Creating Secondary/
Postsecondary Programs of Study
Perkins IV & Programs of Study
• Incorporate and align secondary and postsecondary
education elements,
• Include academic and CTE content in a coordinated, nonduplicative progression of courses,
• Offer the opportunity, where appropriate, for secondary
students to acquire postsecondary credits, and
• Lead to an industry-recognized credential or certificate
at the postsecondary level, or an associate or
baccalaureate degree.
COLLEGE & CAREER READINESS FOR ALL STUDENTS!!
2
POS Framework
Supporting Elements
Perkins POS Required Elements
Incorporate and align secondary and postsecondary education elements
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Include academic and CTE content in a
coordinated, non-duplicative progression of
courses
• Course sequences
• College and career readiness standards
• Teaching and learning strategies
• Guidance counseling and academic
advisement
Offer the opportunity, where appropriate, for
secondary students to acquire post-secondary
credits
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Credit transfer agreement
Professional development
Lead to an industry-recognized credential or
certificate, Associate or Baccalaureate degree
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Technical skills assessment
Accountability and evaluation systems
Legislation and policies
Partnerships
Minnesota’s response…
Three important changes in the
implementation of Perkins Act of 2006
•
MN changed its definition of a local
recipient.
•
A requirement for the establishment
of Programs of Study
•
A new approach to assessing CTE
skills
Academic (Liberal Arts & Sciences) skills
Technical skills
Workplace skills
Minnesota only
awards Perkins
funds to
collaborating
consortia of
secondary and
postsecondary
schools…no
individual local
recipients.
Minnesota’s Career Wheel
Minnesota Program of Study
Set of aligned programs and curricula that
begin at the high school level and continue
through college and university certificate,
diploma, and degree programs.
• Career Fields
• Career Clusters
• Career Pathways
The stakeholders
• Perkins consortia leaders
• Local education administrators
• Teachers and faculty
• Business and industry leaders
• State CTE staff
• Legislative leaders
The process
•
Based on labor market information, identify the HIGH SKILLS,
HIGH WAGE, AND/OR HIGH DEMAND OCCUPATIONS in region .
•
Identify KEY STAKEHOLDERS to be involve by pathway
process.
•
Begin the discussion on RECOMMENDED ACADEMIC (or
liberal arts & sciences) and CTE COURSES in secondary and
postsecondary programs.
•
Identify certificate, diploma, and degreed PROGRAMS AT
POSTSECONDARY LEVEL.
•
Involve business & industry reps through advisory committees
in a process of VALIDATION OF THE WORK.
•
Use as a GUIDANCE COUNSELING TOOL with students and
parents.
NEW!!! MnProgramsofStudy/ ISEEK
http://www.mnprogramsofstudy.org
Benefits of MnProgramofStudy.org
Use MnProgramofStudy.org. . .
• as a counseling tool
• for career development instruction
• for course schedule planning
• to discuss high school to college/
career options
Technical Skill Assessment Project
www.cte.mnscu.edu/programs/mntsa.html
Academic Year
79 Career Pathways Addressed in TSA Project
2010-2011
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Accounting
Law Enforcement Services
Network Systems
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Plant Systems
Therapeutic Services
2011-2012
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Animal Systems
Diagnostic Services
Early Childhood Development & Services
Teaching/Training (Pre K-3)
Engineering & Technology
Facility & Mobile Equipment Maintenance
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Marketing Management,
Merchandising
Professional Sales
Printing Technology
Visual Arts/
Foundation Knowledge & Skills
2012-2013
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Administrative Support
Administration and Administrative Support Services
Construction
Emergency & Fire Management
Environmental Services Systems
Natural Resource Systems
Web & Digital Communications
Health Informatics
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Health Informatics
Personal Care Services
Production
Mfg Production Process Development
Restaurant
Food & Beverage Services
Teaching/Training (K-12)
Professional Support Services
2013-2014
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Agribusiness Systems
Audio/Video Technology & Film
Biotechnology Research & Development
Business Information Management
Correction Services
Counseling & Mental Health Services
Family & Community Services
Foreign Service
Governance
Design/Pre-construction
General Management
Human Resource Management
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Information Support & Services
Journalism & Broadcasting
Operations Management
Maintenance Installation & Repair
Planning
Performing Arts
Power, Structural, and Technical Systems
Public Management & Administrative Planning
National Security
Revenue & Taxation
Security & Protective Services
Telecommunications
2014-2015
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Banking Services
Business Finance
Consumer Services
Food Products & Processing Systems
Health Support Services
Transportation Systems, Infrastructure
Health Safety & Environmental Management
Insurance
Legal Services
Lodging, Travel, & Tourism
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Marketing Communications
Marketing Research
Programming & Software Development
Quality Assurance
Recreation, Amusement and Attractions
Regulation
Sales & Services
Securities & Investment
Science & Mathematics
Telecommunications
Common Core Competencies for Secondary/
Postsecondary Programs in Each Career Pathway
State Approved Technical Skill Assessments
by Career Pathway
Minnesota Career Technical Education Data
Driven Improvement Professional Development
• CTEDDI provides teachers & faculty
professional development to increase their
confidence, knowledge and skills in
Programs of Study and technical skill
assessments.
• CTEDDI will be delivered by facilitators who
will also serve as coaches as the educators
apply their initial training at their school
sites.
Next Steps - Discussion
Think about your own local progress in
implementing effective Programs of Study
• Strengths?
• Needs for improvement?
How can the your state or local CTE leaders
assist you in your work on this initiative?
Resources
• www.cte.mnscu.edu
• www.careertech.org
• www.mnprogramsofstudy.org