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First Steps in Building a Rigorous Program of Study. MDE/ MnSCU Career & Technical Education Webinar Wednesday, August 14 – 10:00 – 11:00 a.m. PRESENTERS (In Order of Presentations) Debra Hsu, MnSCU Dan Smith, MDE Michael Mitchell, MDE John Rapheal , MDE

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first steps in building a rigorous program of study
First Steps in Building a Rigorous Program of Study

MDE/MnSCU

Career & Technical Education Webinar

Wednesday, August 14 – 10:00 – 11:00 a.m.

slide2

PRESENTERS

(In Order of Presentations)

Debra Hsu, MnSCU

Dan Smith, MDE

Michael Mitchell, MDE

John Rapheal, MDE

Ginny Karbowski, MnSCU

Debbie Belfry & Robb Lowe, Southwest Metro Consortium

Mo Amundson, Rochester/ZED Consortium

slide3

GOALS

Share a common understanding of  the 10 components of Rigorous Programs of Study (RPOS) as formulated by the Office of Vocational and Adult Education (OVAE).

Understand the process to evaluate current Programs of Study using the MN RPOS Guide.

Plan first steps for development and implementation of RPOS in your Consortium.

pos s a pos rpos
POS/S-A POS/RPOS

Programs of Study – As a guidance tool, the intent is to chart out many paths for student success.

State-approved Programs of Study – Signature programs for a consortium. Each consortium should identify at least seven programs for state approval.

Rigorous Programs of Study – Ten elements take the POS to the highest standard. Each consortium should bring at least one Program of Study to meet the RPOS standard during the 2013-2014 year.

RPOS

State-approved Programs of Study

Programs of Study

slide6

RIGOROUS PROGRAM OF STUDY COMPONENTS

TECHNICAL SKILLS ASSESSMENTS

COLLEGE & CAREER

READINESS

LEGISLATION &

POLICIES

COURSE

SEQUENCES

ACCOUNTABILITY &

EVALUATION SYSTEMS

TEACHING &

LEARNING

STRATEGIES

PARTNERSHIPS

CREDIT

TRANSFER

AGREEMENTS

PROFESSIONAL

DEVELOPMENT

GUIDANCE

COUNSELING & ACADEMICS

slide7

LEGISLATION &

POLICIES

(National, State and Local Policy)

  • State operationalizes policy through funding and technical assistance.
  • Consortium operationalizes policy through program and professional development activities.
slide8

PARTNERSHIPS

  • Ongoingrelationships between education, business and community partnersare central to the design, implementation and maintenance of Rigorous Programs of Study.
slide9

PROFESSIONAL

DEVELOPMENT

(Teaching and Learning)

Sustained and intensive professional development incorporates opportunities to attend workshops and teacher externships, to learn about the latest in technology focusing on curriculum and instruction.

slide10

ACCOUNTABILITY &

EVALUATION SYSTEMS

(Quantitative & Qualitative Data)

State and local systems and strategies are set to gather quantitative and qualitative data on the RPOS components and students outcomes for ongoing development efforts.

slide11

COLLEGE &CAREER READINESS STANDARDS

(Common Core Competencies )

  • Content standards define what students should be able to know and do to enter and advance in college and/or careers -- the “three-legged stool” based on international benchmarks:
    • Foundational knowledge and skills
    • Academic skills
    • Technical skills
slide12

COURSE

SEQUENCES

(Smooth transitions for strong curriculum partnerships)

  • Non-duplicative sequence of secondary and postsecondary courses within a RPOS are established to avoid the need for remedial courses and duplication of classes.
  • Broad-based CTE courses at the secondary progress to more occupationally-specific CTE programs at the postsecondary.
slide13

CREDIT TRANSFER

AGREEMENTS

(Policy and Curriculum)

“Umbrella” credit transfer agreements provide opportunities for secondary students to be awarded transcripted credit supported by formal agreements.

slide14

GUIDANCE COUNSELING &

ACADEMICS

(Delivered by All for All)

Focus on this component helps students make informed decisions about which RPOS to pursue. Career planning and guidance with plans of study for students early on that are supported by career assessments and resources.

slide15

TEACHING & LEARNING STRATEGIES

(Contextual Learning)

Innovative and creative approaches enable teachers/ faculty to integrate academic & technical instruction. Incorporating team based approaches to support student learning through activities such as math in CTE and/or work based learning projects are also stressed.

slide16

TECHNICAL SKILLS ASSESSMENTS

(Information on Student Learning)

Technical skill assessments provide

information on students learning the necessary knowledge and skills for entry into and advancement in postsecondary education and careers.

slide17

Current POS vs. RPOS

  • Meets State Competencies
  • Articulation Committees Advise
  • Career Opportunities for Students
  • Pathway Improvement Plan
  • Meets Most Student Needs
  • + Meet Business & Industry Skills
  • + Actively Involved with Curriculum & Students
  • + Job Shadow, Externships,

Work Experience

  • + Professional Development & Blended Academics
  • + Industry Certificates & Post-Secondary Credit
process in building a rigorous program of study
PROCESS in Building a Rigorous Program of Study

BEGIN WITH “RIGOROUS PROGRAM

OF STUDY GUIDE” –

Rubrics of 10

Components for

RPOS Evaluation

slide20

RATING FOR THE

RIGOROUS PROGRAM OF STUDY

COMPONENTS

Scale:

• Level 1: Level 1 meets the minimal requirements to become a Minnesota State- Approved RPOS for the Consortium in a career pathway.

• Level 2: Additional subcomponents have been developed and implemented within a RPOS for the Consortium.

• Level 3: Level 3 meets all subcomponents of a RPOS for the Consortium; this level is the highest level of achievement and a goal for all Programs of Study.

plan first steps in building a rigorous program of study
Plan FIRST STEPSin Building a Rigorous Program of Study

In “RIGOROUS PROGRAM OF STUDY HANDBOOK”-

slide24

STEP-BY-STEP SUGGESTIONS

FOR IMPLEMENTATION

IN EACH SECTION – FOR EACH OF TEN COMPONENTS OF HANDBOOK

Teachers/ Faculty

Perkins Consortia Leaders

Local School or Campus Administrators

slide25

EXAMPLE: Section 2: Partnerships

Pages 2.4

Role of Teachers & Faculty in RPOS Partnerships

slide26

EXAMPLE: Section 2: Partnerships

Pages 2.5

Role of Perkins Consortium Leaders in RPOS Partnerships

slide27

EXAMPLE: Section 2: Partnerships

  • Pages 2.6
  • Role of Local School or Campus Administrators
  • In RPOS Partnerships
slide29

Southwest Metro Consortium

Debbie Belfry, Bloomington Schools

Robb Lowe, Normandale Community College

Step 1: In spring, college advisory committee met & recommended cluster approach for future planning.

Step 2: Consortia Leadership Team organized one-day Rigorous Program of Study workshop in June - invited secondary business, FACS, & service occupations teachers AND postsecondary hospitality & business teachers.

Step 3: Team determined overall purpose & goal for the day. . .to create a pathway that begins the conversation & gain commitment to participate in work groups.

slide30

Southwest Metro Consortium

AGENDA

Overview of Perkins/ Rigorous Program of Study

Small Group Discussion – Challenges/ Breaking Down Silos

Small Group Discussion - Opportunities/ Building Collaborations

Next Steps – Rigorous Program of Study Meetings/ Technical Skill Assessment Meetings

slide31

Rochester/ ZED Consortium

Mo Amundson, Rochester Community & Technical College

Step 1: Identified Therapeutic Services as RPOS for consortium.

Step 2: College and high school administration teams met to review the RPOS rubrics & evaluate current POS.

Step 3: Team set goals for FY14 to achieve Level 3 in each of 10 components.

in conclusion
In conclusion. . .

Questions?

Comments?

thank you
THANK YOU. . .

For your leadership

For your hard work

For your continued commitment to CTE students in Minnesota!!!!!