17 POS Implementation Component Guide Mauston
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Darrell Hines
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12/29/2015
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ElementDevelopmentImplementationRefinement
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1. General FoundationPolicies & Procedures Policies & Procedures Policies & Procedures
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Administrators are familiar with and support the career cluster and pathway initiative. 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.xPossible budget requirements for the first three phases of POS implementation are identified.
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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.xLocal funding sources for initial and long-term POS implementation are identified.
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xThere is evidence of regular, productive POS team meetings and collaborative maturity over time.
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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.
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Professional Development Professional DevelopmentProfessional Development
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Introductory POS professional development is researched, developed, and provided. Needs assessments conducted to determine the focus of POS professional development.x Professional development opportunities are provided to support educator’s use of innovative teaching and learning methods.
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Timeline for professional development is outlined over a three to five year plan. POS team members and stakeholders participate in professional development programs specific to each stage of POS development.
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Teachers demonstrate a commitment to their ongoing learning through highly effective professional development.
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PartnershipsPartnershipsPartnerships
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Current school and district committees are reviewed for possible connections for POS work. Potential critical partners are actively identified and solicited.xPartnerships are developed and evaluated to ensure growth and stability for POS.
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CTE educators actively partner with local businesses in instruction both in and outside the classroom. Connections are built through School-to-Work, Career Prep, CTE, and E4E networks. Students and parents have the opportunity for input into the development of POS.
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Connections are built with non-education focused stakeholders: business and industry, chambers of commerce, or related community organizations.
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Educators participate in networking meetings.
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POS team members collaborate with existing advisory committees and integrate resources.
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2. School Counseling and Career DevelopmentSchool Counseling and Academic Advising School 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. School counselors are familiar with, support, and promote the school’s POS and actively contribute to the work of the POS team. 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.
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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. 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.xTeachers and community members help students expand their interest, understanding, and awareness about careers.
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Course description books include information on Career Clusters, pathways, POS, and identify how courses and course sequencing are related. School counselors have educated other teachers and staff about the purpose and practice of comprehensive school counseling.xStudents 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.
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Teachers integrate the development of the student’s ILP into classes and activities. Students utilize the POS documents to develop their ILP beginning in middle school, but no later than 8th grade.
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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. Students use the ILP to guide course selection.
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A comprehensive model of PK-12 career development is available to all students in the district. 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.
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Students and parents are provided career development resources and strategies.xStudents 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.
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Parents/students are participating in educational/career planning conferences with the school counselor as defined by the WCSCM.
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3. Rigorous Curriculum & Quality InstructionTeaching & Learning Teaching & 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. 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.x 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 sub-groups of students.
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Teachers incorporate 21st Century skills within each course and curriculum. Teachers evaluate course and POS data and use the information to improve student achievement and the operation of the POS.x Teachers actively address equity across the curriculum, career interests, and support diverse student
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CTSOs are offered as in intra-curricular part of the CTE curriculum. Teachers are familiar with common core content and proficiency standards as well as ever-changing technical content related to the
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Work-based learning opportunities are incorporated into the curriculum.
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Course Sequences Course Sequences Course Sequences
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Secondary and post-secondary curricula are aligned to state and national standards with industry and community objectives in mind in order to develop an appropriate sequence of courses. The POS team reviews relevant secondary and post-secondary curriculum related to the POS.x Continued evaluation of course sequence is completed annually by stakeholders and advisory groups.
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Required academic, technical, and employability skills are mapped throughout the POS curriculum. Stakeholders verify that the planned courses in the POS represent a coherent and rigorous sequence.
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Both secondary and post-secondary courses are included on a plan of study.
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Curriculum is written with content objectives, state/national standards, assessments, learning strategies, and evaluation strategies.
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Skill AttainmentSkill Attainment Skill Attainment
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The district works with local employers and community members to have opportunities to participate in work-based learning. Employability Skills Certificates and other skill certificates are earned by students. Copies are retained as evidence of success in a POS.xThe POS team works with industry to identify the value added certifications required for occupations.
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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 place. Develop specific student competencies for each program of study and utilize them.xSchools, community, and employers provide work-based learning opportunities for students.
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x Students participate in documents work experiences, youth apprenticeship, job shadowing, and volunteer experiences related to their POS.
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4. 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. A focus on lowering common remediation needs of students entering post-secondary institutions is evidenced and monitored.x Student employability and 21st century skills are assessed at various levels so improvement in skills can be documented.
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Articulation Agreements Articulation AgreementsArticulation Agreements
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Possible articulation agreements are researched, discussed, and a plan of action is developed. Articulation agreements are developed or enhanced to provide for transcriped credit and advanced standing with post-secondary partners. Articulation 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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5. Accountability and Continuous ImprovementAccountability and Evaluation Systems Accountability and Evaluation SystemsAccountability and Evaluation Systems
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Labor market and employer information is reviewed to identify potential programs of study. Data on POS development progress is collected, analyzed for quality, and shared, including how well it meets the needs of diverse students.xPOS choices are evaluated to ensure they correspond with analyzed labor market data and to ensure non-discrimination and equity in POS opportunities.
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Needs assessments are conducted to determine training and development needs of local and regional stakeholders. 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.xLabor market information and stakeholder input are used to expand, refine, and update the POS in order to maintain or exceed industry standards.
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Evaluation process is in place for the internal and external review of existing offerings and curriculum at both secondary and post-secondary institutions. Disaggregated data on participants in high school enrollment, dual/transcripted credit, youth options, and post-secondary programs is collected and analyzed. 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.
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Needs assessments of student career interests and necessary skills are conducted and analyzed. Follow up data is collected on diverse career pathway completers and high school graduates. The POS implementation team is actively reviewing and updating the POS on a regular basis as a result of the evaluations.
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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. POS implementation team members are engaged in continuous formative and summative evaluation on the program of study.x The school, district, and POS team keep track of both secondary and post-secondary graduation rates over time to determine effectiveness of the POS delivery.
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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. The school, district, and POS team keep track of enrolment and course grades; course passage rates; and WKCE, Explore, Plan, ACT/SAT scores, post-secondary placement assessments, etc.; by student demographic (economic status, gender, ethnicity, disability, ELL, special population status, etc.) and program categories.x Enrollment, course grades, course pass rates, exam pass rates, graduation rates, etc. are reported and analyzed.
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The accountability/assessment plan addresses the core indicators of the Perkins IV legislation. 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. 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.
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Data collection systems are established or coordinated to provide data needed for formative and summative evaluations. Action steps are identified to addresss 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. The POS team analyzes the POS budget to determine current and future expenditures, as well as cost effectiveness.
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