consortium; Gary Hoachlander, ConnectEd

California; Lennox McLendon, National Council of State Directors for Adult Education; Israel Mendoza, Consultant; Darlene Miller, National Council for Workforce Education; Deborah Mills, Center for Occupational Research and

Development; Nan Poppe, Consultant; Ann Randazzo and Valerie Taylor, Center for Energy Workforce Development; Brandon Roberts, Working Poor Families Project; Bob Sheets, Consultant; and Mala Thakur, National Youth Employment

Coalition. Eric Seleznow, currently the Deputy Assistant Secretary for the Department of Labor’s Employment and Training Administration, served on theNational Advisory Groupin his former position as State Policy Director at the National Skills Coalition.

ii Federal investments include but are not limited to the Department of Labor’s 2010-2011 Career Pathways Institute and Trade Adjustment Assistance Community College and Career Training grants; the Department of Education’s Advancing Career and Technical Education in State and Local Career Pathway Systems, Technical Assistance to Build State Career Pathway Systems, and Experimental Sites Initiative to test Pell grants for shorter-term training; and the Department of Health and Human Services’ Health Professions Opportunity

Grants and Innovative Strategies to Improve Self-Sufficiency. Supportive federal guidance includes the Office of Career, Technical, and Adult Education’s guidance on using adult education funds to support integrated education and training and the 2012 joint letter of commitment to career pathways from the departments of education, health and human services, and labor.

iii “Dynamic sustainability” means not only continuing the career pathways, programs, and system beyond initial development but also supporting their adaptation and continuous improvement over time based on experience, new information, data, and outcomes. In some cases, it may mean discontinuing career pathways and programs that are no longer in demand.

iv This executive summary includes a summary of the indicators; see the full Alliance framework for the specific indicators.v The Alliance framework is aligned with the federal Six Key

Elements of Career Pathways framework. Six Key Elements provides steps career pathway partners can take to begin building a career pathway system; the Alliance framework provides key performance indicators partners can use in a continuous improvement review.

vi This criterion and the indicators build on and are consistent with the Workforce Data Quality Campaign’s (WDQC) policy agenda: see http://www.workforcedqc.org/resources-events/resources/wdqc-policy-agenda. CLASP is one of the national partners in the WDQC.


http://www.workforcedqc.org/resources-events/resources/wdqc-policy-agenda

http://www.workforcedqc.org/resources-events/resources/wdqc-policy-agenda

(7) CAREER PATHWAY.-The term "career pathway'' means a combination of rigorous and high-quality education, training and other services that

(A) aligns with the skill needs of industries in the economy of the State or regional economy involved; (B) prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including apprenticeships registered under the Act of August 16, 1937 (commonly known as the "National Apprenticeship Act"; 50 Stat. 664, chapter 663; 29 U.S.C. 50 et seq.) (referred to individually in this Act as an "apprenticeship", except in section 171); (C) includes counseling to support an individual in achieving the individual's education and career goals; (D) includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster; (E) organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable; (F) enables an individual to attain a secondary school diploma or its recognized equivalent, and at least 1 recognized postsecondary credential; and (G) helps an individual enter or advance within a specific occupation or occupational cluster.

The Workforce Innovation and Opportunity Act Investing in America’s Competitiveness

KEY IMPROVEMENTS FROM CURRENT LAW

Changes to the Workforce Development System:

Eliminates 15 programs; 14 within WIA and one higher education program.

Applies one set of accountability metrics to every federal workforce program under the bill.

Requires states to produce one strategic plan describing how they will provide training, employment services, adult education and vocational rehabilitation through a coordinated, comprehensive system.

Reduces the number of required members on state and local workforce boards.

Strengthens alignment between local workforce areas and labor markets and economic development regions.

Strengthens evaluation and data reporting requirements.

Specifies authorized appropriation levels for each of the fiscal years 2015-2020.

Adds a minimum and maximum funding level to the dislocated worker formula beginning in fiscal year 2016 to reduce volatility.

Changes to Training and Employment Services:

Eliminates the “sequence of services” and merges “core and intensive activities” into a combined “career services.”

Emphasizes access to real-world training opportunities through: o Increasing the ability to use on-the-job training (reimbursement rates up to 75 percent for eligible employers),

incumbent worker training (may use up to 20 percent of local funds), and customized training; o New opportunities to utilize prior learning assessments; o Pay-for-performance training contracts for adults and youth (local boards may use up to 10 percent of funds);

and o Requirements for implementation of industry or sector partnerships and career pathway strategies.

Requires 75 percent of youth funding to support out-of-school youth, of which 20 percent is prioritized for work-based activities.

Changes to Job Corps:

Improves the procurement process for center operators to support high-quality services by: o Collecting information on key factors indicating the ability of an applicant to operate a center; o Providing the operator of a high-performing center the opportunity to compete for contract renewal; and o Placing limits on the ability of an operator of a chronically low-performing center to compete for a contract

renewal, or to continue to operate that center.

Allows the U.S. Department of Labor to provide technical assistance to Job Corps operators and centers to improve operations and outcomes.

Collects more data on Job Corps operations and financial management to better inform Congress and the public about the program.

Changes to Adult Education:

Strengthens the connection between adult education, postsecondary education, and the workforce.

Improves services to English language learners.

Requires evaluations and additional research on adult education activities. Changes to State Vocational Rehabilitation Services:

Sets high expectations for individuals with disabilities with respect to employment.

Provides youth with disabilities the services and supports necessary to be successful in competitive, integrated employment.

The Workforce Innovation and Opportunity Act Investing in America’s Competitiveness

The Problem:

By 2022 the United States will fall short by 11 million the necessary number of workers with postsecondary education, including 6.8 million workers with bachelor's degrees, and 4.3 million workers with a postsecondary vocational certificate, some college credits or an associate's degree.i

Fifty-two percent of adults (16-65) in the United States lack the literacy skills necessary to identify, interpret, or evaluate one or more pieces of information; a critical requirement for success in postsecondary education and work.ii

Individuals with disabilities have the highest rate of unemployment of any group, and more than two-thirds do not

participate in the workforce at all.iii

The Workforce Innovation and Opportunity Act (WIOA): WIOA is bipartisan, bicameral legislation that will improve our nation’s workforce development system and help put Americans back to work. Now more than ever, effective education and workforce development opportunities are critical to a stronger middle class. We need a system that prepares workers for the 21st century workforce, while helping businesses find the skilled employees they need to compete and create jobs in America.

WIOA creates: A streamlined workforce development system by:

Eliminating 15 existing programs.

Applying a single set of outcome metrics to every federal workforce program under the Act.

Creating smaller, nimbler, and more strategic state and local workforce development boards.

Integrating intake, case management and reporting systems while strengthening evaluations.

Eliminating the “sequence of services” and allowing local areas to better meet the unique needs of individuals.

Greater value by:

Maintaining the 15 percent funding reservation at the state level to allow states the flexibility to address specific needs.

Empowering local boards to tailor services to their region’s employment and workforce needs.

Supporting access to real-world education and workforce development opportunities through: o On-the-job, incumbent worker, and customized training; o Pay-for-performance contracts; and o Sector and pathway strategies.

Better coordination by:

Aligning workforce development programs with economic development and education initiatives.

Enabling businesses to identify in-demand skills and connect workers with the opportunities to build those skills.

Supporting strategic planning and streamlining current governance and administration by requiring core workforce programs to develop a single, comprehensive state plan to break down silos, reduce administrative costs, and streamline reporting requirements.

Ensuring individuals with disabilities have the skills necessary to be successful in businesses that provide competitive, integrated employment.

Improved outreach to disconnected youth by:

Focusing youth program services on out-of-school youth, high school dropout recovery efforts, and attainment of recognized postsecondary credentials.

Providing youth with disabilities the services and support they need to be successful in competitive, integrated employment.

i The Georgetown University Center on Education and the Workforce. ii Based on data from the Program for the International Assessment of Adult Competencies (PIAAC), 2012.

iii Based on data from the Current Population Survey, Bureau of Labor Statistics.

Career Pathways Strategic Planning

1 State of Minnesota – Advancing Career and Technical Education in State and Local Career Pathways Systems June 23, 2014

ELEMENT 1: Build Cross-System Partnerships

OUTCOMES: Element 1.1: Build Common Understanding of a Career Pathways System

STRATEGIES: Develop a definition of a comprehensive Career Pathways System that includes the integration of CTE Programs of Study

Conduct an environmental scan of education and training programs (including national initiatives) at the state and local levels, with

the goals of: identifying and comparing all initiatives underway at the state and local levels; eliminating duplication of effort;

increasing system efficiencies, effectiveness and the leveraging of resources; surfacing innovation and excellence for replication;

and identifying system shortcomings, for gaps and challenges to address.

Establish a shared, agreed-upon vision and goals for the system

Identify and engage key partners at the state and local levels

Establish clear and agreed-upon roles and responsibilities for each partner

TEAM: Mo, JoAnn, Judy, Dan

DUE DATE: September 2015

Tactic

(State/Local/Both)

Metric Point person Initial targeted

date of Completion

1 Summarize, advocate for and disseminate models,

tools and resources that support local/regional

development and implementation of high quality

career pathway programs or initiatives

Overview White paper on MN Career Pathway

System

Presentations at stakeholder conferences and

meetings to align efforts and incorporate high-

quality strategies in current initiatives.

Best Practices Toolkits that outline description of

critical elements, processes, and outcomes, of

initiatives/programs shown to effectively serve

different participants of a career pathway system

based on the 6 elements (a MUCH shorter How-to

type document like the CTE Rigorous POS or TSA

Implementation handbooks)

JoAnn, Judy, Mo

Debra Hsu,

Judy Mortrude,

Paula Palmer

Michelle Kamenov,

Mo Amundson,

Julie Nigon,

Nola Speiser,

Connie Ireland,

Julie Dincau,

Yingfah Thao,

Denise Felder,

Jared Reise

February 2014

November 2014



2 Develop Strategic Communications Plan with

guidelines and expectations for how state leadership

team members communicate out to the broader field

about this team’s efforts and bring information back

to the state leadership team. Make explicit the

unique contribution of this project and how this

project can leverage other initiatives to advance the

integration of CTE in career pathway efforts.

Develop and implement statewide collaborative

Communications Plan for Advancing CTE in Career

Pathways Project

Debra, Hsu,

Judy Mortrude,

Paula Palmer

Michelle Kamenov,

Mo Amundson,

Julie Nigon,

Nola Speiser,

Connie Ireland,

Julie Dincau,

Yingfah Thao,

Denise Felder,

Jared Reise

September 2014

1 Build on the recent survey conducted as a part of the

GWDC Career Pathway Policy Committee to

produce directory of pathway programs (like

Wisconsin’s).

Develop a model of integrating programs of study

and adult career pathway programs, including

curriculum alignment and support services.

Model incorporating comprehensive career pathway

programs where POS are aligned with bridge

programs and where business/industry/community

resources are integrated.

Model to be disseminated statewide using joint

strategies identified in Strategic Communications

Plan

Debra, Hsu,

Judy Mortrude,

Paula Palmer

Michelle Kamenov,

Mo Amundson,

Julie Nigon,

Nola Speiser,

Connie Ireland,

Julie Dincau,

Yingfah Thao,

Denise Felder,

Jared Reise

Session at CTE

Works! Nov 14,

2013

Model available

March 2014.

Session at CTE

Works! 2014

3 Implement high-quality career pathway program

strategies based on promising practices nationally

and disseminated by MN State team

Model for regional career pathway implementation

strategies.

Mo, Jim, Randy September 2014

1 Through dissemination activities, local/regional

collaborations will engage in the self-assessment

used in the Advancing CTE POS in State Career

Pathway System project and using results to refine

Model to be disseminated statewide. Mo, Jim, Randy March 2014



their partnerships, clarify roles, invite missing

stakeholders

2 At the time of Perkins Reauthorization, revise state

plan requirements to define membership of Consortia

to require the inclusion of ABE & Workforce

partners and those partners are involved in the

creation and implementation of POS

State CTE leaders communicate this change is

coming. State CTE team is incorporating strategies

in their annual work plan that supports consortium

leaders in moving in that direction NOW. Provide

input to US Senate staff from MN.

JoAnn, Dan, Julie,

Judy

Ongoing, Nov 14,

2013, depends on

reauthorization date

3 Leverage existing meetings (Like Rochester’s Care

Committee or groups working toward Workforce

2020) to define POS needs for the region, align

initiatives, etc.

Model to be disseminated state wide. Mo, Jim, Randy March, 2014

Advancing CTE in State Career Pathway System Strategic Planning: Element 2

1 State of Minnesota – Advancing Career and Technical Education in State and Local Career Pathways Systems

The two strategies identified below are taken from the project Readiness Assessment Tool. Since some strategies are not identified, it might be helpful for the work group to lay out a larger vision of what it means to ‘Engage Employers, Identify Key Industries, and Align System with Industry Needs’ and document where the state has formalized processes already in place to support this effort. For example, the subcommittee might document that the state has procedures in place to access labor market information, and provide a brief recap of them (see the state’s application for the project). Then, the group might provide a justification for the key areas of work in Element 2 in which the state is seeking to focus. Simply put, what does a process of employer engagement mean in the state, what are the existing strengths, where are the weaknesses, and how do the activities described in this planning document address them? During our meeting, we mentioned several names of people who might participate. Ron Dreyer, Joe Mulford, and Jaime Simonsen from MnSCU System Office might provide valuable perspectives. Who else should be on this subcommittee from the state and local levels?



ELEMENT 2: Engage Employers, Identify Key Industries and Align System with Industry Needs

OUTCOMES: Identify Employer Needs

STRATEGIES: 2.1 The education and skill needs of employers in high demand industry sectors/clusters in the state/region have been jointly analyzed and

skill shortages identified. (State/Local/Both)

TEAM: Randy Johnson, Andrea Ferstan, Jaime Simonsen

DUE DATE:

Tactic Progress Metrics Outcome Point person Initial targeted

date of

Completion

1 Scale and sustain an improved statewide real-

time data system that aggregates information

in a way that helps employers, academic and

workforce leaders work together to ensure the

human capital available in MN readily meets

the foundational and technical skills needed

by employers in today’s economy and years

ahead (based on goal from Itasca’s Workforce

Alignment Team)

Plan developed by Itasca Workforce

Alignment Committee

Right quantity of

people with the

right skills and

the right level of

interest in the

jobs and their

associated pay as

demonstrated

through an

annual

supply/demand

scorecard

Jaime Simonsen Draft plan

completed

2 Identify pilots from higher education and

workforce organizations to test a combination

of new/existing data tools in four pilot areas:

Pilot developed, launched and

completed

Evaluation completed by third party

A set of

recommendations

to scale pilot

efforts across the

Jaime Simonsen Pilot

developed:

2013 (4th Q)

Pilot launched:



1. Academic Planning pilot

2. Career Planning pilot

3. Curriculum Alignment pilot

4. Employer Advisory pilot

evaluation team

state 2014 (1st Q)

Pilot

completed and

evaluation

completed:

2014 (end 2nd

Q)

3 Determine role of anchor organization for this

work and identify entity Defined core tasks of anchor org and

initiated org design and budgeting

discussions

Finalize selection and role

ibid Jaime Simonsen Org elements

defined -

completed

Org

operational,

2014, (3rd

Q)

Notes:



ELEMENT 2: Engage Employers, Identify Key Industries and Align System with Industry Needs

OUTCOMES: Engage Employers

STRATEGIES: 2.2 The state and local teams have a unified outreach strategy for engaging and working with employers in high demand industries during all

phases of the project (sector identification, outreach, design, curriculum development, launch, operation, and evaluation).

(State/Local/Both)

TEAM: Randy Johnson, Andrea Ferstan

Tactic Progress Metrics Outcomes Point person Initial targeted

date of

Completion

1 Develop and institute a coordinated system

to drive and support industry and/or

employer partnerships and career pathways

in SE MN. This system would facilitate and

coordinate engagement with employers

across workforce training entities, ABE,

and secondary and postsecondary education

entities.

TBD TBD Randy Johnson 1st Q 2015?

2 Enhance key industry partnerships in S.E.

Minnesota. Key tactics will include:

Developing a checklist of employer

engagement opportunities

Secure commitments from

employers tied to:

o workforce related problems

Develop articulated agreements and/ or

commitments related to specific strategies and

commitments.

TBD

Randy Johnson Checklist and

commitments:

2014 (1st Q)

Secure employer

commitments

(2014, 2nd

Q)



that they want to address;

o type of engagement strategy

they are willing to partake

in; and

o metrics that they will

measure that are

meaningful to them.

Develop a coordinated system with

workforce training entities, ABE,

and secondary and postsecondary

education entities focused on how

best to intersect and engage with

employers/industry to support

career pathways.

Draft plan with partners?

TBD

2014, 3rd

Q

3 Develop evaluation/ROI for Industry

Partnerships (IPs) that both measures

impact/return to business and provides

comparative data on impact of IPs

compared to other training models.

Issue an RFP to bring on evaluation entity to

design and implement an evaluation plan for

measuring business impact of IPs/CPs and

comparative impact of IPs/CPs vs other

education and training models/approaches.

ibid TBD 2013 (4th Q)

4 Implement evaluation

Design and implement evaluation for metro IPs

and share design w/ SE MN

2014 (3rd

Q)

5 Utilize evaluation to inform public and

private policies and investments

Produce report on how to develop a local

industry partnerships and career pathways

system, that utilizes AQCP work and includes

core components, metrics, structure.

Produce recommendations regarding needed

state system (i.e.a state leadership board or

office) to drive state sector-based career

Legislation to

support scaling of

sector-based

career pathway

programs and

systems (2015)

TBD 2014 (3rd

-4th Q)

2014 (3rd

-4th Q)



pathway system

Share report with key stakeholders, including

GWDC, MSPWIN’s statewide policy

committee, MWCA members, legislators,

DEED leadership

2014 (3rd

-4th Q)


1 State of Minnesota – Advancing Career and Technical Education in State and Local Career Pathways Systems April 14, 2014

ELEMENT 6: Identify and Implement Cross-System Data and Accountability Systems

OUTCOMES: Element 6.1: Measure Outcomes & Utilize Analysis

STRATEGIES: Develop shared outcomes for CP system (participant level, agency level)

o Create shared definitions for career pathway elements (who is on a CP and when?)

o Identify indicators and measures to track career pathways progress

TEAM: Lead: Debra Hsu, JoAnn Simser

Critical connectors: Susan Carter/Judy Mortrude/Rachel Vilsaek/Michelle Kamenov/Michael Vaugh/Mo Amundson/Julie Nigon

DUE DATE:

Tactic Metric Point person Initial targeted

date of Completion

1 Analyze the transition data between ABE/CTE/WFD

programming – at state level and at local level if

possible.

# of ABE/WFD* participants into MnSCU CTE

majors by institution.

Susan Carter September 2014

Challenges: This is a one-time event tied to the

Shifting Gears grant evaluation. To make this

systemic, we would need 1) expanded data sharing

with DEED, MDE for student data; 2) Expanded

DHS agreement to utilize SNAP E&T and MFIP ES

data; 3) staff time for data work.

2 Compare AQCP Metrics Framework and AQCP 6

Guiding Principles with current CTE Consortia

metrics.

Review the data that are currently collected by

consortia; perform a gap analysis to see where data

are missing and the extent of overlap for current

measures.

Susan Carter; Judy

Mortrude

December 2013



Next Steps: Will add WIOA CP Participant Metrics

to gap analysis.

September 2014

3 Support Alliance for Quality Career Pathway Beta

Testing.

CTE in CP Team participates in AQCP feedback

session

Judy Mortrude October 2013

4 Pilot finalized AQCP Framework utilized by Perkins

Consortia as a self-evaluation tool* for continuous

improvement. *tool currently being piloted with MN

FastTRAC grantees

Selected Perkins consortia utilize the AQCP self-

evaluation tool as part of their consortia planning.

Steps include disseminate new measures both to the

field and to advise the groups you identify below;

provide professional development to the field; and

develop tools to support locals in using data to

promote continuous improvement

Debra Hsu; Denise

Felder

Opportunity at

November 12, 2014

event?

5 Connect with GWDC CP/

Policy recommendation on creating shared

definitions for career pathway elements and

technical strategies for identifying and measuring

career pathway programs is included in fall 2014

report to legislature.

Connect this work to Element 5: Identify and Pursue

Needed Policy Changes.

Mo Amundson,

Connie Ireland

May 8, 2014

6 GWDC Net Impact Define CTE – majors to be analyzed via the GWDC

ROI formula. Determine if this analysis is feasible.

Report on pilot projects.

Mo Amundson May 8, 2014

Challenges: Is this a local Rochester only activity?

Is this feasible? If so, who will do it?

7 Connect with LMI Legislated Scorecard construction

LMI Legislated Scorecard contains agreed upon

cross-system metrics

Rachel Vilsaek July 2014

https://apps.deed.state.mn.us/lmi/etd/default.aspx

8 Explore in WDQI/SLDS Analysis of CTE secondary to CTE postsecondary.

Analysis of ABE/WFD to CTE postsecondary.

MDE/OHE



Challenges: SLEDS is not a full adult learner

picture; would need specific data sharing

agreements; would need agreement on CIP codes.

9 Potential Use of Data Career Pathway program level data sent out to local

CTE consortia who have developed the onramp for

adults transitioning from ABE or WFD

programming into CTE.

Sue Carter TBD

Would need #1 resolved to move to #9.

Notes:

Datasets----know where the data exist, but there are constraints around data use; need strategy for being able to assess CP outcomes and

agreements to support using data

Dissemination---how analyze data and communicate it out to field so that there is trust in the data/findings and use for program improvement

and accountability

Partnerships---communication about how data are used among leadership

Challenges with reporting requirements tied to legislative reporting requirements and differences across programs e.g. conflict between

requirements for Workforce One and MN ABE Student Accounting System

Strategic Planning with Employers

Thomas Norman and Jacqueline Buck Workforce Development Division

DEED

Goals for the Presentation

• Bring awareness of the challenges ahead and what we

can do to address these opportunities

• Understand the importance of strategic workforce

planning and the role of the Business Services

Representative

Workforce Considerations

From Surplus to Shortage

Labor Force Complications

* Retired individuals drawing social security

* Baby-boom retirements By 2017, 215,00

Economic Snapshot

• 4.5% unemployment

• 142,000 jobs created since January of 2011

• Minnesota recently ranked 5th in Gallup’s Job Creation Index

The “Perfect Storm”

of Workforce Uncertainty • Entrants to the workforce

• Numbers of jobs added to the economy

• Average age of the workforce

• Number of retirement aged employees

• Unemployment reaching 5% nationally?

• Employee expectations and mobility

What Does This Mean for

Employers?

• New employees will be harder to find and more expensive to keep

• Industry “knowledge” is walking out the door at alarming rates

• Fewer workers will be available for at least the next seven years

• The good news is that there are effective steps that can be taken

Strategies to Consider

Strategic Alignment

Organization

Requirements

People Competencies

Strategic Direction

Mission, Vision and Values

The Importance of Strategic Workforce Planning

Source: Workforce.com

Strategic Workforce Planning Processes

1. Establish where your businesses are going

2. Understand where the labor market is going

3. Understand your future talent demands

4. Assess your current workforce development inventory

5. Identify gaps in your workforce approach and strategies to close them

6. Evaluate and continuously improve your strategies

-Profiles International

Recruitment Strategies

• Delay retirements, reduce turnover!

• Employee referrals

• Succession planning

• Company and industry web sites

• Internet strategy

– ATS/LMS/Social Media

– Selected sites

– Fast candidate response

Succession Planning Programs • Identify high-potential employees

• Ensure the systematic and long-term development of individuals

• Provide a continuous flow of talented people to meet the organization’s management needs

• Meet the organization’s social responsibility by providing for the advancement of protected labor groups

• Help employees understand and learn about the dynamic environment they have joined

New Opportunities/Challenges

• Importance of being Proactive

• Evolving roles for Business Services Representatives

• New opportunities to collaborate

• Economic development coordination

• Incumbent worker retraining

Role of the Business Services Representative • Provide workforce solutions to MN businesses

• Encourages and supports partnerships between Job Service, WorkForce Center partners, industry, education, and economic development.

• Areas of expertise – Talent attraction and retention

– Workforce planning

– Job growth and layoff aversion

Here’s where we can help!

Partnerships • WSA’s/WIB’s/WFC’s

• Educational Institutions

• Advisory Committees

• Chambers

• Industry Associations/Regional Approaches

• Secondary Education Involvement

• Matrix of involvement with organizations matched with your recruitment needs

Economic Development Programs

• Business Finance

• Community Finance

• Small Business Assistance

• Minnesota Job Skills Partnership

• Minnesota Trade Office

• Office of Broadband Development

Workforce Development

• Employment and training programs for a skilled and competitive workforce

• Assistance for unemployed and

underemployed providing training, retraining, OJT’s and placement

• Many programs focus on target

populations: veterans, youth, communities of color, people with disabilities, blind people, and others

DEED Workforce Programs

Target populations include: • FastTRAC Short-Term Retraining Programs • State Residents interested in career change and advancement • Veterans • Diversity • Low-income adults • Youth • People with disabilities • Laid-off and recently unemployed workers • Long-term unemployed workers

Thank You

Questions?

CHARTING THE FUTUREMnSCU’s commitment to student success

To join the dialogue, tweet @MnSCU #ChartingTheFuture

To learn more, visit: www.mnscu.edu/chartingthefuture To share your ideas, questions, concerns, and stories, email: [email protected] nothing is not an option. We need to do things differently. We need to build a better future for all of Minnesota.

How are we going to get there?

Students, faculty, and staff helped craft 6recommendations to meet our goals

Students, faculty, and staff will help lead the work translating the recommendations into specific actions on 8 campus-ledimplementation teams

Dramatically increase the success of all learners, especially those in diverse populations traditionally underserved by higher education

Develop a collaborative and coordinated academic planning process that advances affordability, transferability, and access to our programs and services across the state

Certify student competencies and capabilities, expand pathways to acceler-ate degree completion through credit for prior learning, and foster the award of competency based credits and degrees

Expand the innovative use of technology to deliver high quality online courses, strengthen classroom instruction and student services, and provide more individualized learning and advising

Work together under new models to be the preferred provider of compre-hensive workplace solutions through programs and services that build employee skills and solve real-world problems for communities and businesses across the state

Redesign our financial and administrative models to reward collaboration, drive efficiencies and strengthen our ability to provide access to an extraordi-nary education for all Minnesotans.

1.

2.

3.

4.

5.

6.

Where are we now? This is a defining moment for us. Just when Minnesota needs our colleges and universities more than ever before, we are facing significant challenges that threaten our ability to make good on our core commitments. By the end of the decade, 3 out of 4 careers in Minnesota will require some education beyond high school, but currently, we are not on track to meet the demand.

Where do we need to be? We need to work more collaboratively with greater transparency and dialogue to continue producing the best educated and most talented graduates. Charting the Future is an effort to provide an opportunity for all Minnesotans to create a better future for themselves, for their families, and for their communities.

Charting the Future supports the MnSCU strategic frameworkEnsure access to an extraordinary education for all MinnesotansBe the partner of choice to meet Minnesota’s workforce and community needsDeliver the highest value/most affordable higher education option

CHARTING THE

FUTURE

StudentSuccess

Diversity

Compre-hensive

Workplace Solutions

Education Technology

Information Technology

SystemsDesign

SystemIncentives

andRewards

AcademicPlanning

andCollabor-

ation

Competency Certificationand Creditfor PriorLearning

Our core value Provide an opportunity for all Minnesotans to create a better future for themselves, for their families, and for their communities.

Our core commitments The Strategic Framework for Minnesota State Colleges and Universities

Minnesota State Colleges and Universities play an essential role in growing Minnesota’s economy and opening the doors of educational opportunity to all Minnesotans. To that end, we will:

n Ensure access to an extraordinary education for all Minnesotans

n Be the partner of choice to meet Minnesota’s workforce and community needs

n Deliver to students, employers, communities and taxpayers the highest value/most affordable higher education option

MINNESOTA STATE Colleges and Universities

Charting the Future for a Prosperous Minnesota

Recommendations to increase access, affordability, excellence, and service by forging deeper collaborations among our colleges and universities to maximize our collective strengths, resources, and the talents of our faculty and staff

1. Dramatically increase the 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.

4. Expand the innovative use of technology to deliver high quality online courses, strengthen classroom instruction and student services, and provide more individualized learning and advising.

5. Work together under new models to be the preferred provider of comprehensive workplace solutions through programs and services 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, drive efficiencies, and strengthen our ability to provide access to an extraordinary education for all Minnesotans.

Pathways to Postsecondary 2.0

2014-2015 DATES ANNOUNCED | REGISTRATION OPEN

The Minnesota Department of Education and Minnesota State Colleges and Universities

invite you to this opportunity to collaborate for student success!

October 9 - Bemidji State University, Bemidji

October 10 Fond du Lac Cloquet- ??

December 4 - Rochester Community & Technical College, Rochester

December 5 - St. Cloud State University, St. Cloud

January 23 - North Hennepin Community College, Brooklyn Park

Feb 4 or 5 - Metro

GOALS:

Provide current information related to career and college readiness legislation, including: “World’s

Best Workforce”, aligned assessments, targeted interventions, and expansion of college credit

options for the continuum of students.

Explore successful local and national program models serving low-come, first generation college

goers, students of color, and English language learners.

Discover opportunities for new or expanded partnerships that provide high school students the

opportunity to earn college credits in high school.

Share regional workforce needs and trends and strategies to successfully engage business and

industry partners.

TEAMS:

Attendees are encouraged to attend one of the full-day summits as a team of secondary or

postsecondary members, including at least one business/industry partner, workforce partner or

community-based organization. Recommended team size is 5-8 members. Include any others not listed

who may be appropriate based on your local structure and programming.

Secondary Postsecondary

Superintendent

Principals/Assistant Principals

Curriculum and Instruction Directors

Perkins Consortium Leaders

Teacher Leadership

Career and Technical Education (CTE)

Leaders

Dual Credit Programming Coordinators

Counselors

College President

CAOs/CSAOs/Deans

Perkins Consortium Leaders

College Faculty Leadership

PSEO, Concurrent Enrollment

Coordinators

Registrars

INFORMATION:

Registration and background information are available at: http://bit.ly/pathways2postsecondary

http://bit.ly/pathways2postsecondary

Career and College Pathways, Dual

Credit, and PSEO

August 6, 2014

Back-to-School

Leadership Conference

“Leading for educational excellence and equity. Every

day for every one.”

http://vimeo.com/67277269

Success in the New Economy

education.state.mn.us 2

Career and College Readiness:

Setting the Context

It is simple economics - Minnesota needs more post-

secondary credentialed workers to compete globally.



Career and College Readiness:

Setting the Context

For purposes of statewide accountability, "career

and college ready" means a high school graduate

has the knowledge, skills, and competencies to

successfully pursue a career pathway including

postsecondary credit leading to a degree, diploma,

certificate, or industry-recognized credential and

employment.

Defining Career and College Ready

Students who are career and college ready are

able to successfully complete credit-bearing

coursework at a two- or four-year college or

university or other credit-bearing postsecondary

program without need for remediation.

Defining Career and College Ready


• Requires that all students, beginning no later than

9th grade, must have a “Personal Learning Plan”.

• Includes academics, career exploration,

employment-related skills, community partnerships,

college access, postsecondary training and

experiential learning opportunities.

• Plans must be reviewed/revised annually by student,

parents and school

• No career-tracking


Planning for Students’ Successful Transition to

Postsecondary and Employment (120b.125)

(refer to one-page handout)

Toolkit

http://education.state.mn.us/MDE/SchSup/CareerEdAdm

in/index.html

Toolkit Trainings

(refer to one-page handout)


Planning for Students’ Successful Transition to

Postsecondary and Employment (120b.125)

http://education.state.mn.us/MDE/SchSup/CareerEdAdmin/index.html




• Nationally - 50 percent of recent high school

graduates require some form of developmental

education

• Minnesota - 28 percent of 2011 public high school

graduates enrolled in developmental education

courses across all Minnesota colleges and universities

within two years of graduating (Getting Prepared

Report 2014).

• ACT National Curriculum Survey 2013

• Context of how other states have approached the topic

Developmental Education


Redesigning Developmental Education

• Shared learner outcomes in developmental education

• 4 committees co-chaired MSCF and IFO

• Determine competencies to college level in content

• Transferability among our own colleges and universities in

developmental education

• Engage K-12 and ABE practitioners

• Local practices help inform targeted interventions

• MnSCU and higher education to work together on series of

targeted interventions- course, MOOC, software platform

etc. all a possibility but must be good at a system level vs.

at a local level

Expanding Dual College Credit

• Minnesota a pioneer in 1985 with PSEO statute

• Early College growth with the possibility of earning as much

as a 2 year associates degree by the time students

graduate from high school

• Jobs for the Future- NC and TX…a way to close the

achievement gap

• Early stats show promise…22 percent graduate with AA, 85

percent graduate high school on time. Most located on the

college or university campus.

Expanding Dual College Credit

• Less remediation, immediate

transition to higher education,

higher credit attainment, better

persistence and higher degree

attainment rates

• 900,000 in adjusted per pupil

allocation for the biennium for

PSEO

• Accreditation- Higher Learning Commission

• Program replication if 50 percent or more offered on site

• Credit residency- HLC (15 credits) and system office

currently 20 credits of AA (Associate of Arts) or 1/3 of

degree that has to be taught by the faculty from the

institution awarding the degree

• Concurrent enrollment and most credit for prior learning

do not count towards an AA degree

Conferring a Degree Involves Additional

Requirements

Dual Credit Options

College course

PSEO- on campus,

online, flipped and at the

high school

Concurrent- taught by a

high school teacher,

mentored by a college

faculty member

Credit for Prior Learning

National Challenge Exams

• Advanced Placement

• International Baccalaureate

• CLEP

• NOCTI

• NYUFLP

Articulated High School to

College Credit


Concurrent Enrollment vs. PSEO

College course

In high school

Taught by HS teacher

Qualified, departmentally

approved, and

participates in

professional development

No cost to student

State allocation stays with

HS

Push for NaCEP

accreditation

College course

At college/university/at the

high school/online or flipped

Taught by faculty

No cost to student

Full or partial state

allocation goes to college

Can be contract based with

a district

Credentialing Requirements

• Same requirements as if you were

to teach on the college campus

• NACEP and HLC

• Waivers and professional

development plans

• Working with Teacher Education

Programs

• Leveraging Credit for Prior Learning

• Flexible scheduling of graduate

credit opportunities

• Juniors: top third of class OR score at or above 70th

percentile on a nationally standardized, norm-

referenced test

• Seniors: top half of class OR score at or above 50th

percentile on a nationally standardized, norm-

referenced test

• Juniors or seniors: documentation (other than that

above) of the student's readiness and ability to

perform college-level work as determined by the

college

Traditional Student Eligibility for PSEO

CTE for 10th Graders

• 10th graders from eligible districts

with a meets expectation or higher

score on 8th grade MCA

• Can enroll in 1 CTE course at a

campus that grants a certificate,

diploma or associates degree (2

year campuses)

• Must still meet prerequisites of the

course wishing to enroll in including

Accuplacer cut score or OSHA

requirement

• Upon successful completion of the CTE course- C or

higher, can enroll in additional college courses but

must meet the prerequisite of the course or courses

wishing to enroll in

• General education must reassess

• Recommending each institution require counseling

and advising for these students

• On a space available basis


CTE for 10th Graders

• 2014 Supplemental Budget Bill, Article 15

• Formula for payments to colleges under PSEO corrected

to use 1.2 weighting rather than 1.3, beginning in FY

2015.

• For 2014-2015 through 2019-2020 school years only,

allows a postsecondary institution to advertise or recruit

high school students in school districts with 700 or more

students in grades 10-12.

• Allows students in an ALC enrolled in early or middle

college programs to receive dual credit for completing

remedial or developmental courses. (Chapter 272)

New PSEO Legislation


New PSEO Legislation

• By March 1 of each year, a district must provide

general “up-to-date” information to all students “on the

district’s Website and in materials that are distributed

to parents and students, including information about

enrollment requirements and the ability to earn

postsecondary credit”.

• If a postsecondary institution enrolls a secondary

school pupil in a course, it must also enroll in the same

course an otherwise enrolled and qualified

postsecondary student who qualifies as a veteran and

demonstrates that the institution’s established

enrollment timelines were not practicable for that

student.

Concurrent Enrollment

for 9th and 10th Graders

• If courses cannot be run on the basis of enrollment

with eligible juniors and seniors

• Upper 90th percent class rank or performance on a

nationally normed exam

• Must still meet prerequisite guidelines for the course

including Accuplacer

• Strengthened secondary CTE system

• Aligned career and college readiness process

• Coordinated career pathway structure

• Reported recommendations to the legislature

February 2014

• P-20 Education Partnership workgroups established

Career Pathway and Technical Education

Advisory Taskforce


P-20 Education Partnership Workgroups

• Realign the governance and administrative structures of

early education, kindergarten through grade 12, and

postsecondary systems in Minnesota

• Identify changes to revise a P-20 education system

premised on students’ individual career and college

readiness plans and goals

• Organize and implement a framework of foundational

skills and career pathways

• Redesign teacher licensure and restructure staff

development and training

• Create a web-based hub with career, employment

trends, and needed educational pathways for students

and families

New collection of student and parent stories about

pursuing higher education

Available on:

readysetgomn.com

youtube.com/user/MNDeptofEd

Request complimentary DVD:

[email protected]

Shaping Your Future Videos



State Agencies, Local Districts, Higher Education

and Business and Community Partners

Need A Shared Vision and Effective…

• Communication

• Collaboration

• Accountability

…Across all systems for all students

transitioning into adulthood

The Bottom Line


Contact Information:

Angie Johnson, Supervisor of High School to Postsecondary Initiatives

[email protected]; 651-582-8478

Michelle Kamenov, Interim CTE Supervisor


Beth Barsness, High School Specialist


Paula Palmer, Director of College and Career Success


Planning for Students' Successful Transition to Postsecondary and Employment Legislation requires all students beginning no later than 9th grade to have a Personal Learning Plan around several key elements. This plan should be looked at as a life plan that includes academic scheduling, career exploration, career and employment-related skills, community partnerships, college access, all forms of postsecondary training, and experiential learning opportunities. The Planning for Students’ Successful Transition to Postsecondary Education and Employment (120B.125) Toolkit provides resources around all required areas as well as some recognized strategies and partnerships that could assist with implementing this directive.

Statute 120B.125: Planning for Students’ Successful Transition to Postsecondary Education and Employment: PERSONAL LEARNING PLANS

(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14, 120B.15, 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections, school districts, beginning in the 2013-1014 school year, must assist all students by no later than grade 9 to explore their educational, college and career interests, aptitudes and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment. All students’ plans must:

1. Provide a comprehensive plan to prepare for and complete a career and college-ready curriculum by meeting state and local

academic standards and developing career and employment-related skills such as team work, collaboration, creativity, communication, critical thinking and good work habits;

2. Emphasize academic rigor and high expectations;

3. Help students identify interests, aptitudes, aspirations, and personal learning styles that may affect their career and college-

ready goals and postsecondary education and employment choices;

4. Set appropriate career and college-ready goals with timelines that identify effective means for achieving those goals; 5. Help students access education and career options;

6. Integrate strong academic content into career-focused courses and applied and experiential learning opportunities and

integrate relevant career-focused courses and applied and experiential learning opportunities into strong academic content;

7. Help identify and access appropriate counseling and other supports and assistance that enable students to complete required coursework, prepare for postsecondary education and careers, and obtain information about postsecondary education costs and eligibility for financial aid and scholarship;

8. Help identify collaborative partnerships among prekindergarten through grade 12 schools, postsecondary institutions,

economic development agencies, and local and regional employers that support students' transition to postsecondary education and employment and provide students with applied and experiential learning opportunities; and

9. Be reviewed and revised at least annually by the student, the student's parent or guardian, and the school or district to ensure

that the student's course-taking schedule keeps the student making adequate progress to meet state and local academic standards and high school graduation requirements and with a reasonable chance to succeed with employment or postsecondary education without the need to first complete remedial course work.

(b) A school district may develop grade-level curricula or provide instruction that introduces students to various careers, but must

not require any curriculum, instruction, or employment-related activity that obligates an elementary or secondary student to involuntarily select or pursue a career, career interest, employment goals, or related job training

(c) When assisting students in developing a plan for a smooth and successful transition to postsecondary education and employment, districts must recognize the unique possibilities of each student and ensure that the contents of each student's plan reflect the student's unique talents, skills, and abilities as the student grows, develops, and learns.

Educators must possess the knowledge and skills to effectively teach all English learners in their classrooms. School districts must provide appropriate curriculum, targeted materials, professional development opportunities for educators, and sufficient resources to enable English learners to become career and college-ready.

Access the Planning for Students’ Successful Transition to Postsecondary Education and Employment (120B.125) Toolkit on the following pages:

College and Career Planning Resources page (http://education.state.mn.us/MDE/EdExc/CollegePlan/index.html) College and Career Readiness page (http://education.state.mn.us/MDE/StuSuc/CollReadi/index.html) College and Career Preparation page (http://education.state.mn.us/MDE/JustParent/CollPrep/index.html) Career and Technical Education page (http://education.state.mn.us/MDE/StuSuc/CareerEd/index.html)

The Planning for Students’ Successful Transition to Postsecondary Education and Employment (120B.125) Toolkit is a resource for teachers, counselors, parents, and administrators to utilize for materials, tools and strategies to support student career development. As with any specific curriculum, resource or strategy, the Minnesota Department of Education does not endorse those listed in the toolkit, but rather, the toolkit is a compilation of career development suggestions from educators and professionals working in the fields of secondary, postsecondary and the workforce. Schools and districts are encouraged to apply their local policies, evaluation criteria and review processes when considering and determining any resource listed in the toolkit. Legislation does not require the Planning for Students’ Successful Transition to Postsecondary and Employment plan to be submitted to the Minnesota Department of Education. Effective the 2013-2014 school year, with the addition of new requirements in the 2014-2015 school year, districts must work to implement all legislative elements for all students starting no later than grade 9. Districts should examine elements already in place and devise plans to implement all legislated requirements for all students. Districts should determine their own means for implementing, selecting resources, reviewing, and record

keeping of the students’ plans.

For further information or questions, please contact:

Al Hauge Career Development Work Based Learning Specialist Office of College and Career Success Minnesota Department of Education Phone: (651) 582-8409 Email: [email protected]

Beth Barsness

High School Specialist

Office of College and Career Success

Minnesota Department of Education

Phone: (651) 582-8336

Email: [email protected]

7/29/14

http://education.state.mn.us/MDE/EdExc/CollegePlan/index.html

http://education.state.mn.us/MDE/StuSuc/CollReadi/index.html

http://education.state.mn.us/MDE/JustParent/CollPrep/index.html

http://education.state.mn.us/MDE/StuSuc/CareerEd/index.html



Documents

Advancing Career and Technical Education in State and … Building Cross agency and Community Partnerships- 11:40-12:30 pm MN Career Pathway Initiative Updates—[Working Lunch] 1