ANYTHING IS POSSIBLEMoving Forward with the Career Cluster

Framework

The workshop is designed to provide a broad overview of definitions, concepts, and models for local areas to utilize as they continue to understand, develop, evaluate, and improve their local programs of study.

Objective

History of POSPOS Expectation ToolRole of PartnershipDeveloping and Implementing

Knowledge and Skill StatementsCIP CodesResources and Support for POS

Agenda

HISTORY AND INTRODUCTION TO PERKINS

Clusters, Pathways, Programs of Study

Timeline

Career Education Incentive Act 1977

Elementary & Secondary Education Act 1965

Civil Right Act of 1964

Vocational Education Act

1963

Vocational Education

Amendments 1968

Higher Education Act

1965

Educational Amendments 1972 created

Title IX

Job Training Partnership

Act 1982

A Nation at Risk 1983

Carl D. Perkins Act

19841973

Comprehensive Employment and Training

Act

Transformation of Perkins from 1984, 1990, 1998,

2006

Increased AccountabilityEmphasized Access

Curriculum IntegrationCarl D. Perkins Legislation

For fewer students

For Fewer “Jobs”

6 to 7 Program Areas

In lieu of Academics

High School Focused

For All Students

For All Careers

16 Clusters – 81 Pathways

Aligns and Supports Academics

High School and College Partnership

Vocational Education Career & Technical Education

Then …..and …..now

Accountability for results and program improvement at all educational levels

Coordination of CTE with the entire P-20 system Integration of academic and CTE Alignment and connections between secondary

and postsecondary education, including baccalaureate

Involvement of business and industry and community-based partners

Themes in Perkins IV

Grants to states National Association of State Directors of

Career Technical Education Consortium National Advisory Committees

Business and Industry Labor Government Education (secondary and postsecondary)

How were the Clusters Developed?

The 16 Career Clusters

Illinois Cluster Model

Career Clusters are groups of occupations and industries that have in common a set of foundational knowledge and skills. There are 16 nationally recognized clusters, within which are multiple career pathways.

What are Career Clusters?

Career Pathways are multi-year programs of academic and technical study that prepare students for a full range of postsecondary options within each of the 16 clusters. Currently, there are 81 nationally recognized pathways, each with specific pathway knowledge and skills.

Clusters Pathways

What is a Pathway?

Programs of Study are sequences of courses that incorporate a non-duplicative progression of secondary and postsecondary elements which include both academic and career and technical education content, and lead to the attainment of an industry recognized credential, certificate, or degree.

What is a Program of Study?

Build on and transform existing programs

Develop new programs Benchmark to national and

international standards Implement career clusters,

pathways, and programs of study

Building on our strong foundation.

Illinois Cluster ModelThe Illinois’ Career Cluster Model shows the relationship between:One of Illinois’ five, secondary career and technical education areas (Health Sciences Technology)The related career cluster (Health Science)The five pathways within that clusterSample programs of study within the pathway.

It also illustrates: Essential knowledge and skillsCluster level knowledge and skillsPathway level knowledge and skillsPrograms of study Career development Adult Bridge Programs

Career Cluster:Health Science

Career Cluster: Agriculture, Food, and Natural Resources

1. Align Secondary and Postsecondary Educational Elements

2. Rigorous Academic and Technical Standards and Assessments

3. Credit Transfer Agreements4. Partnerships Among Education, Business and other

key stakeholders5. Legislation and Policies6. Guidance Counseling and Advisement7. Professional Development8. Accountability and Evaluation9. Sustainable Leadership and Shared Planning10. Innovative Teaching and Learning Strategies

COMPONENTS & SUBCOMPONENTS

Department of Education, OVAE

Leadership, Organization and Support

Access, Equity and Opportunity Alignment and Transition Enhanced Curriculum and

Instruction Professional Preparation and

Development Program Improvement and

Accountability

Six Guiding Principles

EXPECTATION TOOLIncorporation of the Expectation Tool into the Perkins Guidelines

The Illinois Programs of Study Expectation Tool is designed to… Be Interactive Meet federal requirements Meet Illinois standards –support six guiding

principles Guide the users in designing and

implementing programs of study Provide examples of evidence Suggest examples of supporting materials Monitor status

Overview of the Tool

The FormatReference to

the Principles

Reference to the design elements

Reference to the POS

requirements from Perkins IV

Evidence of what aspects of a

program of study align with this

principle

EXAMPLES of materials a

partnership could use to show alignment

Ability to rate your Program of Study

Reference to the OVAE

Components

Minimum Expectations are the fundamental building blocks of a Program of Study

They meet federal requirements and Illinois grant guidelines

Minimum Expectations

Quality Evidence are those elements which indicate advanced implementation

Quality Evidence

Examples of Acceptable Supporting Materials

Does the program of study comply with the various compliance items of the tool AND any or all of the quality items?

Partnership must have significant knowledge of the program of study being analyzed and the Programs of Study approach in general.

Time and resource dedication from entire partnership needed.

Determining Status of POS

What is a partnership able to demonstrate that can be used to verify implementation?

Do supporting materials have to be submitted

to the ICCB for review or approval? Supporting materials should be made available or

kept on file as documented evidence of compliance and quality components outlined in the Tool.

Can supporting materials be items not listed within the set of examples provided within the tool?

Examples of Acceptable Supporting Materials

BUILDING STRONGER PARTNERSHIPS

“A cooperative relationship between people or groups who agree to share responsibility for achieving some specific goal.” Alliance Union Association

What is a Partnership?

www.websters-online-dictionary.org

Essential to Programs of Study State Perceptions of Partnerships

Why Talk about Partnerships?

CORD Survey Found: Partnership section had the highest level

of “don’t know” responses Administrators had more confidence than

faculty members or counselors that partnerships were developed and operating.

Perceptions of Partnerships

The Center for Occupational Research and Development's Final Report to the Illinois

Community College Board. (January 2011). Illinois Programs of Study Professional Development Project: Assessment and

Recommendations.

Establish a “Lead Agency” Check for Existing Structures

How to Form a Partnership

ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a

System of Pathways

Programs of Study

Community Based

Organizations

Secondary(K-12)

Postsecondary

Adult Education/ Re-entry

Business & Industry –

employers and workforce entities

Connect to Existing Partnerships

Begin with core group from key organizations Secondary Postsecondary Business & Industry

Partnership Members

ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System

of Pathways

Are you: Communicating/Collaborating? Reviewing Transition? Offering Dual Credit/Dual Enrollment? Facilitating conversations between

faculty?

Secondary and Postsecondary Partners

Are you: Utilizing Existing Advisory Councils? Incorporating Industry Standards? Providing Work-Based Learning, etc. ? Seeking Funding Opportunities?

Business and Industry Partners

Adult Education Employers Community-Based Organizations Workforce Entities

Recruit Other Partners from:

ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a

System of Pathways

Define the Partnership Common Vision Commitment Responsibility Accountability

Determine Roles and Responsibilities

Formalize the Partnership

ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a

System of Pathways

Choose a Program of Study POS Review Review Teaching and Learning Strategies Counseling and Career Services Professional Development Evaluation

Additional Roles and Functionsof the Partnership

What are your local labor market needs?

Do you need to develop new programs of study?

What are the entry and exit points for your chosen POS?

Choose a POS

Is there Alignment between Secondary and Postsecondary?

Does the POS reduce Remediation and Redundancy?

Are there opportunities for Dual Credit/Dual Enrollment?

POS Review

Contextualized Instruction Provide Professional Development for:

CTE Instructors Academic Instructors

Work-Based Learning Opportunities

Review Teaching/Learning Strategies

Is Career Planning available? Are Counselors being Trained?

Counseling and Career Services

Identify the needs of your: Faculty Administrators Counselors

Provide training on the Integration of Academic and Technical Instruction

Disseminate Information about Career Clusters

Professional Development

Know what data is being collected Data-driven Decision Making Continuous Program Improvement

Evaluation

KNOWLEDGE AND SKILL STATEMENTS

What I need to know to get where I want to go?

Essential Questions What are Knowledge and Skills Statements? How are the K&S statements organized? What expectations are outlined in the K&S

statements? What are the components of a K&S

statement chart? Why are the K&S statements important? How do you use the K&S statements? What is their relationship to the Common

Core? Knowledge and Skill Statement Template

What are the Knowledge and Skill Statements

Comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area.

Background of Knowledge and Skills Statements

1999 •Career Clusters Model adopted

2002 •First full set of K&S completed

2006 •First content review and revision of K&S

2008 •Revision of K&S for presentation consistency

2011 •Began another content review and revision of K&S

How are the Knowledge and Skill Statements Organized?

Order of Knowledge and Skill Statements Foundation Academic Expectations Essential Knowledge and Skills – added in

2008 Cluster (Foundation) Level Knowledge

and Skills Pathway Level Knowledge and Skills

What Expectations Are Outlined by the Knowledge and Skill Statements?

All secondary students are expected to meet state academic standards

Some knowledge and skill statements at the Essential and Cluster (Foundation) levels identify additional applications of academic knowledge and skills

Essential Knowledge and Skills apply to careers in all clusters and pathwaysPathway Knowledge and Skills

Cluster (Foundation) Knowledge and Skills

Essential Knowledge and Skills

Foundational Academic Expectations

Expectations of Knowledge and Skill Statements

Pathway Knowledge and Skills

Cluster (Foundation) Knowledge and Skills

Essential Knowledge and Skills

Foundational Academic Expectations

Cluster Knowledge and Skills apply to all careers within a particular cluster

Pathway Knowledge and Skills apply to all careers within a particular career pathway

Knowledge and Skill Statements Outline

Knowledge and Skill Statement – broad statement of expectation Performance Elements – specific and measureable

outcomes Sample Indicators – example activities or products that

may indicate proficiency

Components of a Knowledge and Skills Chart

• Description provides overview of careers within the pathway

• Foundational Academic Expectations are noted

Components of a Knowledge and Skills Chart

Cluster Knowledge and Skills Topics

• Academic Foundations• Communications• Problem Solving and Critical

Thinking• Information Technology

Applications• Systems• Health, Safety and

Environmental• Leadership and Teamwork• Ethics and Legal

Responsibilities• Employability and Career

Development• Technical Skills

• Cluster (Foundation) Knowledge and Skills– Organized in 10

topic areas

Components of a Knowledge and Skills Chart

• Pathway Knowledge and Skills– Organized in topics that

vary from pathway to pathway

How do you use the K&S charts? Use in course/curriculum design for secondary

and post-secondary courses. Articulation between secondary and post-

secondary programs in a region or state. Program of study development. Assist with academic and career integration

efforts. Communicating expectations to students and

parents. Crosswalk against state and national

standards.

Shared purpose – that students be college and career ready

Shared belief that career preparation requires a foundational academic experience

Some crossover between the two collections

Proficiency in a Common Core Standard is implied when working towards proficiency in a statement from the cluster knowledge and skills

Connection to Common Core State Standards

Programs of Study – integrated academic and CTE curricula offered through comprehensive POS

Embedded Credit – meeting academic standards requirements through CTE courses and CTE focused POS

Align Learner Levels – align standards to requirements expected at postsecondary and workforce levels

Accelerated Learning – college level work through dual credit or dual enrollment

Opportunity to integrate CTE content and practices

Common Career Technical Core (CCTC) is being developed to align and support the CTE standards alongside the CCSS in Mathematics and English-Language Arts

Next Steps

Developed and utilized with Nursing Pilot Site Grants

Allows for faculty-to-faculty discussion across educational levels

Able to address what knowledge and skills are taught within the courses being taught in a given cluster or pathway

Knowledge and Skills Template

CIP CODESUnderstanding the relevance to Programs of Study

Essential Questions? What is a CIP Code? Who assigns CIP codes? What do CIP codes help us do? Who do I contact at my institution or

ICCB regarding a CIP code for a particular program?

What is the relevance of a CIP code to Programs of Study?

What is a CIP Code? Classification of Instructional Programs

developed by the USDOE-National Center for Education Statistics

Help states identify the content of wide range of academic and CTE instructional programs at the secondary and postsecondary levels.

CIP Code Quiz? Which one of these numbers represents

a CIP code?A. ABCB. A.0000C. 37.0011D. 1

Secondary CIP codes are reviewed and assigned through local EFE regions

Community College programs are assigned CIP codes by community college staff and are approved by ICCB staff.

Who assigns a CIP Code?

Categorize instructional offerings consistently statewide;

Track student enrollments and completions at the program level, and;

Connect secondary offerings with postsecondary offerings.

CIP Codes Help Us To…….

Institutional Research Department ICCB program staff: Tricia Broughton

tricia.broughton@illinois.gov

Who to Contact to Obtain a Program CIP Code

CIP codes are linked to a specific Career Cluster and Pathway at the national level

Knowing CIP code and local title of program helps alleviate questions regarding its placement within the Career Cluster/Pathway/POS structure

Identifying appropriate cluster and pathway for the program will assist in development of knowledge and skills

CIP Codes and Programs of Study

RESOURCES AND SUPPORT

www.ilprogramsofstudy.org

Provide ongoing information to interested stakeholders regarding Illinois CTE Programs of Study and the broader career cluster framework.

Illinois Programs of Study Website

Illinois Center for Specialized Professional

Support

Office of Community College Research and Leadership

www.careertech.org Federal initiative

aimed at providing resources as they relate to the career clusters initiative.

Identification of 16 career clusters.

Resources associated with clusters/pathways/POS.

Career Clusters

Provides an understanding of Illinois’ framework for implementation and evaluation.

Makes connections to federal, state, and local level activities.

Introduction of guiding principles and design elements

Illinois Programs of Study Guide

Extension to Introduction pamphlet. Outlines:

Perkins IV Key Concepts Career Cluster Framework Illinois’ Career Cluster Model Implementation Acronyms Resources

Illinois’ Career Clusters Model

Paper and online searchable database that includes information on what degree and certificate programs are offered by the 48 public community colleges in Illinois.

Can search by college or program type CTE programs are organized according

to the 16 Career Clusters.

Directory of Programs

Snapshot of each career cluster and associated pathways

Identifies connection between 16 career clusters to (5) CTE secondary areas

Outlines career and program options based upon community college program offerings

Illinois Programs of Study Fan Graphics

Websites Association for Career and Technical Education

www.acteonline.org Illinois Career Resource Network

www.ilworkinfo.com Illinois Department of Employment Security

http://ides.state.il.us National Career Pathways Network

www.cord.org National Research Center for Career and

Technical www.nccte.org

Individual Career Plans

QU

ESTION

S

THANK YOU!

This presentation will be available online at

www.ilprogramsofstudy.org &www.icsps.illinoisstate.edu/pos