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The 5 eSSential Tips to Design

and Build a Compliant

PCC Curriculum

CCO Conference

June 2016

PROUD AFFILIATE

5 eSSential Steps

1. Design elements in building a Private Career College curriculum

2. Documentation required to meet both design criteria and regulatory compliance

3. Art of perfect RICC system entries and packaging of materials to the Ministry

4. Role of independent adult education and subject matter assessors

5. Packaging of the Program Approval and Interaction with the Ministry up to the approval by the Superintendent

The 5 eSSential Tips to Design and Build a Compliant PCC Curriculum | 2

Design elements in building a

Private Career College

curriculum

eSSential Tip#1

3

eSSential Tip #1Design elements in building a

Private Career College curriculum

• Competent design of curriculum incorporates:

• Knowledge and skill competencies and associated objectives to support desired learning outcomes

• Tasks and sub-tasks presented clearly and concisely

• Opportunities for practice that are frequent and effective

• Training materials to set up student and instructor for success

• New skills and knowledge that learners can demonstrate


Documentation required to

meet both design criteria and

regulatory compliance

eSSential Tip#2

5

eSSential Tip #2 Documentation required to

meet both design criteria and regulatory compliance

• How many letters in the alphabet form the appendices in the 31 page program application?




A, B, C, D, E, F, G, H, I, J, K, L, M, N




• Appendix A is one of the most frequently missed areas of documentation in program curriculum design

How does this correlate to the program design?




• Appendix A is the foundation for your curriculum design

• The tasks and sub-tasks aligned to the frequency, complexity and importance create the framework from which to build the competencies and objectives and then supporting topics and sub-topics

What tools can you call upon to create the Appendix A?




• Appendix A tools include:

• NOC code clearly aligned to the specific role

• Market research into the job profile

• Job ads at an entry level that articulate the required

knowledge and skills

• Subject specific standards where available

• Working with subject matter experts to identify the tasks

and sub-tasks




• Craft the competencies and supporting objectives

Keep in mind that the design build does not necessarily flow in sequential order of the application appendices

• The Appendix F competencies should always align with and support the Appendix A tasks and sub-tasks along with the subject specific standards when available

• Why it is important to ensure that for each knowledge competency there is a supporting skill competency? The 5 eSSential Tips to Design and Build a Compliant PCC Curriculum | 11



• Appendix F requires a description of the high level knowledge and

skill competencies a student is expected to acquire. The

competencies identified should include those in the job profile in

Appendix A.

• What is the difference between a competency and an objective?

• Competencies define the applied skills and knowledge that enable people to

successfully perform their work while learning objectives are specific to a subject of

instruction.

• As a general rule the knowledge and skill objectives that are listed

for each subject/module in Appendix H are a level below the

competencies in Appendix F. These must be acquired/performed

in order for the core program competencies to be achieved.

What tools can you call upon to create the Appendix F?




To assist in building the competencies:

• Review Appendix A – major tasks can form the framework for competency documentation

• Use Bloom’s Taxonomy Action Verbs – using knowledge or skill verbs frame statements for clear articulation

• Provide a supporting skill competency for each knowledge competency

• Assign a number to each knowledge competency and associate that number to the corresponding skill competency

• Define Appendix G subjects, then map relevant competency(s) to the subject; this will ensure all competencies are covered within the curriculum

• Attach all relevant objectives to each competency that will support the build of the topics and sub-topics within Appendix H




• The success of building out the Appendix H files are contingent on the clear documentation articulated in Appendices A to F. All of this information is required to complete the Appendix H

What would be the impact of starting with the Appendix H prior to completing the other appendices documentation?




• Appendix A - clear alignment to tasks and sub-tasks that match

the frequency, complexity and importance of each and the

knowledge and skills most frequently appearing in job ads for the

role

• Appendix B - the importance of working with design and subject

matter experts; articulating the methods to be used by the

college to determine whether the program is meeting its intended

goal of providing students with the knowledge and skills required

for employment within the vocation; and the methods to be used

by the college to ensure the program content is regularly

assessed/revised to maintain relevance

• Appendix C - clear admissions for the program and advanced

standing criteria if relevant




• Appendix D - the number of actual contact hours that a student is

required to spend in each scheduled learning setting

• Ensure that the totals reflected in the delivery methods align and support the totals

showing in Appendix H subjects/modules totals. Clearly document the inventory in

support of the maximum class size

• Appendix E - list the major evaluation methods for each teaching mode of

delivery and include the pass mark and percentage of value

• Ensure when selecting the methods of evaluation for each subject/module in Appendix H

that you use the same language documented in Appendix E; keep in mind you cannot

introduce a new method of evaluation into Appendix H if it is not included in the Appendix

E

• Appendix F - all knowledge and skill competencies are clearly articulated;

associated knowledge and skill competencies are clearly associated and

documented in Appendix H

• Note: you cannot introduce a new competency into Appendix H if it is not included in

Appendix F




Three levels within Appendix H to build out the curriculum:

• Level 1 - Subject/Module Total Hours (E.g., 1. Ethics)

• Level 2 - Subject/Module Topics (E.g., 1.1 Professionalism in the Workplace) • All subject/module topics must equal the subject/module total

hours

• All weightings of subject/module topics must equal 100%

• Level 3 - Subject/Module Sub-Topics (E.g., 1.1.1 Communicating Effectively) • All subject/module sub-topics must equal the subject/module

topics hours The 5 eSSential Tips to Design and Build a Compliant PCC Curriculum | 17



Helpful tips:

1. Files set up within an excel spreadsheet, will allow you

to double check on all entries for correctness prior to

entering your files inside the RICC system

2. Numbering all entries in sequential order associated

with the subject number, and then to the topic and sub-

topic will preserve the sequence and flow of the

curriculum


Art of perfect RICC system entries and packaging of materials to the Ministry

eSSential Tip#3

19

eSSential Tip #3 Documentation ~ RICC

System Entries

• The art of “perfect” RICC system entries is contingent on all the work completed to craft the curriculum

• An Excel template will greatly assist to enter copy and paste into the RICC system

• Triple check your entries to reduce the number of deficiencies and challenges prior to beginning the process

• Ensure that each answer within the appendices is very clear and answers the actual question along with being regulatory compliant in its response

• It takes intense concentration and focus to enter a full curriculum in the RICC system; this time will vary depending on the level of experience; success is increased with the accuracy of the curriculum


Role of independent adult education and subject matter assessors

eSSential Tip#4

21

eSSential Tip #4 Adult Education Assessor

and Subject Matter Assessor

• Fact Sheet #3 clearly articulates the qualifications and requirements of each assessor

• CCO May eNewsletter highlights my detailed article on “The Art of Achieving Positive Third Party Assessments”

Why does the Ministry require both an adult education assessor and a subject matter expert?


Packaging of the Program Approval and Interaction with the Ministry up to the approval by the Superintendent

eSSential Tip#5

23

eSSential Tip #5 Packaging and Support of

the Program Application for the Ministry

• Ensure both the program application and the Appendix H PDF files have the same subject name

• Ensure that the documentation sent into the Ministry is the actual application submitted in the RICC system and that the content within is the same content positively assessed

• Only submit what is required and package all materials in one submission to the Ministry

• Ensure timely follow up to inspector findings and action items until the inspector is able to recommend the approval of the curriculum by the Superintendent


Thank you

Questions

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