Fall Gathering

College of Central Florida in Ocala

WORKBOOK September 28, 2016

Libby Livings-Eassa

www.thedivergentgroup.com

Libby.livings-eassa@thedivergentgroup.com

FCRD 2016 | P a g e 1

Connecting The Dots In Our Short Time Together: Career Pathways 2016 View From the Hill: Legislation & Following the $$$$ Career Pathways As Key To $$$$ What are Pathways So What, Now What?

April 28, 2016

Dear Colleagues:

We are pleased to let you know that the Federal partnership regarding career pathways has been expanded and strengthened. We hope that you will continue to build similar collaborations at State, local, and tribal levels.

In April 2012, the U.S. Departments of Labor, Education, and Health and Human Services formed a Federal partnership and issued a letter of joint commitment to promote the use of career pathways to assist youth and adults with acquiring marketable skills and industry-recognized credentials through better alignment of education, training and employment, and human and social services among public agencies and with employers. In 2013, the U.S. Department of Transportation joined the partnership to advance career pathways in response to the anticipated hiring needs in the transportation sector.

Today, our Federal partnership has grown to include the agencies that are part of the Administration’s Skills Working Group (Working Group). This group, launched in November 2014 by U.S. Secretary of Labor Tom Perez, maintains momentum for the Administration’s Job- Driven Training Initiative, which seeks to assure that youth and adults completing our education and training programs have the skills businesses need. The Working Group comprises the White House National Economic Council, the Office of Management and Budget, and thirteen Federal agencies, including: the U. S. Departments of Agriculture, Commerce, Defense, Education, Energy, Health and Human Services, Housing and Urban Development, Interior, Justice, Labor, the Social Security Administration, Transportation, and Veterans Affairs (the Departments). The Working Group coordinates activities across these various agencies, including efforts to ensure that career pathways are available to all individuals, especially our nation’s low-skilled youth and adults, many of whom are already in the workplace.

This letter, which demonstrates the continued commitment of the Administration to promote career pathways, provides updated information and resources from the expanded Federal partnership to help States, regions, local entities, and tribal communities integrate service delivery across Federal and State funding streams. This letter also ensures that interested partners and agencies—whether focused on education, workforce development, or human and social services—are aware of this joint commitment for improved collaboration and coordination across programs and funding sources.

Too often, our systems for preparing low-skilled youth and adults with marketable and in- demand skills can be complex and difficult to navigate for students, job seekers, and employers. Career pathways can offer an efficient and customer-centered approach to training and education by connecting the necessary adult basic education, occupational training, postsecondary education, career and academic advising, and supportive services for students to prepare for, obtain, and progress in a career.

The newly-enacted Workforce Innovation and Opportunity Act (WIOA) of 2014 includes an updated definition and overarching framework for the implementation of career pathways at Federal, State, local, and tribal levels. WIOA defines a career pathway as “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 registered apprenticeships;

(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 one recognized postsecondary credential; and

(G) helps an individual enter or advance within a specific occupation or occupational cluster.” [Section 3(7) of WIOA]

With this updated definition, the six key elements for developing comprehensive career pathways systems that were included in the April 2012 letter still apply and provide a framework for building an integrated career pathways system.

Identify Funding Needs and Sources

Design Education and Training

ProgramsAlign Policies and

Programs

Identify Industry Sector and Engage

Employers

Measure System Change and

Performance

Build Cross-Agency Partnerships

Six Key

Elements in Career

Pathways

The Departments encourage State, local, and tribal policymakers to use these elements to promote alignment among their public workforce, education, and social and human services systems.

At the same time, the Departments continue to take steps to incorporate career pathways approaches into a wide range of program investments, evaluation and research activities, and technical assistance efforts. A few examples include:

COMING ADDITION: The U.S. Department of Education has released an updated version of Implementation and Readiness and Capacity Self-Assessment for developing strong career pathways systems

The U.S. Department of Labor has released an updated Career Pathways Toolkit: A Guide for System Development to provide the workforce system with a framework, resources, and tools for States and local partners to develop, implement, and sustain career pathways systems and programs.

The U.S. Department of Education has released The Evolution and Potential of Career Pathways that provides a framework for organizing and formally aligning the education, workforce, and supportive services needed by a wide range of individuals to attain the credentials required for family-supporting careers.

The U.S. Department of Health and Human Services awarded Health Profession Opportunity Grants (HPOG) for five-year, sector-based, career pathways programs. HPOG provides education and training to Temporary Assistance for Needy Families (TANF) recipients and other low-income individuals for occupations in the health care field that pay well and are expected to either experience labor shortages or be in high demand. A rigorous evaluation is being conducted of the HPOG program to provide information about program implementation, systems change resulting from HPOG programs, and outcomes and impacts for participants.

The U.S. Department of Transportation has developed Strengthening Skills Training Across the Transportation Industry that projects the employment and skill needs of the transportation industry over the next 10 years, and, in so doing, highlights the future growth areas and employment “hot spots” in transportation by industry subsectors, occupations, career areas, and geographic areas. It also emphasizes the need for skills training and career pathways across the transportation industry.

The U.S. Departments of Education, Labor, and Energy have all partnered to support the Career Pathways Exchange which is a free information service that consolidates and distributes career pathways-related resources, events, and information from Federal and State agencies and partner organizations.

More thorough information on Federal career pathways initiatives is located on the following Websites: https://careerpathways.workforcegps.org/, https://peerta.acf.hhs.gov/ofa- initiative/103, and http://cte.ed.gov, as well as the Websites of each Federal agency partner.

END OF LETTER: INCLUDES AGENCY SIGNATURES______________________________________________________________________________

The Strengthening Career and Technical Education for the 21st Century Act

Young adults face a job market vastly different from the one that existed a generation ago. Technological advances and the growth of a global economy have dramatically changed the kinds of jobs that are available, making quality education and training vital to competing in today’s workplaces. That’s why, in recent years, Congress has enacted reforms to improve K-12 education and modernize the nation’s workforce development system. However, more must be done to help all Americans access the education and skills they need to earn a lifetime of success.

Since 1984, the Carl D. Perkins Career and Technical Education Act has provided federal support to state and local career and technical education, or CTE, programs. These programs—created and operated by state and local leaders—are designed to prepare high school and community college students for the workforce. However, the law supporting these efforts has not been updated in more than a decade, and it no longer reflects the realities and challenges facing students and workers. The Strengthening Career and Technical Education for the 21st Century Act will help more individuals gain the knowledge and skills they need to succeed by:

Empowering State and Local Community Leaders Improving Alignment with In-Demand Jobs Increasing Transparency and Accountability Ensuring a Limited Federal Role

Empowering State and Local Community Leaders Eases burdensome state requirements: The bill simplifies the requirements states have to

follow when applying for federal funds. It also streamlines the application process and better aligns it with the process for submitting the state workforce development plan under the Workforce Innovation and Opportunity Act. This allows state leaders to focus more time and resources on preparing students for successful careers—not on duplicative or overly prescriptive federal requirements.

Eases burdensome local requirements: Instead of requiring local education providers to submit their own lengthy plans, the bill allows providers to fill out a simple, easy-to- complete local application. Recipients will also partner with local stakeholders to perform biennial reviews to help CTE programs meet the needs of local communities.

Increases flexibility: The bill increases from 10 percent to 15 percent the amount of federal funds states can set aside to assist eligible students in rural areas or areas with a significant number of CTE students. It also gives states more flexibility to use federal funds to support CTE programs that are focused on unique and changing education and economic needs or state-based innovation.

Improving Alignment with In-Demand Jobs Supports innovative learning opportunities: The bill promotes work-based learning and

evaluates CTE providers on their ability to effectively prepare students for the workforce. The bill also encourages state leaders to better integrate their career and technical education services with other state-led job training programs, helping to provide all Americans a more seamless

and efficient workforce development system. Builds better partnerships: The bill encourages stronger engagement with employers by

ensuring local business leaders are involved in the development of career and technical education and the performance goals set at the state and local levels. These reforms will help CTE services prove students the skills they need to compete for jobs that exist in their local communities now and in the future, rather than the jobs that existed in the past.

Addresses state and local needs: The bill empowers state leaders with more flexibility to direct federal resources to CTE programs that provide students with skills to fill available jobs in their states and communities. Under the legislation, state leaders will be able to use federal funds to support programs focused on in-demand industries or occupations or on state-based innovation.

Increasing Transparency and Accountability Ensures secondary programs deliver results: At the secondary level, the bill streamlines the

number of performance measures used to evaluate CTE programs and aligns these performance measures with those set by each state under the Every Student Succeeds Act. The bill also replaces the unreliable “technical skill proficiency” indicator with a state-determined indicator to help ensure taxpayer dollars are supporting CTE programs that prepare students to continue their education or start their careers. These reforms will help students graduate and receive an education that can lead to success in theworkplace.

Ensures postsecondary programs deliver results: At the postsecondary level, the bill streamlines the number of performance measures and aligns these with the performance measures in the Workforce Innovation and Opportunity Act. These reforms will help students graduate prepared to further their education or compete for good-paying jobs.

Encourages public input: Current law requires states to negotiate their targeted levels of performance with the secretary of education. Under the legislation, states will set performance goals through an open process that includes input from local education leaders, parents and students, workforce development boards, community and business representatives, and others.

Protects taxpayers: Under the legislation, states will include their targeted levels of performance in the state plan, as well as report and annually publish the results on how they perform. This will provide students, taxpayers, and state and local leaders the information necessary to hold CTE programs accountable for results.

Ensuring a Limited Federal Role Reduces the secretary’s authority: The bill repeals the requirement that states must

negotiate their targeted levels of performance with the secretary of education. Limits federal intervention: The bill prevents the secretary of education from withholding

funds from a state that does not meet certain performance targets. Instead, it empowers state leaders to develop an improvement plan that works best for the needs and circumstances in their states. At the local level, improvement plans will be developed in consultation with local stakeholders and overseen by state leaders, not federal bureaucrats.

Prevents political favoritism: The bill requires the federal plan for research, development, dissemination, and evaluation to be carried out by an independent entity, rather than the secretary of education. The bill also requires that future demonstration projects focus on enhancing performance and student success, restricting the secretary’s ability to pick winners and losers based on politics.

OCTAE FRAMEWORK: 10 Components and Aligning Subcomponents

1. LEGISLATION AND POLICIES Provide for state and/or local funding and other resources, such as professional development and dedicated

staff time, for POS development. Establish formal procedures for the design, implementation, and continuous improvement of POS. Ensure opportunities for any secondary student to participate in a POS. Require secondary students to develop an individual graduation or career plan. Provide resources for long-term sustainability of POS.

2. PARTNERSHIPS Create written memoranda of understanding that elaborate the roles and responsibilities of partnership

members. Conduct ongoing analyses of economic and workforce trends to identify statewide (or regional) POS to be

created, expanded, or discontinued. Link into existing initiatives that promote workforce and economic development, such as sector strategies

and other activities supported by the Workforce Investment Act. Identify, validate, and keep current the technical and workforce readiness skills that should be taught within

a POS.3. PROFESSIONAL DEVELOPMENT

Support the alignment of curriculum from grade to grade (9-12) and from secondary to postsecondary education (vertical curriculum alignment).

Support the development of integrated academic and career and technical curriculum and instruction (horizontal curriculum alignment).

Ensure that teachers and faculty have the content knowledge to align and integrate curriculum and instruction.

Foster innovative teaching and learning strategies (see #9 below).4. ACCOUNTABILITY AND EVALUATION SYSTEMS

Include the “10 Essential Elements of A State Longitudinal Data System” identified by the Data Quality Campaign.i

Provide for administrative record matching of student education and employment data (i.e., Unemployment Insurance (UI) wage records).

Yield valid and reliable data on key student outcomes (indicators) referenced in Perkins and other relevant federal and state legislation.

Provide timely data to evaluate and improve the effectiveness of POS.5. COLLEGE AND CAREER READINESS STANDARDS

Be developed and continually validated in collaboration with secondary, postsecondary, and industry partners.

Incorporate essential knowledge and skills (i.e., academic skills, communication, and problem-solving), which students must master regardless of their chosen career area or POS.

Provide the same rigorous knowledge and skills in English and mathematics that employers and colleges expect of high school graduates.

Incorporate industry-recognized technical standards that are valued in the workplace. To the extent practicable, be internationally benchmarked so that all students are prepared to succeed in a

global economy.6. COURSE SEQUENCES

Map out the recommended academic and career and technical courses in each POS. Begin with introductory courses at the secondary level that teach broad foundational knowledge and skills

that are common across all POS. Progress to more occupationally specific courses at the postsecondary level that provide knowledge and

skills required for entry into and advancement in a chosen POS. Offer opportunities for students to earn postsecondary credit for coursework taken during high school.

7. CREDIT TRANSFER AGREEMENTS Provide a systematic, seamless process for students to earn college credit for postsecondary courses taken in

high school, transfer high school credit to any two- and four-year institution in the state that offers the POS, and transfer credit earned at a two-year college to any other two- or four-year institution in the state that offers the POS.

College credit should be automatically transcripted at the college for high school students so that they can transfer seamlessly into the postsecondary portion of a POS without the need for additional paperwork or petitioning for credit.

Describe the expectations and requirements for, at a minimum, teacher and faculty qualifications, course prerequisites, postsecondary entry requirements, location of courses, tuition reimbursement, and credit transfer process.

8. GUIDANCE COUNSELING AND ACADEMIC ADVISEMENT Are based on state and/or local guidance and counseling standards, such as the National Career

Development Guidelines.ii Ensure that guidance, counseling, and advisement professionals have access to up-to-date information about

POS offerings to aid students in their decision-making. Offer information and tools to help students learn about postsecondary education and career options, including

prerequisites for particular POS. Offer resources for students to identify their career interests and aptitudes and to select appropriate POS. Provide information and resources for parents to help their children prepare for college and careers,

including workshops on college and financial aid applications. Offer Web-based resources and tools for obtaining student financial assistance.

9. TEACHING AND LEARNING STRATEGIES Be jointly led by interdisciplinary teaching teams of academic and career and technical teachers or faculty. Employ contextualized work-based, project-based, and problem-based learning approaches. Incorporate team-building, critical thinking, problem solving, communication skills, such as through the use

of career and technical student organization (CTSO) activities.10. TECHNICAL SKILLS ASSESSMENTS

Measure student attainment of technical skill proficiencies at multiple points during a POS. Employ industry-approved technical skill assessments based on industry standards, where available and

appropriate. Employ State-developed and/or approved assessments, particularly where industry-approved assessments

do not exist. Result in the awarding of secondary credit, postsecondary credit, or a special designation on a student’s high

school diploma. Incorporate performance-based assessment items, to the greatest extent possible, where students must

demonstrate the application of their knowledge and skills.

1.

2.

3.

Initial Strategic Planning Goals:

1.

2.

3.

TOP 3 Priorities:

i The 10 elements are: (1) statewide student identifier; (2) student-level enrollment data; (3) student-level test data; (4) information on untested students; (5) statewide teacher identifier with a teacher-student match; (6) student-level course completion (transcript) data; (7) student-level SAT, ACT, and Advanced Placement exam data; (8) student-level graduation and dropout data; (9) ability to match student-level P-12 and higher education data; and (10) a state data audit system.

ii See http://cte.ed.gov/acrn/ncdg/ncdg_what.htm.