How Program of Study Enhances Articulation

Missouri Department of High Education2010 Missouri Transfer Conference

February 12, 2010

Process for Program of Study•Perkins IV – Program of Study/Career Clusters•DESE – State Plan, Assignment, Resources•MCCE – Timeline, Training•Tech Prep Coordinator•Post-Secondary – Culinary Arts•Secondary School - FACS •Alignment Tables (sample pages in booklet)•Challenges•Lessons Learned

Carl D. Perkins Career and Technical Education Act of

2006New Directions

• Preparing students for successful transitions

• Connecting academics and real world applications

Missouri’s CTE Challenges

• Improving student transitions• Reducing workforce shortages• Expanding CTE to all students• Working with our numerous partners, both

vertically and horizontally• Ensuring academic success• Reducing remediation rates• Leveraging limited resources

Missouri’s State Plan Requirement

Each Perkins eligible grant recipient is required to develop and implement at least one program of study during the life of Perkins IV (2008-2013).

Each Perkins eligible grant recipient, in consultation with Tech Prep Consortia selects 2-3 possible Career Clusters to target for Programs of Study Development.

“The community college meets collectively with all secondary (Perkins Eligible Grant Recipients) to agree on the Programs of Study to be developed and set a timeline and expectations of all involved.”

What’s the plan?How will this happen?

• A facilitated process using Tech Prep Coordinators as guides

• Missouri career and technical educators are the content and curriculum experts

• Transitional partnerships required

Assignment from DESE• Develop a Program of Study

• Two original pilots were selected in 2007• Five additional pilots in 2008

• Produce a Personal Plan of Study • Career Cluster model• College and Career Transition Initiative model

2007 Career Cluster Pilots

2008 Career Cluster Pilots

Construction Career Centers

St. Louis Community College

Metropolitan Community College

Mineral Area College

Ozarks Technical Community College

Department of Elementary and Secondary Education Resources• 10-Step Process to Implement Programs of Study • Programs of Study Implementation Modules• Career Paths, Career Clusters, and Career Pathways • Glossary • Missouri Career Cluster Information• What’s Your Plan

DESE Resources Continue• League for Innovation College and Career

Transitions Initiative• States' Career Clusters• Achieving Effective Program of Study for

Students• White paper:  Student Pathways to

Success • Checklist for Development and

Implementation of Programs of Study

Focus on Student Transitions

Programs of Study&

Career Clusters

Career Clusters become the organizing tool for Missouri’s …

• CTE curriculum design• Personal Plans of Study• Transitions to Post-Secondary

Education and/or the Workforce

Personal Plan of Study

A program of study and a personal plan of study are related but not the same.

“A program of study is a collaborative effort among schools and colleges to seamlessly coordinate classroom instruction, student guidance, career and technical student organizations, career development and community participation for a particular

Career Cluster/Pathway.” Resource: DESE website

Missouri Center for Career Education •DESE provided training and resources with MCCE•MCCE created timeline for training and to develop POS•MCCE facilitated sessions:

•Career Cluster•Rigor, Relevance, and Relationships•Integration of Academics and CTE•Transitioning Students from Secondary to Post-Secondary •Program of Study•WIDS (Worldwide Instructional Design System)•10 Step Process•Alignment Tables

Elements of a POS• Coordinate secondary and post-secondary

curriculums

• Ensure coherent and rigorous content

• Align with challenging academic and technical content

• Non-duplicative progression of courses

• Utilizes strategies for student success in transitions

Tech Prep Coordinators • Facilitate POS using the 10 Step Process• Provide training/materials to partners• Meet with educational partners to discuss:

procedures/roles/rating scale/alignment tables

• Coordinate meetingsIndividual schools - 2 school districtsGroup meetings – 10 school districts

• Coordinate articulation and transitions

Post-Secondary• Meetings• Buy-in of POS &10 Step Process• Completion of POS Alignment Tables• Created additional AFC Alignment Table • Created a Rating Scale based on Bloom’s

Taxonomy used with Alignment Tables• Provided explanation of Knowledge and

Skills expectations as related to Rating Scale

Post-Secondary• Assess individual school’s alignment tables• Created a procedure for articulation/credit

by exam options by providing an assessment for students entering the Culinary Arts Program

• Provide additional training for secondary instructors based on in-put

• Presented POS process at SLCC in-service to assist other CTE programs on POS

Rating Scale

Knowledge and Skills Standards

Cluster Pathway

Implementation of a Program of Study is built upon a curriculum that addresses knowledge and skills in

both:

Missouri Center for Career Education has created specific templates for each cluster and pathway

Assessing Knowledge and Skills

• What course(s) covers the K & S• How much emphasis is put on the

specific K & S

For each knowledge and skill statement defined, you must identify:

Adding a More Specific Component

Cluster

Pathway

Outside Accreditation

Body

Industry Standards

Standardized Testing

Requirements

In many cases, additional knowledge and skills need to be identified

The Completion Process• Identify the cluster and pathway for your

college-level program

• Complete the post-secondary level of the Personal Plan of Study

• Complete the Knowledge and Skills matrices for your program’s cluster, pathway, and any specific components

The Completion Process• Begin dialogue with secondary schools that

feed into your program

• Assist partner-schools in completing the secondary school component of the Personal Plan of Study

• Identify courses taught in the high schools that may be eligible for future dual credit, dual enrollment, articulation, or credit by exam

The Completion Process• Assist secondary schools in competing

the Knowledge and Skills matrices

• This step is most beneficial to be completed in a large group environment, where different schools are able to have an open dialogue to assist in clarification and standardization of measure.

The Completion Process• Analyze results of secondary schools’

Knowledge and Skill matricesEach school will have strengths and

weaknesses in their respective course offerings

• Identify assessment tools to gauge incoming students’ knowledge of specific course matter

• Validate if articulated credit /credit by exam is appropriate

Secondary School• Professional Development - Career Clusters/Paths• Meet with SLCC and FACS instructors• Complete alignment tables• Meeting with SLCC, DESE, FACS, and Counselors• Provided input on improving POS process and

training• Made presentation at MOACTE Conference • Provide follow up with industry advisory

committee

How Does This Enhance the Classroom? (Secondary)• Provides an instructional alignment• Better prepared students• Strengthens the instructional role within

the school system• Expands educational partnerships• Provides for continuous industry input

How Does This Help Missouri Students?

• Motivates students to take rigorous courses

• Increases awareness of opportunities in the career field

• Encourages “Real World” learning• Makes a connection between school and

work• Organizes their coursework with a focus

Key Elements in Developing

Personal Plans of Study• Graduation requirements• Staff involvement• Group/individual participation• Regular review and revision as necessary• Parental involvement• Academic, interests, and abilities assessments• Student participation in school and community

involvement• Linkage to postsecondary experiences

COLLEGE:St. Louis Community College CLUSTER:Hospitality & Tourism

  HIGH SCHOOL(S):Hazelwood East High School PATHWAY:Restaurants & Food/Beverage Services

      Hazelwood Central High School PROGRAM:AAS Hospitality Studies: Culinary Arts

      Hazelwood West High School    

                     

              REQUIRED COURSES    GRADE ENGLISH MATH SCIENCE SOCIAL RECOMMENDED ELECTIVE COURSES    STUDIES OTHER ELECTIVE COURSES              CAREER AND TECHNICAL EDUCATION COURSES

ADULT LEARNER ENTRY POINTS

SECONDARY

9English 1

Algebra I or Geometry

Physics Concepts Government/ Civics

Computer Business Applications Physical Education Health

Fine Arts Elective    

10English 2

Geometry or Algebra II Chemistry World History Nutrition & Wellness Business Law

Physical Education

Intro to Graphic Design & Multimedia Accounting I

Family Living & Parenthood

After 10th grade, assess for college readiness; provide academic/career advising and apply appropriate enrichments (ACT Plan)

11English 3

Algebra II or PreCalculus Biology US History Culinary Arts 1 & 2 Personal Finance

Business Management &

LeadershipMarketing Fundamentals Accounting 2

Child Development Care & Guidance

After 11th grade, assess for college readiness; provide academic/career advising and apply appropriate enrichments (ACT or Accuplacer)

12

English Elective

PreCalculus or College Prep

Math or Calculus or Statistics     Culinary Arts 1 & 2

Web Design & E Business

Advanced Marketing I & II

Marketing Education Internship

Cooperative Industrial Education

Cooperative Industrial Education Internship

Administer college placement exams (reading, math, and writing) and other assessments to determine academic readiness and career skill preparedness; provide academic/career advising and additional preparation

Prerequisites:                    

  ENGLISH/ MATH SCIENCE HUMANITIES/ CAREER AND TECHNICAL EDUCATION COURSES

  COMMUNICATIONS SOCIAL          SCIENCES  

POSTSECONDA

RY

Year 1 1st Semester

College Composition I (ENG:101)

Elementary Applied Math

(MTH:108)

    Introduction to the Hospitality Industry

(HRM 134)

Safety & Sanitation (CUL 101)

Food Preparation Theory

(CUL 105)

Problems of Hospitality

Management (HRM 201)

Purchasing (HRM 112)

 

Year 1 2nd Semester

    Physical Science Lecture

(PSI:101)

PE Food Preparation Practical I

(CUL 110)

Food Preparation Practical II (CUL 115)

Bakeshop Basics for Culinarians (BAP 150)

Nutrition (HRM 128)

Operational Costs (HRM 205)

 

Summer Semester

      PE            

Year 2 1st

Semester

      General Psychology (PSY:200)

Garde Manger (CUL 201)

Global Cuisine (CUL 205)

Nutritional Cooking

(CUL 210)

American Regional

Cuisine (CUL 215)

   

Year 2 2nd Semester

Oral Communication I (COM:101)

    Missouri State Requirement (XXX:xxx)

(CUL 250) HRM elective (XXX:xxx)

       

  Required CoursesRecommended Elective CoursesOther Elective CoursesCareer and Technical Education CoursesCredit-Based Transition Programs (e.g. Dual/Concurrent Enrollment, Articulated Courses, 2+2+2Mandatory Assessments, Advising, and Additional Preparation

Funded by the U. S. Department of Education (V051B020001)

AlignmentTable

** Instructions, Rating, and Samples of the Cluster, Pathway, and American Culinary Federation Alignment Tables in packet

Challenges•Beginning the Process•Administrative Support•Seeing the Whole Picture•Changing Mind Set – already been done•Understanding Roles/Responsibilities•Training•Competencies vs. POS Alignment Tables•Time for Meetings, etc.•Secondary Schools Issues •Post-Secondary Issues•Constant Changes

Lessons Learned• Post-Secondary need to take “LEAD” in POS• One person needs to take charge and drive

the process• First have Informational Meeting with

Training• Requires buy-in from everyone involved• Alignment tables/K&S discussion among

faculty should be before group meeting• Materials should be in electronic format,

generally they were not in electronic format

Lessons Learned• Schedule meetings with all secondary schools wanting the POS

instead of individually meetings with schools• Changes will occur with articulation• The College needs to administer an assessment to secondary

students• FIRST - Develop a Process for POS, to include for post-secondary

programs; Tech Scan, DACUM, WIDS/SCIDS• Using DACUM for alignment table discussion did not work well • Needs constant revision-everything changes• Every partner MUST be in agreement with POS

Outcomes• Identifying the Gaps• Excitement from Secondary to align with Post

Secondary• Developed Stronger Partnerships• Seamless Transition of Students – PPOS• Better Curriculum Alignment between

Secondary and Post Secondary• Summer Training for Secondary • Industry Alignment• Student Focus

Next StepsCompleted Checklist for Development and

Implementation of Program of Study

In process of next POS – Early Childcare and Education, using 10 Step Process

Setting up dates for 2009/2010 meetings and training for Culinary Arts POS

Faculty Member Serves as Mentor

Resources

QUESTIONS?QUESTIONS?

QUESTIONS?QUESTIONS?

Contact InformationCasey Shiller

Coordinator of Baking and Pastry Artscshiller@stlcc.edu

Michelene MoellerManager of College and Career Transitions

mmoeller@stlcc.edu