18 Nekoosa POS Implementation Component Guide

	A	B	C	E	F	H	I
1	Wisconsin Program of Study (POS) Implementation Component Guide
2	1. Identify existing components of within your POS by selecting or typing "Yes" or "No" to the right of the prompt. 2. Identify 1-2 examples that demonstrate the components you have identified as existing. Sample questions are provided only as ideas and do not need to be specifically addressed.
3	Teacher(s) Name:	Jen Jackson
4	Date:	2016-09-13
5	Element	Development	In Place?	Implementation	In Place?	Refinement	In Place?
6	General Foundations	Policies & Procedures		Policies & Procedures		Policies & Procedures
7		Administrators are familiar with and support the career cluster and pathway initiative.	Yes	A 3-5 year implementation plan has been developed and contains goals, timelines, and tasks to be performed related to the Ten Components of a Program of Study.	Yes	Possible budget requirements for the first three phases of POS implementation are identified.	Yes
8		A team approach consisting of school counselors, core academic teachers, CTE teachers, curriculum or CTE coordinator, business and industry representatives, and post-secondary representatives is utilized.	Yes			Local funding sources for initial and long-term POS implementation are identified.	No
9						There is evidence of regular, productive POS team meetings and collaborative maturity over time.	Yes
10						The Comprehensive School Counseling Model articulates how the district meets the Education for Employment Plan requirement to provide every student with the equivalent of a semester long course in career development.	No
11		1-2 Examples: (i.e. What are your POS goals? What are its other funding sources?)	CTE department meets on a regular basis with CESA 5 CTE Coordinator to discuss program of study. Administrators are present during these meetings to stay up to date of what is occuring in CTE. Other funding sources include the Mid-Wisconsin YA grant through MSTC and Career Prep Grant through MSTC, in addition to district funds.
12		Professional Development		Professional Development		Professional Development
13		Introductory POS professional development is researched, developed, and provided.	Yes	Needs assessments conducted to determine the focus of POS professional development.	Yes	Professional development opportunities are provided to support educator’s use of innovative teaching and learning methods.	Yes
14		Timeline for professional development is outlined over a three to five year plan.	Yes	POS team members and stakeholders participate in professional development programs specific to each stage of POS development.	Yes
15				Teachers demonstrate a commitment to their ongoing learning through highly effective professional development.	Yes
16		1-2 Examples: (i.e. What PD have the POS teachers participated in?)	FBLA Fall Leadership Labs, FBLA Wisconsin Fall Leadership Conference, FBLA National Fall Leadership Conference, FBLA National Leadership Conference, FBLA State Officer Adviser Training, National Career Pathways Networking Conference
17		Partnerships		Partnerships		Partnerships
18		Current school and district committees are reviewed for possible connections for POS work.	Yes	Potential critical partners are actively identified and solicited.	Yes	Partnerships are developed and evaluated to ensure growth and stability for POS.	Yes
19		CTE educators actively partner with local businesses in instruction both in and outside the classroom.	Yes	Connections are built through School-to-Work, Career Prep, CTE, and E4E networks.	Yes	Students and parents have the opportunity for input into the development of POS.	No
20				Connections are built with non-education focused stakeholders: business and industry, chambers of commerce, or related community organizations.	Yes
21				Educators participate in networking meetings.	Yes
22				POS team members collaborate with existing advisory committees and integrate resources.
23		1-2 Examples: (i.e. What are some accomplishments with your adv. comm.?)	Networking with Domtar to continue IT Youth Apprenticeship options, along with YA students working within the district. Represents Nekoosa CTE at Mid-Wisconsin STW Consortium meetings. Advisory committee representation during Dr. Tony Evers visit during Spring 2016.
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25	School Counseling & Career Development	School Counseling and Academic Advising		School Counseling and Academic Advising		School Counseling and Academic Advising
26		School counselors are familiar with the POS framework and can locate and utilize information on each of the clusters and pathways.	Yes	School counselors are familiar with, support, and promote the school’s POS and actively contribute to the work of the POS team.	Yes	Interest, skill, and aptitude inventories and assessments are available to students. Care is taken to overcome stereotypes and myths about career appropriateness based on gender, ethnicity, disability, or other diversity factors.	Yes
27		Counselors and teachers provide students with career awareness, career interest assessments, traditional and nontraditional career exploration opportunities to participate in work-based learning.	Yes	School counselors have participated in the Wisconsin Comprehensive School Counseling Model (WCSCM) Level I, II, and III Trainings or similar program supporting contemporary school counseling.	Yes	Teachers and community members help students expand their interest, understanding, and awareness about careers.	Yes
28		Course description books include information on Career Clusters, pathways, POS, and identify how courses and course sequencing are related.	Yes	School counselors have educated other teachers and staff about the purpose and practice of comprehensive school counseling.	Yes	Students can identify at least one career cluster or related pathway they are interested in pursuing. They can also show the connection of those pathways to their current learning.	Yes
29				Teachers integrate the development of the student’s ILP into classes and activities.	No	Students utilize the POS documents to develop their ILP beginning in middle school, but no later than 8th grade.	No
30				Students and parents are informed about labor market information, high demand/high wage careers, and multiple educational pathways to prepare for those careers.	No	Students use the ILP to guide course selection.	No
31				A comprehensive model of PK-12 career development is available to all students in the district.	Yes	The Comprehensive School Counseling Model articulates how the district meets the Education for Employment Plan requirement to provide every student with the equivalent of a semester long course in career development.	No
32				Students and parents are provided career development resources and strategies.	Yes	Students use the internet, e-portfolios, and/or career development software/materials in classroom lessons and advisement sessions to fulfill the goals of their ILP and POS.	No
33						Parents/students are participating in educational/career planning conferences with the school counselor as defined by the WCSCM.	Yes
34		1-2 Examples: (i.e. How are ILP's or ACP's used? How are parents/students made aware of labor market information?)	ACPs are created for each student in grades 9-12 during their Advisory period, the CTE department developed the documents used by the student body for their ACPs. Labor market information is shared during Career and Financial Literacy course to all seniors as they develop their future career plans. WorkNet will also be referenced during Advisory ACP activities, along with www.wicareerpathways.org.
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36	Rigorous Curriculum & Quality Instruction	Teaching & Learning		Teaching & Learning		Teaching & Learning
37		Classroom curriculum, instruction, and assessments are aligned with each other and meet the goals designed by the POS team.	Yes	The POS design requires innovative teaching and learning methods that integrate the use of technology, inquiry, challenge, and problem-based approaches, higher-order thinking skills, and competency-based learning.	Yes	Current Wisconsin statewide exams and other student assessment data (formative and summative) are analyzed and used to make curriculum improvements for all students and for subgroups of students.	Yes
38		Teachers incorporate 21st Century skills within each course and curriculum.	Yes	Teachers evaluate course and POS data and use the information to improve student achievement and the operation of the POS.	No	Teachers actively address equity across the curriculum, career interests, and support diverse student populations.	Yes
39		CTSOs are offered as in intra-curricular part of the CTE curriculum.	Yes	Teachers are familiar with common core content and proficiency standards as well as ever-changing technical content related to the POS.	Yes
40		Work-based learning opportunities are incorporated into the curriculum.	Yes
41		1-2 Examples: (i.e. How are COSO's integrated? How is course data used to improve achievement? How is equity addressed?)	Very active FBLA chapter and state officer (Region II VP)
42		Course Sequences		Course Sequences		Course Sequences
43		Secondary and postsecondary curricula are aligned to state and national standards with industry and community objectives in mind in order to develop an appropriate sequence of courses.	Yes	The POS team reviews relevant secondary and postsecondary curriculum related to the POS.	Yes	Continued evaluation of course sequence is completed annually by stakeholders and advisory groups.	Yes
44		Required academic, technical, and employability skills are mapped throughout the POS curriculum.	Yes	Stakeholders verify that the planned courses in the POS represent a coherent and rigorous sequence.	No
45				Both secondary and postsecondary courses are included on a plan of study.	Yes
46				Curriculum is written with content objectives, state/national standards, assessments, learning strategies, and evaluation strategies.	No
47		1-2 Examples: (i.e. How are course sequences evaluated? How are stakeholders involved in POS courses selection?)	Advisory committee reviews course sequence and have input on changes. Transcripted credit agreements with MSTC.
48		Skill Attainment		Skill Attainment		Skill Attainment
49		The district works with local employers and community members to have opportunities to participate in work-based learning.	Yes	Employability Skills Certificates and other skill certificates are earned by students. Copies are retained as evidence of success in a POS.	Yes	The POS team works with industry to identify the value added certifications required for occupations.	Yes
50		The district creates a plan for what types of work-based learning fits within the curriculum, district, and community and has an action plan of how implementation can take place	Yes	Develop specific student competencies for each program of study and utilize them.	No	Schools, community, and employers provide work-based learning opportunities for students.	Yes
51						Students participate in documents work experiences, youth apprenticeship, job shadowing, and volunteer experiences related to their POS.	Yes
52		1-2 Examples: (i.e. How are certification standards included in POS courses? How did you decide which work-based learning opportunities best fit POS?)	Employability Skills Certification, Youth Apprenticeship, Microsoft Office Specialist
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54	Transition Planning and Policy	College & Career Readiness		College & Career Readiness		College & Career Readiness
55		Career Clusters knowledge and skill statement have been analyzed, verified, and or/modified if needed and mapped to existing or future courses.	Yes	A focus on lowering common remediation needs of students entering post-secondary institutions is evidenced and monitored.	No	Student employability and 21st century skills are assessed at various levels so improvement in skills can be documented.	Yes
56		1-2 Examples: (i.e. How are employability skills assessed?)	Employability Skill Standards
57		Articulation Agreements		Articulation Agreements		Articulation Agreements
58		Possible articulation agreements are researched, discussed, and a plan of action is developed.	Yes	Articulation agreements are developed or enhanced to provide for transcripted credit and advanced standing with post-secondary partners.	Yes	Articulation agreements are developed and updated on an annual basis and are shared with stakeholders; as well as new options are explored and developed.	Yes
59		1-2 Examples: (note- no need to re-identify articulation agreements from Planning Worksheet. Are you discussing other options for articulation agreements?)	MSTC (Intro to Business and Microsoft Office-Introduction)
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61	Accountability and Continuous Improvement	Accountability and Evaluation Systems		Accountability and Evaluation Systems		Accountability and Evaluation Systems
62		Labor market and employer information is reviewed to identify potential programs of study.	Yes	Data on POS development progress is collected, analyzed for quality, and shared, including how well it meets the needs of diverse students.	Yes	POS choices are evaluated to ensure they correspond with analyzed labor market data and to ensure non-discrimination and equity in POS opportunities.	No
63		Needs assessments are conducted to determine training and development needs of local and regional stakeholders.	Yes	Evaluation systems are designed to ensure that course and POS outcomes are equitable based on sex, race, disability, English Language Learner status, economic status and other special populations as defined by the Perkins Law.	Yes	Labor market information and stakeholder input are used to expand, refine, and update the POS in order to maintain or exceed industry standards.	No
64		Evaluation process is in place for the internal and external review of existing offerings and curriculum at both secondary and postsecondary institutions.	Yes	Disaggregated data on participants in high school enrollment, dual/transcripted credit, youth options, and post-secondary programs is collected and analyzed.	No	Evaluation instruments and data collection systems are functioning to track POS measurable outcomes in all of the following: new instructional methods/strategies, differentiated instruction, introduced/implemented a new course, major revamp of current course, and student achievement/success.	No
65		Needs assessments of student career interests and necessary skills are conducted and analyzed.	Yes	Follow up data is collected on diverse career pathway completers and high school graduates.	Yes	The POS implementation team is actively reviewing and updating the POS on a regular basis as a result of the evaluations.	No
66		Data is analyzed according to demographic groups of students participating in the POS to determine the size, scope, and possible supports or interventions needed to close the gaps.	Yes	POS implementation team members are engaged in continuous formative and summative evaluation on the program of study.	No	The school, district, and POS team keep track of both secondary and postsecondary graduation rates over time to determine effectiveness of the POS delivery.	Yes
67		POS formative and summative evaluation plan is developed and refined on a regular basis and will include short and long term local school, district, department, and individual performance goals and priorities.	Yes	The school, district, and POS team keep track of enrolment and course grades; course passage rates; and WKCE, Explore, Plan, ACT/SAT scores, postsecondary placement assessments, etc.; by student demographic (economic status, gender, ethnicity, disability, ELL, special population status, etc.) and program categories.	Yes	Enrollment, course grades, course pass rates, exam pass rates, graduation rates, etc. are reported and analyzed.	Yes
68		The accountability/assessment plan addresses the core indicators of the Perkins IV legislation.	Yes	Data on participants of co-curricular and experiential learning opportunities (i.e., STW participants, students completing an internship or co-op experience, CTSOs, etc.) is collected and analyzed, including by demographic status.	Yes	POS, CTE programs, and curriculum are updated and revised based on data-driven observations, including different performance or success based on demographics, recommendations, and decisions from various stakeholder groups.	No
69		Data collection systems are established or coordinated to provide data needed for formative and summative evaluations.	Yes	Action steps are identified to address the goals and priorities and progress toward completion of the action steps is monitored by the accountability/evaluation team as well as the career pathways team.	No	The POS team analyzes the POS budget to determine current and future expenditures, as well as cost effectiveness.	Yes
70						The POS team evaluates the participation in and the effectiveness of student’s use of individual learning plans.	No
71		1-2 Examples: (i.e. How are POS participants evaluated? How are POS courses evaluated? What POS data is reviewed by instructors?)	Special populations and gender population data is reviewed and analyzed. Strategies to improve these areas are addressed as needed.
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