National Perspective and Impact on - MnSCU CTE

MN Career Technical Education in
2013-2014, National Perspectives
Perkins Consortia Contacts/Coordinators
November 14, 2013
Advancing CTE--2013-2014
Advancing CTE in State and Local Career Pathway Systems
Pathways to Postsecondary Forums
Career Pathways and Technical Education Advisory Taskforce
Common Career Technical Core
2013 MN Legislation, Credit Transfer
Technical Assistance-Non-Trad, Technical Skill Attainment
Local consortium monitoring
Professional Development Workgroup
Perkins Reauthorization, Blueprint for Transformation of CTE
Project Title: Advancing Career and
Technical Education (CTE) in State and
Local Career Pathways Systems
September, 2012-September, 2015
The work reported herein was supported under the Advancing Career and Technical Education in State and Local Career Pathways Systems project,
Contract Number (ED-VAE-12-C-0068) as administered by the Office of Vocational and Adult Education, U.S. Department of Education. However, the
contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education and
you should not assume endorsement by the Federal Government
Advancing Career and Technical Education (CTE)
in State and Local Career Pathways Systems
Purpose to help states and local communities integrate CTE Programs of
Study into broader Career Pathway system development efforts.
Technical Assistance provided by Jobs for the Future, sponsored by US
DOE in cooperation with DOL, September, 2012-September, 2015
5 states CO, KS, MA, MN, OR focused on careers in manufacturing,
aviation, healthcare, IT; 1-3 states to be added, focus on transportation
MN Partners-Statewide agencies, GWDC and local Rochester area
partners; national coach
Minnesota Priorities:
• Cross system partnerships-MnSCU,
MDE, DEED, ABE, Workforce
Development; draft definitions; Career
Pathway Work underway
• Engage employers-Itasca Alignment
Workgroup pilots; CTEC high school,
college and workforce center.
• Data and accountability systemsAdvancing Quality in Career Pathways
framework with CLASP, GWDC, SLDS
Colorado: Prototype for developing local Career Pathways Systems using
healthcare in Greater Denver area, identify funding and resources and shared
performance measures
Kansas: Consolidate secondary and postsecondary advisory committees;
Tiered level employer involvement and recognition; Early employer engagement
with students and faculty; Career counseling model; Data sharing and
integration across agencies: Department of Labor, Kansas State Department of
Education, and Kansas Board of Regents
Massachusetts: New career pathway in advanced manufacturing with shared
curricula, career advising and professional development models; providing
work-based learning experiences.
Oregon: Communication, professional development, cross system data and
accountability, cross system partnerships, funding and resources
Career Pathway Work Underway-MN
• Alliance for Quality Career Pathways
• Governor’s Workforce Development Council--Career Pathway
• [email protected] Campaign
• Career Pathways and Technical Education Task Force
• LMI Data Production Requirement legislation HF 729
• Career and College Readiness Collaborative
• Minnesota Technical Skill Assessment Project
• Common Career Technical Core-Career Ready Practices
• S
Pathways to Postsecondary
Regional Leadership Summits
Invitation to assemble a leadership team to deepen our common
understanding of newly-enacted legislation and explore
opportunities to expand partnerships to better prepare our
continuum of learners to be career and college ready.
Dec 2 Lake Superior College
Dec 10 MN State Community and Technical College-Fergus Falls
Dec 11 Central Lakes College-Brainerd
Dec 16 Rochester Community and Technical College
Dec 17 North Hennepin Community College
Gallery Walk Presentations of Successful Models
• Jessica [email protected]
Pathways to Postsecondary Regional Leadership
Summits--Anticipated Outcomes
Understand college and career readiness legislation: “World’s Best
Workforce”, required college and career plans for students, aligned
assessment systems, targeted interventions for foundational skills,
and expansion of early college credit options
Differentiate dual credit/early college credit options : Career and
Technical Education (CTE), Advanced Placement (AP), International
Baccalaureate (IB) Postsecondary Enrollment Options (PSEO) and
concurrent enrollment ; clarify how credits transfer into the MnSCU
Understand regional workforce needs and trends (Department of
Employment and Economic Development)
Regional outcomes-your suggestions?
Pathways to Postsecondary
Key Team Members
Secondary Partners
Postsecondary Partners
• Superintendents
• Presidents
• Principals/Asst. Principals
• CAO, CSAO, Dean
• Perkins consortium leaders
• Perkins consortium leaders
• Teacher leaders
• College faculty leaders
• Curriculum/instruction
• PSEO/concurrent
enrollment coordinators
• Others
• Registrars, others
Career Pathways and
Education Advisory Task Force
(Minnesota Session Laws 2013,
Chapter 116, Article 2, Section 18)
The 2013 Legislature charged MDE with
convening a 21-member Career Pathways
and Technical Education Advisory Task
Force to recommend ways to structurally
redesign secondary and postsecondary
education to:
• improve secondary and postsecondary
outcomes for students and adult learners;
• align secondary and postsecondary education
programs serving students and adult learners;
• align secondary and postsecondary education
programs and Minnesota’s workforce needs; and
• measure and evaluate the combined efficacy of
Minnesota’s public kindergarten through grade
12 and postsecondary education programs.
Fourteen of the 21 Task Force members were
appointed by various organizations:
Minnesota Association of Career and
Technical Administrators
Minnesota Association for Career
and Technical Education
National Research Center for Career
and Technical Education
Minnesota Association of Colleges
for Teacher Education
Minnesota Business Partnership
Julie Warner, Wright
Technical Center
Sue Boehland, Freshwater
Education District
Pradeep Kotamraju,
Deputy Director
Rhea Walker, Winona State
Sharon Jensen, Coldspring
Granite Company
Minnesota Association of Secondary
School Principals
Minnesota Association of School
Minnesota School Counselors
Minnesota Association of Charter
Education Minnesota
University of Minnesota
Dave Adney, Executive
John Christiansen,
Dakota County Tech
Jim Bierma, University of
Eugene Piccolo, Executive
Rob Simonich, Ely High
David R. Johnson, College
of Education
Minnesota State Colleges and
Minnesota State Colleges and
Minnesota Chambers of Commerce
Ed Schones, Saint Paul
Damon Kapke, Lake
Superior College
Amy Walstein, Director,
Education &
Seven were appointed through the Open
Appointments process of the Secretary of State:
Alyssa Klein, Rehabilitation
Minnesota Board of Teaching Jim Grabowska, MN State
University, Mankato
Commissioner of Education Karen Hynick, MnSCU
Sean Roy, PACER Center
Julie Halverson, Osseo Schools
Richard Rosivach, Irondale High
Sonja Simpson, North Hennepin
Community College
The Task Force will consider how to:
Better inform students about career options, occupational
trends, and educational paths leading to viable and
rewarding careers and reduce the gap between the
demand for and preparation of a skilled Minnesota
in consultation with a student’s family, develop and
periodically adapt, as needed, an education and work
plan for each student aligned with the student’s personal
and professional interests, abilities, skills, and
improve monitoring of high school students’ progress
with targeted interventions and support and remove
the need for remedial instruction;
increase and accelerate opportunities for secondary
students to earn postsecondary credits leading to a
certificate, industry license, or degree;
better align high school courses and expectations and
postsecondary credit-bearing courses;
better align high school standards and assessments,
postsecondary readiness measures and entrance
requirements, and the expectations of Minnesota
increase the rates at which students complete a
postsecondary certificate, industry license, or degree;
provide graduates of two-year and four-year
postsecondary institutions with the foundational skills
needed for civic engagement, ongoing employment, and
continuous learning.
… by February 15, 2014
Timeline of meeting activities:
August 12 –
Introductions, charge, 11-14 Redesign
September 16 – Perkins, Labor Market Information,
Employer Needs
October 7 –
ACT Data, Alignment and Articulation,
Acceleration Opportunities, How to Draft
October 28 –
Data Systems
November 18 – World’s Best Workforce
Common Career Technical Core
State CTE Standards: General Findings
State approved CTE standards more common at secondary
than postsecondary
Most states describe CTE according to National Career
Clusters framework--few have adopted it in ways that
affects CTE instruction
Secondary CTE programs driven by Perkins monitoring;
postsecondary CTE programs are driven by accreditation
Nearly all states: programs of study with sequence of
courses secondary to postsecondary—few: post secondary
standards for POS.
Mismatch between current state CTE standards (seconday
course level) and CCTC, (end of program of study level).
Technical Skill Assessments
• “ A hand full of states have developed technical
skill assessments , aligned to the state CTE
standards…take into account relevant industry
standards…evaluate whether students have
mastered full range of knowledge and skills within
a CTE program of study…allows for
comparability… reinforces the use of CTE
standards…includes Minnesota”
State CTE Standards: Next Steps
• Fill the Postsecondary CTE Standards Gap
• Implementation of Standards with Fidelity
• Continued Progress on Programs of Study
• Implementation of the Common Career
Technical Core
State adoption/implementation
Common Career Technical Core
Formally adopt CCTC as anchor standardsrevise state standards
Adopt CCTC as new statewide CTE standards,
replace existing standards
Require CCTC as standards for state approved
Programs of Study
Require CCTC in state standards development
and revision.
State Formal Adoption:
Common Career Technical Core
• Adopt all Career Ready Practices.
• Adopt all career cluster and career pathway standards for
all career clusters and pathways used in the state.
• Establish CCTC as end of program of study standards that
bridge and impact CTE secondary and postsecondary
standards curriculum and courses.
• Address related policies impacted by the new standards
and/or to ensure implementation of the new standards.
MN Legislature-- 2013
LMI Data Production Requirement legislation HF 729 Sec. 2
lines 63.19-64.18
Leveraged equipment program-$7 million to MnSCU, FY15,
must have non-state (business/industry/private foundation)
match (Chap. 99, Art. 1, Sec. 4, Subdivision 3)
Tax credits for employers working with higher education on
internships (HF 677, Article 4, Sec 12.)
Statewide Adult High School Diploma Task Force (report due
Feb 2, 2014)
MN Legislature-- 2013
• Academic Standards
• College and Career Plan
• CTE Levy Changes
• Student Organizations
• Preparing the Worlds Best Workforce
• 11-14 Redesign
Individualized College and Career Plans
Legislation-Omnibus K-12 Education Finance Bill
MN Career and College Readiness Collaborative
Elements/Resources for
Credit Transfer
2013 Legislation-
• increase in funding to PSEO, $300 K FY14, $600 K FY15
• Transition Secondary to Postsecondary education redesign
• Align assessments
• Provide targeted support for HS students
• Increase opportunities for college credit while in HS
– PSEO/Concurrent enrollment; Advanced Placement; International
Baccalaureate; Articulation; Credit for prior learning
• Align students educational plans with workforce needs /
Technical Assistance
• Non-Trad for teachers/faculty—Non-Trad
Studies: Online Success Training
• Non-Trad for counselors and advisors
• Technical Skill Attainment
• Completion
Technical Skill Attainment (TSA)
Perkins Core Indicators
2S1 and 1P1
Reporting Requirements and Issues
Required Use of Assessments
Beginning in FY15 each consortium
should be testing in at least seven
Programs of Study (including one
Rigorous POS) using a state
approved assessment instrument.
Reports and Improvement Plans
Report Required
If the TSA core indicator at secondary (2S1) or
postsecondary (1P1) does not meet the negotiated
target, but it is at or above the 90% level
Improvement Plan Required
If a District is testing, but secondary TSA data
are not reported
The secondary or postsecondary core indicator is
below 90% of the negotiated target
TSA and PSEO/Dual Credit/
Concurrent Enrollment
School Districts are responsible for ensuring that
data for secondary students assessed at
postsecondary through PSEO or concurrent
enrollment are included in the secondary data
If the secondary TSA results are also part of the
data collected system-wide for postsecondary
concentrators, the data will be included in
consortia results for both 2S1 and 1P1.
Professional Development
Thank you to all of you who have served in this
capacity. Our conference has grown to a new level of
professionalism and service to participants. Webinars
are available as an ongoing reference in finance,
accountability and Programs of Study.
• We are seeking new members to the workgroup—
contact Michelle Kamenov, Jean Kyle or Debra Hsu.
2013-2014 Local Consortium
• A Retrospective Look at Minnesota’s Perkins IV Monitoring
Process and Recommendations for Future Monitoring
Efforts—Denise Roseland
• FY14 Priorities-collaborative leadership, RPOS, data driven
decision making
• Risk Assessment H-M-L-Program performance, fiscal
analysis, data reporting, other factors
• Selection of Consortia to be monitored in FY14
• Monitoring for Local Consortia
National Perspective
Reauthorization of Perkins "Preparing Today's Students for
Tomorrow's Jobs: A Discussion on Career and Technical Education
and Training Programs“
Blueprint for Transformation of CTE—alignment, collaboration,
accountability and innovations
A Skills beyond School Review for the United States,
International Survey of Adult Skills,
Organisation for Economic Cooperation and Development Report
Upcoming events:
CTE Works! A Minnesota Summit on Excellence in
Career Technical Education, November 14, 2012
Crowne Plaza Minneapolis West, Plymouth, MN
JoAnn Simser, State CTE Director,
[email protected]
Dan Smith, Center for Postsecondary Success,
[email protected]
CTE staff and Consortium Contacts
FY14-Consortia Implementation
Rigorous Program of Study
“Each consortium is expected to ensure that at least one of
its state approved programs of study will meet at least level
one of all ten components of a Rigorous Program of Study
model by the end of FY14.”
“Submit application for state approval of at least one
Rigorous Program of Study on by
March 15, 2014. “ MN Rigorous Program of Study Guide, p. 6
Resources at June 5, 2013 Rigorous Program of Study Workshop
Rigorous Program of Study Model: OVAE Program of Study Design
Implementing Rigorous POS
Programs of Study: Local implementation
Readiness and Capacity Self Assessment
Select one small group A-E. You will have an
assigned facilitator and recorder.
Focus on “Items of Critical Importance/Action
You may select a different group at 2:20 pm
Share your reflections in Garden room at 3:00
Implementing Rigorous POS
Roundtable Groups
A. College and Career Readiness [Guidance and Counseling ]— Denise
Felder/ Al Hauge PO806A
B. Credit Transfer [Course sequence ]—Ginny Karbowski/Michael
Mitchell PO806B
C. Evaluation & Accountability [Technical Skill Assessment ]—Marlys
Bucher, Susan Carter/ Debra Hsu PO808A
D. Legislation/Policy [Partnerships]—JoAnn Simser, Dan Smith/ Ron
Dreyer PO808B
E. Professional Development [Teaching and Learning ] Michelle
Kamenov, Jean Kyle/Yingfah Thao PO838
Thank you for all you do for
CTE in Minnesota…

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