Programs of Study and

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4 Δεκ 2013 (πριν από 3 χρόνια και 8 μήνες)

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Programs of Study and
Technical Skill Attainment



What we plan to cover today:



Program of Study



Technical Attainment



Resources Available


Program of Study

Program of Study


A Program of Study is a sequence of instruction (based
on recommended standards and knowledge and skills)
consisting of coursework, co
-
curricular activities, work
-
site learning, service learning and other learning
experiences. This sequence of instruction provides
preparation for a career.

Career Clusters Web Site:


http://www.careerclusters.org/definitions.php




Programs of Study were added into Perkins IV as a
way to achieve a new vision for CTE by more
consistently and thoroughly connecting secondary and
postsecondary education.


A Program of Study provides direction for students to
prepare them to transition into postsecondary
education and careers.



Why Programs of Study


A Program of Study can be:


A tool for collaboration between secondary and
postsecondary institutions.

(Perkins IV, Sec. 122(c)(I)(A)(i))


A framework for curriculum revision and alignment with
secondary education and postsecondary education.

(Perkins IV, Sec. 122(c)(I)(A)(ii))


A tool to ensure that CTE is meeting the needs of students,
business, industry, and labor.

(Perkins IV, Sec. 134(b)(5))


Why Programs of Study

Program of Study Components


Secondary


Meet Iowa Code for Comprehensive High Schools


Meet Iowa Code for graduation requirements


Include three sequential units of CTE course work


Include Iowa Core Curriculum 21
st

Century Skills


May include concurrent enrollment


Prepares students to be successful in postsecondary
education


Links to postsecondary CTE programs






Program of Study Components


Secondary and Postsecondary


Must be competency based


Address skill standards specific to the industry (All aspect(s)
of the industry)


Includes coherent and rigorous curriculum


Includes work
-
based learning


Addresses non
-
traditional and special population student(s)
in the program


Program of Study Components


Secondary and Postsecondary


Addresses where soft skills are taught within or outside the
CTE program which includes applied learning, higher
-
order
thinking skills, reasoning and problem
-
solving skills, work
attitudes, general employability skills, leadership and
knowledge of all aspect of the industry


Consists of Non
-
duplicative courses from secondary to
post
-
secondary


Utilizes an advisory committee


Collects and reports data for performance requirements



Program of Study Components


Postsecondary


Leads to a community college degree, award or industry
recognized certification


Links to a four
-
year degree


Program of Study


The DE recommends that Iowa Schools and Districts
to utilize the US Department of Education’s 16
Career Clusters and the Career Pathways, Standards,
Benchmarks and Indicators available for each cluster.


www.careerclusters.org



Career Clusters
-

Definition


Career clusters are groupings of occupations/career specialties
used as an organizing tool for curriculum design and
instruction. Occupations/career specialties are grouped into
the Career Clusters based on the fact that they require a set of
common knowledge and skills for career success. The
Knowledge and Skills represented by Career clusters prepare
learners for a full range of occupations/career specialties,
focusing on the holistic, polished blend of technical, academic
and employability knowledge and skills. This approach
enhances the more traditional approach to career and
technical education in which instruction may focus on one or
two occupations and emphasize only specific occupational
skills.

Career Pathways & Knowledge and Skills
(Definitions)


Career Pathways are sub
-
groupings of occupations/career
specialties used as an organizing tool for curriculum design and
instruction. Occupations/career specialties are grouped into
Pathways based on the fact that they require a set of common
knowledge and skills for career success.



Knowledge and Skills are industry
-
validated statements that
describe what learners/employees need to know and be able to
do for career success within a Cluster and/or Pathway.

75% of Programs


The Iowa 5
-
year Perkins Plan approved by the federal
government states that within the next 5 years, 75%
of programs at each Local Education Agency (LEA)
shall have a Program of Study developed.


Example: If you have 8 programs at your secondary school, 6 of
them or 75% would need to be Programs of Study by FY ‘13

Program of Study


The Department of Education has elected to utilize
the national terminology of Program of Study.



A drawing board is part of a Program of Study.



Career and Technical Education Programs offered at
the secondary level are integrated into a Program of
Study.



Program of Study


A Program of Study must be developed jointly with
the secondary and postsecondary school.



Each high school or district’s drawing board is
customized identifying specific course names and
linked to a program at the community college.



Preliminary Planning

for Developing a Program of Study

Step 1

Identify the individuals from each of the partners that will be
included in the discussions for the Program of Study. Examples
would include Advisory Committee Members, AEA
representatives, Community College representatives

Step 2

Develop a timeline for which programs at the LEA will be made
into a Program of Study in order to achieve the 75% requirement
by 2013

Step 3

Determine resources needed to complete the Program of Study.
This may include the 5.4% given to each Community College to
work on this activity and/or may include the LEA’s Perkins
allocation and affect the Perkins yearly application

Step 4

By reviewing your current programs (each LEA), determine if the
focus will be at the cluster level or the pathway level



Steps for Developing a Program of Study

Step 5

In cooperation, LEAs, CTE advisory committee and the community
college, complete the CTE Program Self Assessment (including the
Technical Skill Assessment portion)and identify the current status for
each criterion statement.



CTE Program
Self
-

Assessment

Steps for Developing a Program of Study

Step 6

Utilizing information from discussions with stakeholder groups
and findings from the Self
-
Assessment, develop a strategic plan
and timeline to move non
-
exemplary items on the self
-
assessment to the exemplary level.


Step 7

LEAs, community colleges and advisory committees collaborate
to review the community college standards and benchmarks,
national CTE standards and benchmarks and local standards and
benchmarks and make judgments about technical content. (i.e.
DACUM process)


Steps for Developing a Program of Study

Step 8

Modify Standards and Benchmarks as necessary to meet the
needs of the student, LEAs, community colleges, industry and
the community.


Step 9

Determine placement of Standards and Benchmarks into
programs and courses.


Steps for Developing a Program of Study

Step 10:

Working with the Advisory Board, the LEAs and the
Community College, develop a drawing board for each
program at the LEA connecting it to a specific community
college program(s).



POS Drawing
Board Tool


Steps for Developing a Program of Study

Step 11

The completed drawing board should be made available to all
stakeholders and placed in the school/course handbook and if
possible incorporated into the career information system. Plan to
educate stakeholders (parents, counselors, students) on the use of
the Drawing Board in the development of the 8
th

grade plans.
(personal plan of study)


Step 12

Implement strategic plan activities as appropriate as indicated on
your timeline.




Steps for Developing a Program of Study

Step 13

Continue to update the Self
-
Assessment form as you accomplish
the action steps within your strategic plan.


Step 14

Both the completed drawing boards and the self
-
assessments
should be made available to the Department of Education during
Perkins monitoring visits and accreditation visits.




Part 2

Technical Skill Attainment

Part 2


Technical Skill Attainment



Perkins IV requires that eligible recipients describe
how they are addressing (1) Promoting continuous
improvement in academic achievement, (2)
Promoting continuous improvement of technical skill
attainment, and (3) Identifying and addressing current
or emerging occupational opportunities, in addition
to other requirements as specified by the Act.





Part 2


Technical Skill Attainment



The technical skills assessed, the instrument utilized to assess
those skills, and proficiency level to be attained to pass the
assessment must be approved by a third party. The third
party may be a nationally or state recognized industry
organization, a provider of reliable and valid third party
assessment instruments, or a regional or local advisory
committee for the career and technical education program
being assessed. If at the secondary level, the program is
linked to a community college through a Program of Study,
then the community college must also approve the assessment
instrument.





Standards


Global, Program


A content standard is a summary
description regarding what it is that
students should know and/or be able to do
within a particular discipline.


For example:
Understand career
concepts as a basis for making
appropriate career choices
.

Part 2:

Commonly Used Terminology

Benchmarks


Span
of grades, multiple classes


A benchmark is a clear, description of knowledge
or skill that students should acquire by a
particular point in their schooling.


For example:
Relate work ethic, workplace
relationships, and workplace diversity to
career development.

Part 2:

Commonly Used Terminology

Competencies/

Performance
Indicators


Essential knowledge and skills


For example:

Illustrate how personal qualities
transfer from school to the workplace.


Part 2:

Commonly Used Terminology

Part 2:

Assessment


A System of tools that is used to determine the
extent to which students are acquiring or have
acquired the knowledge and skills listed in the
curriculum and delivered via instruction (
Niebling
, et
al., 2008)






Niebling
, B.C. Roach, A.T., & Rahn
-
Blakeslee, A. (2008). Best practices in Curriculum, instruction, and
assessment alignment. In A. Thomas & J. Grimes (Eds.)
Best practices in school psychology
, (4)5, 1059
-
1072.
Bethesda, MD: National Association of School Psychologists.



Part 2:

Validity and Reliability of Assessment


Validity
-

The extent to which the assessment
instrument measures what it is supposed to measure



Reliability
-

The extent to which the assessment
results are stable or consistent

Part 2:

Steps for Determining Technical Attainment

Step 1

Utilizing the Technical Skill Assessment portion of the self
-
assessment form, the LEAs, CTE advisory committee and the
community college should determine how each program will be
assessed. Items to consider include availability of commercial
assessments related to the program area, expertise in developing
local assessments, industry validated certification availability, and
funding. Commercially developed assessments or national
standards and industry certifications may not be available for all
programs.




Part 2:

Steps for Determining Technical Attainment

Step 2

Select method for technical assessment. The three methods are:


Locally Developed Assessment


Commercially Developed


Industry Validated



Step 3

Stakeholders should review the method chosen for reporting
technical skill attainment and determine if other methods are
possible or warranted for the future that will move the program
toward industry certification. The strategic plan should include
information for moving to a different method if applicable.


Steps for Determining Technical
Attainment: Locally Developed

LD1

Review, share, and solicit input on the results of the assessment
checklist with stakeholder groups (advisory committee, parent
groups (if applicable), boards, faculty, etc.). Discussions should
include the three requirements from Perkins regarding
assessments and decisions need to be made regarding:


Standards and Benchmarks to be assessed


Assessment instrument to be used


Proficiency level for each assessment


LD2

The assessment must be approved by a third party and by the
Community College if the program being reviewed is a Program of
Study.


Steps for Determining Technical
Attainment: Locally Developed

LD3

Determine when the assessment will be given


the DE is
recommending a course
-
by
-
course assessment process in order to
include concentrators.


LD4

Review the assessment instrument chosen to determine validity
and reliability.


Steps for Determining Technical
Attainment: Commercially Developed

CD1


Review, share, and solicit input on the results of the assessment
checklist with stakeholder groups (advisory committee, parent
groups (if applicable), boards, faculty, etc.). Discussions should
include the three requirements from Perkins regarding
assessments and decisions need to be made regarding:


Standards and Benchmarks to be assessed


Assessment instrument to be used


Proficiency level for each assessment


CD2

Utilizing the resources provided and any other outside resources,
determine which assessment instrument meets the needs to
measure the identified Standards and Benchmarks.


Steps for Determining Technical
Attainment: Commercially Developed

CD3

Review the assessment instrument chosen to determine validity
and reliability.


CD4

The assessment instrument must be approved by the Community
College if the program being reviewed is a Program of Study.


Steps for Determining Technical
Attainment: Industry Validated

IV1:

Industry assessment should identify the Standards and Benchmarks
to be taught and the proficiency level for each assessment.


IV2:

The assessment instrument must be approved by the Community
College if the program being reviewed is a Program of Study.

Resources

Resources


The League for Innovation for Community Colleges has
utilized the term Plan of Study on their web page and have
Plans of Study available for all career pathways. See
http://www.league.org/league/projects/ccti/ccluster.cfm


Career Cluster information can be found at
www.careerclusters.org



MBA Research (formerly MarkEd) has developed Programs of
Study for many business programs:
http://www.mark
-
ed.org/2.0/Joomla/index.php?option=com_content&task=blogs
ection&id=9&Itemid=55


Resources will also be made available on the DE Website
which will include a listing of commercially developed test
companies as well as industry certification:
www.iowa.gov/educate


Program of Study Law References


Iowa Code


256.7
http://www.legis.state.ia.us/IACODE/2001SUPPLEMENT/256/7.ht
ml


256.11
http://www.legis.state.ia.us/IACODE/2001/256/11.html


258.3A
http://www.legis.state.ia.us/IACODE/2001/256/11.html


358.4
http://coolice.legis.state.ia.us/Cool
-
ICE/default.asp?category=billinfo&service=IowaCode&ga=83&inpu
t=358.4


281
http://www.legis.state.ia.us/ACO/IAChtml/281.htm


Perkins IV


Sec. 122
http://www.iowa.gov/educate/index.php?option=com_content&tas
k=view&id=265&Itemid=1428