Early College & Career Credential Toolkit · Early College & Career Credential Toolkit ... the ultimate outcome of having students academically prepared for college and career

Early College & Career

Credential ToolkitMarch 2014

v.1.0

Office of College & Career Success

Toolkit Overview

Early College and Career Credential (ECCC) Toolkit Overview Page 1‐2 Early College and Career Credential (ECCC) Programs at a Glance Page 3 Case Studies‐Integrating Early College and Career Programs Pages 4

Analyzing Your School’s Offerings Guiding Questions Page 5 Early College and Career Credential Scorecard – How to Read Page 6‐7 Early College and Career Credential Scorecard – Example Page 8‐9

Program Overview

Advanced Placement (AP) Pages 10‐11 Career and Technical Education (CTE) Pages 12‐13 Dual Credit (DC) Pages 14‐15 Dual Enrollment (DE) Pages 16‐17 International Baccalaureate (IB) Pages 18‐19

Table of Contents

Toolkit Overview

Early College and Career Credential (ECCC) Toolkit

This toolkit aims to help every school and network create a plan to ensure that every student has access to Early College and Career Credentials. The need for increased college and career guidance in our public high schools is greater than ever. The Chicago Public Schools’ goal is to ensure that every student, in every school and in every neighborhood graduates from high school prepared for college and career. CPS understands that there is no such thing as “one-size fits all” when it comes to program options and has worked to develop a number of initiatives and programs to help boost student achievement. The Office of College and Career Success provides access to rigorous and relevant college-level and career-focused programs that result in post-secondary credit, professional credentials, and work-based learning opportunities. Our goal is to provide programs that put each and every student on his/her pathway to becoming college and career ready. Furthermore, success in Early College and Career programs is included in the School Quality Rating Policy.

Early College and Career Credential programs support Pillar 1: High Standards and Rigorous Curriculum and Powerful

Instruction by offering schools programs that have rigorous curriculum that has been created and vetted by educational

and industry experts. This toolkit supports Pillar 2: Systems of Support that Meet Student Need by providing schools

information on programs that can be customized to support the needs of the students in their building.

This toolkit has been created to help schools create an early college and career strategy that will enable them to reach

the ultimate outcome of having students academically prepared for college and career.

Alignment to CPS Vision, Pillars, and 5-Year Action Plan

Overview

1 Early College and Career Credential Toolkit

• Advanced Placement: College‐level courses certified by the College Board that students take while still in high

school • Career and Technical Education: Career‐focused programs that prepare students for multiple entry points into

their future careers • Dual Credit: College‐level courses offered to students in various CPS high schools and taught by CPS teachers

who are approved as City Colleges adjunct professors • Dual Enrollment: College courses that are open to high school students and are taken at one of the City Colleges

of Chicago campuses • International Baccalaureate: An academically challenging and balanced programme of education designed to

address the intellectual, social, emotional and physical well‐being of students

The School Quality Rating Policy (SQRP) is the Board of Education’s Policy for evaluating school performance. It establishes the indicators of school performance and growth and the benchmarks against which a school’s success will be evaluated on an annual basis. Earning Early College and Career Credentials is a portion of the new SQRP. Schools earn up to 5 points, based on the percentage of graduates who have earned at least one credit from an approved early college course, a 3+ on an AP exam, a 4+ on an IB exam, or an approved career certification, as shown below. Students meeting multiple criteria are only counted once in the measure.

High School Performance Indicator 5 points 4 points 3 points 2 points 1 point Percent of graduates earning a 3+ on an AP Exam, a 4+ on an IB Exam, an Approved Early College Credit and/or an Approved Career Credential

40% or higher Between 30% and 39.9%

Between 20% and 29.9%

Between 10% and 19.9%

Less than 10%

Additionally, the SQRP now also measures college enrollment and persistence. Earning Early College and Career Credentials increases students’ likelihood of both enrolling in and completing college.

Early College and School Quality Rating Policy

Early College and Career Credential Program Descriptions

2Early College and Career Credential Toolkit

Early College and Career Credential Programs at a Glance

Advanced Placement

(AP)

Career & Technical Education

(CTE) Dual Credit

(DC) Dual Enrollment

(DE)

International Baccalaureate

(IB)

Brief Overview

College-level courses students take while in high school that are certified by the

College Board

46 career-focused programs that

prepare students for multiple entry points

into their future careers

College-level courses offered to students in

high school, taught by CPS teachers who are certified

as City Colleges adjunct professors

College courses open to high school students that take place on one of the

seven City College campuses

Rigorous and challenging programs of

international education and assessment aimed at developing inquiring,

knowledgeable, and caring students

Current Reach

15,500 students

92 schools

15,991 students

61 schools

1,100 students

30 schools

1,350 students

81 schools (open to all)

1,700 students

14 schools

Benefits to students

Earn college credit

Exposure to college rigor and expectations

34 course offerings

Strong national recognition

Earn college credit

Earn industry certification

Paid internships

Exposure to career planning

Earn college credit

High student success rate

Can help prepare students for AP

Earn college credit

High student success rate

Experience a real college class

Enroll in courses not available at high school

Earn college credit

The IB diploma is widely recognized by the world’s leading universities

Experience international perspectives

Student Outcomes

39.6% of all exams in 2013 scored at 3+

77.5% of 2012

graduates who took 2+ AP classes

enrolled in college

3,000+ certifications earned in 2013

60.4% of 2012

graduates enrolled in college

79% of students earned college credit in 2013

87% of students earned college credit in 2013

In 2013, 58% of IB subject scores were 4 or

higher

79.1% of 2012 IB graduates enrolled in

college

Targeted Grades

11-12 9-12 11-12 11-12 11-12

How students earn SQRP eligible credentials?

A student must take an AP course AND

must earn a score of 3 or better on the corresponding AP

exam

A student must be enrolled in an approved CTE

program and must earn an SQRP eligible

certification related to the program of study

A student* must complete an approved Dual Credit course with

a final grade of C or better

*Qualifying ACT/COMPASS score

may be required

A student* must complete an approved Dual Enrollment course

with a final grade of C or better

*Qualifying ACT/COMPASS score

may be required

A student must take an IB DP course and earn a score of 4 or better on the corresponding IB exam

How schools can offer this program?

Contact the Office of Magnet, Gifted, & IB

Program must be approved via an

annual application process

Program must be approved via annual application process

Students must apply to participate; no

requirements for an individual school

CPS is not currently accepting applications

for new programs

Teacher Reqs

Teachers must attend approved

College Board Professional

Development

Teacher eligibility varies, but is generally

based on work experience and education-level

Teachers must qualify as adjunct faculty at City Colleges and generally must hold a Master’s

Degree in content area

Not applicable

Teachers must attend approved International

Baccalaureate Professional

Development

Contact Mark Klimesh

[email protected] Susan Gann

[email protected] Josh Kaufmann

[email protected] Josh Kaufmann

[email protected] Sara Leven

[email protected]

Further information on the SQRP can be found here: https://sites.google.com/a/cps.edu/kc/resource-allocation/school-quality-rating-policy?pli=1


https://sites.google.com/a/cps.edu/kc/resource-allocation/school-quality-rating-policy?pli=1

CASE STUDIES – INTEGRATING EARLY COLLEGE AND CAREER PROGRAMS

Prosser Career Academy has a strong history of CTE programs, offering 9 different career options. In 1999 Prosser received authorization from the International Baccalaureate Organization to offer the Diploma Programme (DP), one of the multiple IB program options. Since then, their program has grown from a small cohort of students to what is now one of the larger Diploma Programmes in CPS. There are currently 104 junior and senior students enrolled in the DP. In 2012, Prosser became the first IB World School in the State of Illinois to be authorized to offer the IB Career‐related Certificate (IBCC). Offering the IBCC was the perfect way to expand options for its students and provide a unique pathway of learning that combines career and college. Today they have one of the largest IBCC cohorts in the United States. Seventy junior and senior Prosser students are currently enrolled in the IBCC. Students are extremely excited to be a part of this pioneering program and feel as if they are more well‐rounded and able to challenge themselves in both career and college prep courses.

Foreman High School has done an excellent job of integrating its Dual Credit and Advanced Placement programs. Foreman enrolls many of its juniors in Dual Credit Math 143 – Precalculus. Students take this course as a double‐period math class in order to gain enough seat time to earn six credit hours. Students who are successful in the Dual Credit course then progress to AP Calculus AB. Foreman also offers Math 118, College Math, to seniors who meet the entrance requirements. Credit for Math 118 fulfills many colleges’ general education requirement for math in most non‐STEM degrees. The administration at Richards Career Academy was thoughtful in their selection of courses and designed their offerings to provide students the opportunity to attain college and career credentials. Demonstrating that college and career courses are not mutually exclusive, Richards worked with the Office of Early College and Career Education to enhance their CTE Pre‐Law program by adding a Dual Credit component.

The addition to the program enables seniors enrolled in the four year Pre‐Law program to earn three college credits through the Dual Credit course, Introduction to Investigation, during their Spring semester. Students who successfully complete the four‐year program are also eligible to earn six college credits through a citywide articulation agreement after graduation. Students that plan to enroll at the City Colleges of Chicago after graduation with an intended Criminal Justice major will have completed three of their core required classes, earning nine college credits total.

During the SY2014‐15, a Dual Credit Criminal Justice class will be offered at the junior and senior levels. In collaboration with the City Colleges of Chicago, Richards was able to align its CTE program to a college major.

Hubbard High School is a model of how to successfully integrate an International Baccalaureate Programme and the Advanced Placement program to maximize the opportunity for their students to experience rigorous, challenging courses.

Hubbard became an IB World School in 1998, with their first graduating class of DP students in 2000. Introducing the Diploma Programme at Hubbard has allowed more students to gain access to advanced courses while in no way compromising their viable AP program. In fact, the AP options have only increased over time. In 2006‐07 Hubbard offered five AP courses with 187 exams taken. In May 2013 students at Hubbard took 398 exams in seven different courses with multiple sections in courses; while at the same time 156 IB exams were taken by their DP candidates. While the IB Diploma Programme at Hubbard requires students to take all advanced level courses in their junior and senior year of high school, Advanced Placement promotes open access to students who may excel in only one or two academic disciplines. In addition, by offering both programs they have found a way for IB students to also take one or more AP exams in certain subjects, such as Spanish and Biology.

AP and Dual Credit

CTE , Dual Credit and Articulated Credit

AP and IB

IB and CTE


Analyzing Your School’s

Current Offerings

This toolkit provides information and data to help you understand the current state of your school’s current Early College and Career Credential programs and to identify opportunities for expanding access to these programs. As you review the toolkit and scorecard, please keep these questions in mind and use the space below to help you develop a plan of action that best fits the needs of the students in your school.

How many students are you currently serving in your Early College and Career Credential programs?

o Are you on track to have at least 40% of your graduating class leave high school with a credential (per SQRP guidance)?

o Are students in your school qualified to participate in Early College and Career Credential programs but not enrolled? If so, which ECCC programs are you best positioned to add, e.g., based on teacher qualifications, student qualifications, proximity to City Colleges, etc.?

o What are your AP participation rates? Are students earning college credit in AP (scoring 3+ on the exam)? Is there an opportunity to increase the number of students earning college credit through additional dual credit or dual enrollment course options?

o Have you surveyed students about interest in career pathway coursework? Do students have access to career specific coursework that interests them through CTE or a City College? If not, is there an opportunity to add CTE programs or offer CTE dual enrollment options?

Does your school offer a variety of Early College and Career Credential programs to meet the diverse needs of your students and their interests?

o What are the postsecondary paths chosen by your students, and are you tailoring your course offerings to best support these? Some considerations:

• Dual credit/dual enrollment is very transferable for college credit at in‐state colleges, but not at out‐of‐state colleges

• AP credit is more often accepted at out‐of‐state institutions and with highly selective post‐secondary institutions

• CTE courses can accelerate students significantly in post‐secondary education and employment in a particular career path – most courses are aligned with City Colleges curriculum

o How are you maximizing access to these programs? For example, is your school located close to a City Colleges of Chicago campus, thereby facilitating access to Dual Enrollment?

What method do you use to ensure that students/parents are well‐informed about program offerings and their benefits? Are your programs full or do you need to adjust your strategy to garner more interest?

Based on your faculty composition/qualifications, how can your school expand access to Early College and Career Credential options?

Guiding Questions


Sample H

SEARLY CO

LLEGE AN

D CAREER CRED

ENTIAL PRO

FILE (SPRING 2014, PG

1)

Seniors (ACT)

Juniors (PLAN

)Sophm

ores (EXPLO

RE)Total

AP [May '13]

Tookclass

Passed class

Sat AP exam

Passed (3+ on exam

)Art: 2D Design

367%

Art: 3D Design1

100%English Language

3594%

11011%

English Literature53

96%76

11%Psychology

8799%

8525%

Dual Credit [SY '12‐'13]

took classPassed

Spanish Language66

80%US History

4295%

617%

Dual Enrollm

ent [SY '12‐'13]Passed

Art0%

Biology67%

CHLD DV0%

English38%

Math

83%Speech

33%

Num

ber of unique students who…

Took an AP class170

Took a Dual Credit class0

Took an AP exam171

Took a Dual Enrollment class

21Took a class and/or exam

171

Num


135

No. of students scoring 19+ in

READING [Spring 2013]

16158

33252

Dual Credit &

Dual

Enrollment Q

ualification

No. of students w

ho took class

1


MATH [Spring 2013]

8935

11

31863

3824

1240

1813

5015

3521

1723

102

2362

50

2017

19

1118

30

7

180

7959

41

3138

16

0

13

00

4

0 50

100

150

200

250

300

350

<1414

1516

1718

1920

2122

23>23

Number of students

914

2439

62

2222

2521

817

4341

1729

63

68

4820

1020

44

7

93

56

62

83

83

57

144

6

31

1

0 50

100

150

200

250

<1414

1516

1718

1920

2122

23>23

Number of students

ACTPLANEXPLO

RE

MATH

ACT, PLAN, and EXPLO

REscores

Nearly qualified ‐take com

passQualified for DC &

DE


passQualified for

READING ACT, PLAN

, and EXPLORE

6

Sample H

SEARLY CO

LLEGE AN

D CAREER CRED

ENTIAL PRO

FILE (PG 2)

Notes

Broadcast Technology & Digital M

edia191

6618

C.P.F.T.A.3

11

Construction and Architecture229

6748

Culinary and Hospitality92

2914

ENGLISH

MATH

Information Technology

8425

0Doe, John (Ph.D)

Swift, Taylor (M

.A.)LPN

11

0Sm

ith, Sally (M.A.)

Manufacturing

6617

11Transportation

15644

0

SOCIAL SCIEN

CESm

ith, John (M.A.)

SCIENCE

ENGINEERIN

GDoe, Jane (M

.A.)Escalante, M

ia (M.A.)

FOREIG

N LAN

GUAG

EIT

PEBU

SINESS

Visual Arts27

11%CTE

Bryan, Luke (M.A.)

Spanish B54

91%Math Studies

7989%

HEALTHCAREIT in a G

lobal Society25

72%History

5336%

English A Literature61

87%Biology

534%

Took an IB exam99

Content‐expert teachersNam

e (level of highest degree in content) [SY '13‐'14]

IB [M

ay '13]Sat IB exam

Passed (4+ on exam

)

Seniors enrolled

Num


CTE [SY '12‐'13]Students enrolled

Grads

w/SQ

RP cert


Sample H

SCO

LLEGE AN

D CAREER PRO

FILE (SPRING 2014, PG

1)

Seniors (ACT)

Juniors (PLAN

)Sophm

ores (EXPLO

RE)Total

AP [May '13]

Tookclass

Passed class

Sat AP exam

Passed (3+ on exam

)Art: 2D Design

367%

Art: 3D Design1

100%English Language

3594%

11011%

English Literature53

96%76

11%Psychology

8799%

8525%

Dual Credit [SY '12‐'13]

took classPassed

Spanish Language66

80%US History

4295%

617%

Dual Enrollm

ent [SY '12‐'13]Passed

Art0%

Biology67%

CHLD DV0%

English38%

Math

83%Speech

33%

Num


Took an AP class170

Took a Dual Credit class0

Took an AP exam171

Took a Dual Enrollment class

21Took a class and/or exam

171

31863

Dual Credit &

Dual

Enrollment Q

ualification

No. of students w

ho took class

1


MATH [Spring 2013]

8935

11135


READING [Spring 2013]

16158

33252

Num


3824

1240

1813

5015

3521

1723

102

2362

50

2017

19

1118

30

7

180

7959

41

3138

16

0

13

00

4

0 50

100

150

200

250

300

350

<1414

1516

1718

1920

2122

23>23

Number of students

914

2439

62

2222

2521

817

4341

1729

63

68

4820

1020

44

7

93

56

62

83

83

57

144

6

31

1

0 50

100

150

200

250

<1414

1516

1718

1920

2122

23>23

Number of students

ACTPLANEXPLO

RE

MATH

ACT, PLAN, and EXPLO

REscores


passQualified for DC &

DE


passQualified for

READING ACT, PLAN

, and EXPLORE

How

to Interpretand Use the

Early College and Career Credentail ProfileData under green headingsrepresent eligibility data

Things to consider:How

many students are ready to

participate in Dual Credit or Dual Enrollm

ent?

This school has 124 juniors and seniors w

ho are college ready in math. Individual breakdow

ns by EPAS score and grade level are below

.

Things to consider:Are students participating and successful in Dual Credit or Dual Enrollm

ent?

This school has no Dual Credit program and only a

handful of students taking Dual Enrollment, but w

ith good success. There m

ay be an opportunity for grow

th, especially if it is located near a City College.

Thingsto consider: Are students participating and successful in AP? Can AP and Dual Credit/Dual Enrollm

ent support each other?

This school has significant numbers of

unique students (170, see below) taking and

passing AP courses. However, the school

has an enrollment of 1,120. How

can more

students gain access to these opportunities?

124 upperclassmen are eligible for college‐

level math, yet none took any type of AP

math course. Could M

ath 143 (Dual Credit Precalculus) be used to support the AP course sequences? Could M

ath 118 (College Math, aka M

ath for non‐majors) provide

college credit to students who are not

interested in STEM careers?

Data lightblue headingsrepresent are all outcom

e data

8

Sample H

SEARLY CO

LLEGE AN

D CAREER CRED

ENTIAL PRO

FILE (PG 2)

Notes

Broadcast Technology & Digital M

edia191

6618

C.P.F.T.A.3

11

Construction and Architecture229

6748

Culinary and Hospitality92

2914

ENGLISH

MATH

Information Technology

8425

0Doe, John (Ph.D)

Swift, Taylor (M

.A.)LPN

11

0Sm

ith, Sally (M.A.)

Manufacturing

6617

11Transportation

15644

0

SOCIAL SCIEN

CESm

ith, John (M.A.)

SCIENCE

ENGINEERIN

GDoe, Jane (M

.A.)Escalante, M

ia (M.A.)

FOREIG

N LAN

GUAG

EIT

PEBU

SINESS

Visual Arts27

11%CTE

Bryan, Luke (M.A.)

Spanish B54

91%Math Studies

7989%

HEALTHCAREIT in a G

lobal Society25

72%History

5336%

English A Literature61

87%Biology

534%

Took an IB exam99

Num


CTE [SY '12‐'13]Students enrolled

Grads

w/SQ

RP certContent‐expert teachersNam

e (level of highest degree in content) [SY '13‐'14]

IB [M

ay '13]Sat IB exam

Passed (4+ on exam

)

Seniors enrolled

Things to consider:Are students participating and successful w

ithCTE

courses and certifications? Can students pursue CTE related courses in Dual Enrollm

ent to earn additional credentials?

The school could apply to add a CTE program to provide

College and Career opportunities to students not taking AP, or could organize a cohort of students to take Dual Enrollm

ent CTE courses.

CPFTA and LPN are after‐school CTE program

s that are off site.

Things to consider:Are students participating and successful in IB courses? For students not pursuing the full IB Diplom

a, could CTE, Early College, or AP be used to offer College and Career credentials for students?

For schools without IB this section w

ill be blank.

Things to consider:Who in this school is qualified to teach Dual Credit?

This school has teachers in multiple content areas w

ho could becom

e adjunct faculty and offer dual credit.

Use this section to take

notes and answer the

question of how can

this school create the best options to ensure that all students leave high school with an Early College and

Career Credential?

For example:

This school has a strong AP program

that serves many,

but not all, of its students. Dual credit, dual enrollm

ent, or CTE could be leveraged to expand opportunities to m

ore students.

Additionally, dual credit could be leveraged to expand opportunities in math and bolster an AP


Program Overviews

ADVANCED PLACEMENT (AP)

The Advanced Placement (AP) program offers 34 different college-level courses to high school students. AP courses are

offered across a wide-range of topics including art, English, math, science, social sciences and world languages. Each AP

class concludes with an AP exam that measures a student’s mastery of the material studied during the year. AP offerings

are regulated by the College Board. Courses are taught by high school teachers who implement syllabi approved by the

College Board.

Schools can offer any approved AP course, but should aim to offer a broad range of AP courses to address student needs.

Considerations in offering AP course selection include:

Offer challenging courses to high achieving and motivated students

Students likely to major in that content area

Courses should have a defined pre-AP component

Student interest

Teacher capacity

AP course offerings should follow the recommended AP course sequence guide (available at chooseyourfuture.org). Schools may also choose to offer Dual Credit as an AP preparatory class.

Selecting a teacher for AP should be based on his/her interest, availability, and certification requirements. AP science and calculus courses require the teacher to have a major in the content area. All other AP courses require that the teacher have at least a minor in the subject being taught. Once a qualified teacher is identified, that individual must attend the five-day summer institute before the course is implemented. AP teachers are also required to attend the institute each time the course is redesigned, which occurs every three to five years. Attendance to annual professional development opportunities offered by CPS is also required.

AP course enrollment should be student “self-selected.” AP courses are for any student who is academically prepared

and motivated to take on college-level courses. Some AP classes have a recommended set of courses that should be

completed as prerequisites before enrollment.

Most often AP courses are taken by students in grades 11 and 12, but students in grades 9 and 10 are not prohibited

from enrolling. Guidance from teachers and counselors outlining student workload, time commitment, and

responsibilities is important.

Many schools have a contract outlining student and school responsibilities that must be signed by the student and

parent/guardian in the first week of class.

What is Advanced Placement?

What courses can I offer? What is the sequencing?

Who can teach AP and what is the support for AP teachers?

Which students can/should participate in AP?


AP gives students the opportunity to earn college credit while still in high school.

AP classes help prepare students for the kind of work they’ll be expected to do in college courses.

In AP, students engage in discussions and projects, going beyond memorizing facts and figures.

Taking an AP class signals to colleges that the student has what it takes to succeed in an undergraduate environment.

Currently over 90% of colleges and universities award college credit for exam scores of 3+.

If students do earn college credit, it can reduce tuition costs by waiving pre-requisite courses.

AP courses offer admissions officers a consistent measure of course rigor across high schools, districts, & states.

There are multiple costs associated with implementing an AP course. These costs include:

Teacher five-day summer institute, $570-650, every 3 to 5 years (paid by school)

Textbooks, $100-125 per book (paid by school)

One day teacher institutes, $225 + cost of substitute teacher , offered twice per year (paid by school)

AP exam fees, $81 per exam (paid by student); except for students with Free/Reduced whose costs are covered by the state and the College Board

AP coordinator, usually a person already at the school such as a counselor (paid by school)

All that is needed for most AP courses is a standard classroom. However, AP science courses require labs designed for students to work in small groups (3-4) with gas, water, and electricity. Also, College Board approved computer software is required for all AP language courses and exams. If you would like to have an AP course at your school you should contact Mark Klimesh, who will help walk you through the following steps: Step 1: Determine which course or courses are appropriate to offer to your students Step 2: Select a qualified teacher Step 3: Recruit and schedule students Step 4: Obtain course materials Step 5: Complete the AP Course Audit requirements Step 6: Send your teacher to AP summer institute Step 7: Launch the AP course Check out the following websites for more information on AP: www.apcentralcollegeboard.org www.collegeboard.com Mark Klimesh AP Program Coordinator 773-553-5153 [email protected]

What are the benefits of AP?

Do I need any special classrooms to have AP courses?

I think AP is right for my school, now what do I do?

What will it cost for my school to have an AP course?

I have more questions, who should I contact?

Is there anywhere I can go to learn more?


http://www.apcentralcollegeboard.org/

http://www.collegeboard.com/

mailto:[email protected]

CAREER & TECHNICAL EDUCATION (CTE)

Career and Technical Education (CTE) is a program that introduces high school students to and prepares them for the career they may pursue as adults. There are approximately 40 different career pathways from which students choose to study.

CTE gives students the opportunity to apply knowledge they gain in core classes to real-life scenarios. Students are also able to complete hands-on work in state-of-the-art labs tailored to support their CTE pathway. Broken down to its core, CTE includes:

2-4-year sequence of courses

Work-based learning experiences (job shadows, paid internships, etc…)

Exposure to career and college options in their pathway

Targeted preparation to earn industry-recognized certifications and credentials aligned to each pathway

CTE programs are grouped into the following 12 career clusters: Agriculture, Business & Finance, Construction & Architecture, Culinary & Hospitality, Education, Health Science, Information Technology, Law, Manufacturing, Media & Communication Arts, Personal Care Services, and Transportation. Each program has its own 2 – 4 year sequence of courses that students will take.

Each CTE program begins with an orientation level course which introduces students to basic information and skills related to the program of study. Students then progress to the training levels that offer in-depth skill-training in the specific content area. Most student certifications are earned in the training levels of each program.

Teacher eligibility varies by CTE program. CTE teacher requirements include:

the appropriate ISBE Educator License in the CTE area to be taught

2,000 to 8,000 hours of paid industry work experience outside of education in the CTE area to be taught

industry recognized certification in the CTE area to be taught

CTE provides opportunities for instructional coaching to all CTE teachers, especially those new to teaching. CTE teachers are expected to attend Cluster meetings and Symposiums held 3-4 times per year. In August of each year, CTE hosts its annual CTE Institute to update teachers on current trends and happenings in CTE. For more information, visit: http://www.chooseyourfuture.org/sites/default/files/cte-guide-hiring-process-credentials-2011-8-22.pdf

All CTE programs are programs of choice, which a student decides to enroll in based on his/her interest in a particular

career. Admission into a CTE program depends on the type of program a school offers.

CTE College and Career Academy enrollment is managed through a centralized citywide application and

admissions process managed by the Office of College and Career Success (OCCS) and the Office of Access and

Enrollment (OAE). All interested students must apply during their 8th grade year through a lottery admissions

system.

Neighborhood CTE Programs determine their own admissions process that draws from students currently

enrolled in their school.

Some CTE programs are considered honors level and preference is given to student with a 5/5 stanine in reading and

math. Many schools have a contract outlining student and school responsibilities that must be signed by the student and

parent/guardian in the first week of class.

What is Career & Technical Education?


Who can teach CTE and what are the professional development opportunities for CTE teachers?

Which students can/should participate in CTE?


http://www.chooseyourfuture.org/sites/default/files/cte-guide-hiring-process-credentials-2011-8-22.pdf

Approximately 16,000 students participate in CTE earning over 3,000 industry-recognized certifications in 2013

Nearly all students who complete a CTE program go on to graduate (97%)

Students who complete a CTE program enroll in college at a higher rate than the district average (CTE = 60%, District = 56%)

CTE students can earn college credit through our partnerships with City Colleges of Chicago and other postsecondary institutions

CTE students have the opportunity to engage in work-based learning experiences (i.e., paid internships, job shadows, etc.) with professionals in their field

Schools are expected to provide the same support to CTE programs as they would any other course/program. Schools are responsible for funding the teacher and textbooks. CTE provides each program with supplemental funding to be used on program specific supplies and equipment that will be used by students. Depending on the size and scope of the CTE programs, partial funding may be available for CTE for Academy Coordination support. Costs to students vary by CTE program and are usually limited to minimal lab cost fees. CTE industry certifications are grant funded for students when funds are available.

Many CTE programs require the use of two separate classrooms. One is to be set up as a traditional classroom, the other will be the lab space that houses industry-related equipment. There is an annual CTE program application process that can be submitted to request capital funding to aid lab build outs. Capital investment to build-out or upgrade current facilities is considered/approved based on available funding. Annually, the Office of Early College and Career Education accepts applications from high schools that are interested in opening new CTE programming through a CTE Academy(s) or Program(s). The Chicago Public Schools looks for high schools to implement innovative approaches to their CTE programming. Schools should only apply for the CTE programs that are supported by labor market needs, provide students with rigorous college prep opportunities and are considered fiscally conservative with the equipment and capital needs. The application period is now closed. The next application should be available in December 2014. For more information on CTE at CPS, please go to http://chooseyourfuture.org/staff/cte Susan Gann Senior Manager of Career & Technical Education Phone: 773-553-1038 Email: [email protected]

What does CTE do for my students?

Do I need any special classrooms to have CTE courses?

I think CTE is right for my school, now what do I do?

What will it cost for my school to have an CTE course?




http://chooseyourfuture.org/staff/cte


DUAL CREDIT (DC)

Through a partnership with City Colleges of Chicago (CCC), high school students can take courses for high school and college credit at no cost. Courses are taught at the student’s high school by a CPS teacher who is a qualified City Colleges adjunct faculty. Participating high schools can offer courses such as math, biology, English, chemistry, foreign languages, humanities, social sciences and more.

Most Dual Credit courses will transfer but it is always at the discretion of the postsecondary institution. The majority of Dual Credit courses are part of the Illinois Articulation Initiative (IAI), a statewide transfer agreement, which ensures transfer among more than 100 participating college or universities in Illinois. Dual Enrollment students are encouraged to enroll in IAI approved general education courses like English, math, social science and psychology that are transferrable to many four year colleges and universities. For more information on IAI, see: http://www.itransfer.org/IAI/container.aspx?file=iai

Courses may be offered as a semester long course or a course spanning the school year. To offer a course that is more than 3 credit hours in one semester, the course may require a double period to ensure enough instructional time.

AP and Dual Credit can be sequenced to support each other. For example, several of our schools offer Dual Credit Pre-calculus to students in their junior year, and then AP Calculus in their senior year.

Only juniors and seniors who meet CCC eligibility requirements may be scheduled in a dual credit class (qualifications listed below). There are several ways to schedule students to ensure that only qualified students participate in a class.

1. Have students take Compass in spring and schedule students in appropriate courses for the following semester.

2. Some schools have created a course sequence over the course of a year that allows students to move into a Dual Credit class in the spring semester if they qualify. For example, a school can schedule two sections of CPS senior math at the same time of the day. At the end of the first semester, the students take Compass and those who qualify for dual credit move into a single section of DC Math 118. The other students remain in senior math and work to improve their math skills and pass the Compass exam before they graduate.

To qualify for dual credit:

Students must be a junior or senior in high school

Some courses require qualifying scores: o For Math courses with a requirement, students must have scored : ACT Math>= 21 or COMPASS exam o For English courses with a requirement, students must have scored: ACT Reading>= 19 and e-Write or

COMPASS exam with e-Write

Students are required to have parental permission and must not have failed or withdrawn from a previous Early College class

What is Dual Credit?


Which students can participate in DC?

Can I transfer my Dual Enrollment Credits to another college?


http://www.itransfer.org/IAI/container.aspx?file=iai

Credentials must be reviewed and approved by City Colleges of Chicago. Generally a Master’s degree in the content

area is required. In some cases a Master’s degree with 18 graduate hours in the content area will suffice.

Gives students the opportunity to earn college credit while still in high school

Accelerates path to obtaining a college degree

Reduces cost of higher education

Increases college enrollment rate and persistence

Opportunities to improve GPA, as courses are weighted like AP and IB

Schools must cover the cost of text books. The average cost of text books range from $60-$300 per student. For most courses a typical classroom setting will suffice. However, certain classes may have additional requirements. For example, chemistry and biology courses must have suitable laboratory facilities. Step 1: Determine which courses you want to offer based on student and teacher eligibility Step 2: Select a qualified teacher and Dual Credit liaison Step 3: Apply to offer Dual Credit by filling out CCC Dual Credit application Step 4: School staff attend Compass training and install Compass software Step 5: Determine eligible students (via Compass or ACT scores) Step 6: Register students for CCC coursework Step 7: Teacher completes CCC hiring process and attends PD with DC liaison Step 8: Obtain course materials Step 9: Launch DC course Check out the following website for more information on Dual Credit: http://www.ccc.edu/programs/Pages/Dual-Credit-with-CPS-High-Schools.aspx Joshua Kaufmann Chadra Lang Senior Manager of Early College Initiatives Project Manager of Early College Initiatives 773-553-3275 773-553-5366 [email protected] [email protected]

What does Dual Credit do for my students?

Do I need any special classrooms to have Dual Credit courses?

I think Dual Credit is right for my school, now what do I do?

What will it cost for my school to have a Dual Credit course?



Which teachers are eligible?


http://www.ccc.edu/programs/Pages/Dual-Credit-with-CPS-High-Schools.aspx



DUAL ENROLLMENT (DE)

The Dual Enrollment program allows CPS high school students to enroll in college courses at one of the seven City Colleges of Chicago (CCC) campuses. Students may enroll in one course per semester. Students earn both college and high school credit. The credits earned are transferable to many four-year colleges and universities. Each City College campus offers 100 free seats to high school students each semester.

Most Dual Enrollment courses will transfer but it is always at the discretion of the postsecondary institution. The

majority Dual Enrollment courses are part of the Illinois Articulation Initiative (IAI), a statewide transfer agreement

which ensures transfer among more than 100 participating college or universities in Illinois. Dual Enrollment students

are encouraged to enroll in IAI approved general education courses like English, math, social science and psychology that

are transferrable to many four year colleges and universities. For more information on IAI, see:

http://www.itransfer.org/IAI/container.aspx?file=iai (IAI link)

A qualified student is able to take any course in the CCC catalog for which he or she meets the prerequisites. We recommend IAI approved courses: math, English, biology, chemistry, social sciences, foreign languages, humanities, psychology, and more. With permission from school administration, students are able to take dual enrollment courses during school hours. For example, students may start or end the school day by taking a dual enrollment course at a CCC campus. Courses are also offered in the evening and on weekends. Students also have the option to take a dual enrollment and dual credit course during the same semester.

To qualify for Dual Enrollment:

Student must be a junior or senior in high school, have a 90% attendance or more and 2.5 GPA or higher. If a student only meets one criterion, schools may send a letter of recommendation to request criteria be waived

Some courses require qualifying scores: o For Math courses with a requirement, students must have scored : ACT Math>= 21 or COMPASS exam o For English courses with a requirement, students must have scored: ACT Reading>= 19 and e-Write or

COMPASS exam with e-Write

Students are required to have parental permission and must not have failed or withdrawn from a previous Early College class

Gives students the opportunity to earn college credit while still in high school

Accelerates the path to obtaining a college degree

Reduces the cost of higher education

Increases college enrollment rate and persistence

Allows students to experience courses on a college campus

Opportunities to improve GPA, as courses are weighted like AP and IB

What is Dual Enrollment?

Can I transfer my Dual Enrollment Credits to another college?


Which students can participate in DE?

What does DE do for my students?


http://www.itransfer.org/IAI/container.aspx?file=iai

Students are required to pay for books and transportation, although schools have the option to cover these costs. The average cost of text books range from $60-$300. Step 1: Determine eligible students for Dual Enrollment

Option A: Install Compass at your school and test students in your school. To learn more, sign up for an Early College/Compass orientation. Contact [email protected] to register

Option B: Arrange for students to complete testing at a CCC campus Step 2: Recruit and schedule students for Dual Enrollment courses Step 3: Assist students with CCC registration process Step 4: Provide support to students enrolled in college courses (see below)

Create a cohort of college-going students

Advise students on recommended coursework that may satisfy CPS graduation requirements

Assign a teacher or counselor to ensure on track: go over syllabus, review assignments, connect with tutors if necessary

If possible, provide financial assistance to cover the cost of books and transportation Check out the following website for more information on DE: http://chooseyourfuture.org/dual-enrollment-program Joshua Kaufmann Chadra Lang Senior Manager of Early College Initiatives Project Manager of Early College Initiatives 773-553-3275 773-553-5366 [email protected] [email protected]

I think DE is right for my school, now what do I do?

What will it cost for my students to take a DE course?



How can my school best support students in Dual Enrollment?



http://chooseyourfuture.org/dual-enrollment-program



INTERNATIONAL BACCALAUREATE®(IB)

The International Baccalaureate® (IB) is a non-profit educational foundation, motivated by its mission, focused on the student. IB offers four programmes for students aged 3 to 19 aimed at developing the intellectual, personal, emotional and social skills students need to live, learn, and work in a rapidly globalizing world. The IB programmes produce learners who strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.

There are two IB programmes that are available to 11th and 12th grade students who are from a wide range of cultural, ethnic and socio-economic backgrounds.

IB Diploma Programme (DP) – an academically challenging and balanced programme of education with final examinations that prepares students for success at university and beyond.

IB Career-related Certificate (IBCC) –incorporates the vision and educational principles of the other IB Programmes into a unique offering specifically designed for students who wish to engage in career-related learning.

The IB course sequence will vary based on the school in which a student is enrolled.

Students in the full Diploma Programme must complete courses from 6 different subject groups, including English, world language, humanities, science, math, and the arts. Students must also take the Theory of Knowledge course; write a 4,000 word Extended Essay; and complete the creativity, action, and service requirement. Students not enrolled in the full Diploma Programme may also have the option of taking one or more IB courses. Students in IBCC are required to take two Diploma Programme courses, an IBCC core course – Approaches to Learning; and an approved career-related sequence of courses. IBCC students also complete a language development requirement, community service and a reflective project related to their career course of study.

Teacher selection is up to each principal. However, any teacher selected to teach IB must be endorsed in the subject area they are to teach and must undergo IB training. Teachers selected should be committed to participating in ongoing professional development offered through the IB organization. In addition, when an IB subject is revised every 5-7 years, teachers are required to complete updated training in their subject area.

It is up to each individual school to determine whether a student is prepared to enroll in the Diploma Programme or the

Career Certificate Programme. However, in general, IB students should be:

On-track to graduate

Motived to take rigorous course-work

Recommended by teachers

Students apply to be in the DP when they are in the eighth grade, but students at schools with DP who did not apply can

still be part of the DP if the school determines it is a good fit. Depending on the school, students interested in the IBCC

can apply when they are in the 9th or 10th grade.

What is International Baccalaureate?

What are the different IB programs for 11th and 12th grade students?

What classes do IB students take?

Which students can/should participate in IB?

Who can teach IB courses?


IB offers thorough, ongoing, and rewarding professional teacher training.

IB offers an international online teacher community.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional, and social growth through all domains of knowledge.

IB students develop a strong sense of identity, which helps them communicate with and understand people from diverse cultures.

The IB diploma is widely recognized by the world’s leading universities.

Over 1,000 North American colleges and universities recognize IB Diploma and exams for advanced credit and/or placement.

Nearly 120 postsecondary institutions now grant a full year of credit or its equivalent to students who have earned the IB diploma.

The cost of implementing IB differs from school to school depending on the programme being implemented, the number of students enrolled, and the courses offered. The bulk of the cost for each school is spent on annual IB fees, teacher training costs, and student assessment fees. Yes, schools implementing IB must have a comprehensive library and up-to-date science labs. Schools must also have computer labs, and art and/or music rooms (if applicable) to accommodate the needs of students in the program. Yes, you can visit the IB website for more details on IB: http://www.ibo.org/ The Magnet, Gifted and IB department is not accepting applications to expand IB offerings at CPS. Sara Leven Secondary Magnet and IB Schools Coordinator p. (773) 553-5426 e. [email protected]

What are the benefits of IB?

Do I need any special classrooms to have an IB programme?

Is there anywhere I can go to learn more about IB?

What does it cost to implement IB?


I think IB is right for my school, how can I bring it to my school?


http://www.ibo.org/


Documents

Early College & Career Credential Toolkit · Early College & Career Credential Toolkit ... the ultimate outcome of having students academically prepared for college and career