18 Mauston POS Implementation Component Guide
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Wisconsin Program of Study (POS) Implementation Component Guide
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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.
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Teacher(s) Name:Darrel Hines, Beth Babcock
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Date: January 16, 2016
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ElementDevelopmentIn Place?ImplementationIn Place?RefinementIn Place?
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General FoundationsPolicies & ProceduresPolicies & ProceduresPolicies & Procedures
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Administrators are familiar with and support the career cluster and pathway initiative.NoA 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.NoPossible budget requirements for the first three phases of POS implementation are identified.Yes
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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.NoLocal funding sources for initial and long-term POS implementation are identified.Yes
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There is evidence of regular, productive POS team meetings and collaborative maturity over time.Yes
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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
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1-2 Examples:
(i.e. What are your POS goals? What are its other funding sources?)
Goal identified for this POS is to secure location for district garden to support community and food service programs. Funding for district garden is coming from district plant sale as well as outside donations
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Professional DevelopmentProfessional DevelopmentProfessional Development
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Introductory POS professional development is researched, developed, and provided.NoNeeds assessments conducted to determine the focus of POS professional development.NoProfessional development opportunities are provided to support educator’s use of innovative teaching and learning methods.Yes
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Timeline for professional development is outlined over a three to five year plan.NoPOS team members and stakeholders participate in professional development programs specific to each stage of POS development.No
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Teachers demonstrate a commitment to their ongoing learning through highly effective professional development.No
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1-2 Examples:
(i.e. What PD have the POS teachers participated in?)
Attended state and national FFA conferences and conventions.
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PartnershipsPartnershipsPartnerships
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Current school and district committees are reviewed for possible connections for POS work.NoPotential critical partners are actively identified and solicited.NoPartnerships are developed and evaluated to ensure growth and stability for POS.Yes
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CTE educators actively partner with local businesses in instruction both in and outside the classroom.NoConnections are built through School-to-Work, Career Prep, CTE, and E4E networks.NoStudents and parents have the opportunity for input into the development of POS.No
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Connections are built with non-education focused stakeholders: business and industry, chambers of commerce, or related community organizations.No
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Educators participate in networking meetings.No
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POS team members collaborate with existing advisory committees and integrate resources.No
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1-2 Examples:
(i.e. What are some accomplishments with your adv. comm.?)
Committee has agreed to pursue a district garden to serve the needs of our community.
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School Counseling & Career DevelopmentSchool Counseling and Academic AdvisingSchool Counseling and Academic AdvisingSchool Counseling and Academic Advising
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School counselors are familiar with the POS framework and can locate and utilize information on each of the clusters and pathways.NoSchool counselors are familiar with, support, and promote the school’s POS and actively contribute to the work of the POS team.NoInterest, 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.No
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Counselors and teachers provide students with career awareness, career interest assessments, traditional and nontraditional career exploration opportunities to participate in work-based learning.NoSchool counselors have participated in the Wisconsin Comprehensive School Counseling Model (WCSCM) Level I, II, and III Trainings or similar program supporting contemporary school counseling.NoTeachers and community members help students expand their interest, understanding, and awareness about careers.Yes
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Course description books include information on Career Clusters, pathways, POS, and identify how courses and course sequencing are related.NoSchool counselors have educated other teachers and staff about the purpose and practice of comprehensive school counseling.NoStudents 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
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Teachers integrate the development of the student’s ILP into classes and activities.NoStudents utilize the POS documents to develop their ILP beginning in middle school, but no later than 8th grade.No
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Students and parents are informed about labor market information, high demand/high wage careers, and multiple educational pathways to prepare for those careers.NoStudents use the ILP to guide course selection.No
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A comprehensive model of PK-12 career development is available to all students in the district.NoThe 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
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Students and parents are provided career development resources and strategies.NoStudents 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.Yes
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Parents/students are participating in educational/career planning conferences with the school counselor as defined by the WCSCM. No
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1-2 Examples:
(i.e. How are ILP's or ACP's used? How are parents/students made aware of labor market information?)
Counselors are utilizing Career Cruising in 9th grade Academy blocks. Counselors are implementing ACP and Career Cruising in one on one counseling meetings.
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Rigorous Curriculum & Quality InstructionTeaching & LearningTeaching & LearningTeaching & Learning
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Classroom curriculum, instruction, and assessments are aligned with each other and meet the goals designed by the POS team.NoThe 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.NoCurrent 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
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Teachers incorporate 21st Century skills within each course and curriculum.NoTeachers evaluate course and POS data and use the information to improve student achievement and the operation of the POS.NoTeachers actively address equity across the curriculum, career interests, and support diverse student populations.Yes
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CTSOs are offered as in intra-curricular part of the CTE curriculum.NoTeachers are familiar with common core content and proficiency standards as well as ever-changing technical content related to the POS.No
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Work-based learning opportunities are incorporated into the curriculum.No
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1-2 Examples:
(i.e. How are CTSO's integrated? How is course data used to improve achievement? How is equity addressed?)
Local FFA organization continues to grow at middle and high school levels. Current high school executive positions have three girls and one boy serving in offices.
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Course SequencesCourse SequencesCourse Sequences
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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.NoThe POS team reviews relevant secondary and postsecondary curriculum related to the POS.NoContinued evaluation of course sequence is completed annually by stakeholders and advisory groups.Yes
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Required academic, technical, and employability skills are mapped throughout the POS curriculum.NoStakeholders verify that the planned courses in the POS represent a coherent and rigorous sequence.No
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Both secondary and postsecondary courses are included on a plan of study.No
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Curriculum is written with content objectives, state/national standards, assessments, learning strategies, and evaluation strategies.No
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1-2 Examples:
(i.e. How are course sequences evaluated? How are stakeholders involved in POS courses selection?)
Committee reviews scope and sequence on an annual basis. Decisions are made based on best practices and current research. Any changes follow district policy for curriculum.
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Skill AttainmentSkill AttainmentSkill Attainment
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The district works with local employers and community members to have opportunities to participate in work-based learning.NoEmployability Skills Certificates and other skill certificates are earned by students. Copies are retained as evidence of success in a POS.NoThe POS team works with industry to identify the value added certifications required for occupations.Yes
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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 placeNoDevelop specific student competencies for each program of study and utilize them.NoSchools, community, and employers provide work-based learning opportunities for students.Yes
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Students participate in documents work experiences, youth apprenticeship, job shadowing, and volunteer experiences related to their POS.Yes
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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?)
Students with specific pathway are assisted in finding work based experiences. Committee works together to determine best placements for studennts.
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Transition Planning and PolicyCollege & Career ReadinessCollege & Career ReadinessCollege & Career Readiness
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Career Clusters knowledge and skill statement have been analyzed, verified, and or/modified if needed and mapped to existing or future courses.NoA focus on lowering common remediation needs of students entering post-secondary institutions is evidenced and monitored.NoStudent employability and 21st century skills are assessed at various levels so improvement in skills can be documented.Yes
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1-2 Examples:
(i.e. How are employability skills assessed?)
Career speakers and presenters visit classes to discuss jobs and expectations.
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Articulation AgreementsArticulation AgreementsArticulation Agreements
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Possible articulation agreements are researched, discussed, and a plan of action is developed.NoArticulation agreements are developed or enhanced to provide for transcripted credit and advanced standing with post-secondary partners.NoArticulation agreements are developed and updated on an annual basis and are shared with stakeholders; as well as new options are explored and developed.
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1-2 Examples:
(note- no need to re-identify articulation agreements from Planning Worksheet. Are you discussing other options for articulation agreements?)
CTEC is always looking for additional opportunities for students. Hydroponics and district garden are initiatives that will feed other course options.
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Accountability and Continuous ImprovementAccountability and Evaluation SystemsAccountability and Evaluation SystemsAccountability and Evaluation Systems
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Labor market and employer information is reviewed to identify potential programs of study.NoData on POS development progress is collected, analyzed for quality, and shared, including how well it meets the needs of diverse students.NoPOS choices are evaluated to ensure they correspond with analyzed labor market data and to ensure non-discrimination and equity in POS opportunities.Yes
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Needs assessments are conducted to determine training and development needs of local and regional stakeholders.NoEvaluation 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.NoLabor market information and stakeholder input are used to expand, refine, and update the POS in order to maintain or exceed industry standards.Yes
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Evaluation process is in place for the internal and external review of existing offerings and curriculum at both secondary and postsecondary institutions.NoDisaggregated data on participants in high school enrollment, dual/transcripted credit, youth options, and post-secondary programs is collected and analyzed.
NoEvaluation 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
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Needs assessments of student career interests and necessary skills are conducted and analyzed.NoFollow up data is collected on diverse career pathway completers and high school graduates.NoThe POS implementation team is actively reviewing and updating the POS on a regular basis as a result of the evaluations.No
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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.NoPOS implementation team members are engaged in continuous formative and summative evaluation on the program of study.NoThe school, district, and POS team keep track of both secondary and postsecondary graduation rates over time to determine effectiveness of the POS delivery.Yes
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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.NoThe 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.NoEnrollment, course grades, course pass rates, exam pass rates, graduation rates, etc. are reported and analyzed.Yes
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The accountability/assessment plan addresses the core indicators of the Perkins IV legislation.NoData 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.NoPOS, 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
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Data collection systems are established or coordinated to provide data needed for formative and summative evaluations.NoAction 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.NoThe POS team analyzes the POS budget to determine current and future expenditures, as well as cost effectiveness.No
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The POS team evaluates the participation in and the effectiveness of student’s use of individual learning plans. No
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1-2 Examples:
(i.e. How are POS participants evaluated? How are POS courses evaluated? What POS data is reviewed by instructors?)
Committee members are long standing leaders within the community. Additional resources including new members are always encouraged. Courses are continually reviewed by CTE staff, Curriculum Director, CTEC, and POS Committee.
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