Career and College Pathways, Dual Credit, and PSEO August 6, 2014 Back-to-School Leadership Conference Leading for educational excellence and equity. Every day for every one.
Success in the New Economy http://vimeo.com/67277269 education.state.mn.us 2
It is simple economics- Minnesota needs more postsecondary credentialed workers to compete globally
Defining Career and College Ready For purposes of statewide accountability, "career and college ready" means a high school graduate has the knowledge, skills, and competencies to successfully pursue a career pathway including postsecondary credit leading to a degree, diploma, certificate, or industry-recognized credential and employment.
Defining Career and College Ready Students who are career and college ready are able to successfully complete credit-bearing coursework at a two- or four-year college or university or other credit-bearing postsecondary program without need for remediation. education.state.mn.us 5
Education Bill: HF 630 Sec. 6. Minnesota Statutes 2012, section 120B.125, is amended to read: beginning in the 2013-2014 school year, must assist all students by no later than grade 9 to explore their college and career interests and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment. PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION TO POSTSECONDARY EDUCATION AND EMPLOYMENT; PERSONAL LEARNING PLANS. Now What??????? education.state.mn.us 6
PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION School Districts beginning in the 2013-2014 school year, must assist all students by no later than grade 9 to explore their educational, college and career interests, aptitudes and aspirations and develop a plan for a smooth and successful transition to postsecondary education or employment. All students' plans must be designed to: (1) ) provide a comprehensive plan to prepare for and complete a career and collegeready curriculum by meeting state and local academic standards and developing career and employment-related skills such as team work, collaboration, and good work habits; (2) emphasize academic rigor and high expectations; Already in existence (3) help students identify interests, aptitudes, aspirations and personal learning styles that may affect their career and college-ready goals and postsecondary education and employment choices; (4) help students gain access to postsecondary education and career options; education.state.mn.us 7
PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION (5) integrate strong academic content into career-focused courses and applied and experiential learning opportunities and integrate relevant career-focused courses and applied and experiential learning opportunities into strong academic content (6) help identify and access appropriate counseling and other supports and assistance that enable students to complete required coursework, prepare for postsecondary education and careers, and obtain information about postsecondary education costs and eligibility for financial aid and scholarship; (7) help identify collaborative partnerships among kindergarten through grade 12 schools, postsecondary institutions, economic development agencies, and local and regional employers that support students' transition to postsecondary education and employment and provide students with applied and experiential learning opportunities; and education.state.mn.us 8
PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION (8) be reviewed and revised at least annually by the student, the student's parent or guardian, and the school or district to ensure that the student's course-taking schedule keeps the student making adequate progress to meet state and local academic standards and high school graduation requirements and with a reasonable chance to succeed with employment or postsecondary education without the need to first complete remedial course work. (b) A school district may develop grade-level curricula or provide instruction that introduces students to various careers, but must not require any curriculum, instruction, or employment-related activity that obligates an elementary or secondary student to involuntarily select or pursue a career, career interest, employment goals, or related job training. (c) When assisting students in developing a plan for a smooth and successful transition to postsecondary education and employment, districts must recognize the unique possibilities of each student and ensure that the contents of each student's plan reflect the student's unique talents, skills, and abilities as the student grows, develops, and learns. education.state.mn.us 9
PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION A new one: 9) set appropriate career and college-ready goals with timelines that identify effective means for achieving those goals; education.state.mn.us 10
Planning for Student s Successful Transition Toolkit Toolkit http://education.state.mn.us/mde/schsup/careeredadmin/index.html education.state.mn.us 11
Developmental education Nationally - 50 percent of recent high school graduates require some form of developmental education Getting Prepared Report 2010- Minnesota numbers are 40 percent of Class of 2008 require at least one developmental course ACT National Curriculum Survey 2013 Context of how other states have approached the topic education.state.mn.us 12
Next steps in redesigning developmental education Shared learner outcomes in developmental education 4 committees co-chaired MSCF and IFO Determine competencies to college level in content Transferability among our own colleges and universities in developmental education Engage K-12 and ABE practitioners Local practices help inform targeted interventions MnSCU and higher education to work together on series of targeted interventions- course, MOOC, software platform etc. all a possibility but must be good at a system level vs. at a local level
Expanding Dual College Credit Minnesota a pioneer in 1985 with PSEO statute Early College growth with the possibility of earning as much as a 2 year associates degree by the time students graduate from high school Jobs for the Future- NC and TX a way to close the achievement gap Early stats show promise 22 percent graduate with AA, 85 percent graduate high school on time. Most located on the college or university campus Less remediation, immediate transition to higher education, higher credit attainment, better persistence and higher degree attainment rates 900,000 in adjusted per pupil allocation for the biennium for PSEO
Conferring a degree involves additional requirements Accreditation- Higher Learning Commission Program replication if 50 percent or more offered on site Credit residency- HLC (15 credits) and system office currently 20 credits of AA (Associate of Arts) or 1/3 of degree that has to be taught by the faculty from the institution awarding the degree Concurrent enrollment and most credit for prior learning do not count towards an AA degree
Students can earn college credit in a multitude of ways College course Credit for Prior Learning q PSEO- on campus, online, flipped and at the high school q Concurrent- taught by a high school teacher, mentored by a college faculty member q National Challenge Exams q Advanced Placement q International Baccalaureate q CLEP q NOCTI q NYUFLP q Articulated High School to College Credit education.state.mn.us 16
Concurrent vs. PSEO College course In high school Taught by HS teacher Qualified, departmentally approved, and participates in professional development No cost to student State allocation stays with HS Push for NaCEP accreditation College course At college/university/at the high school/online or flipped Taught by faculty No cost to student Full or partial state allocation goes to college Can be contract based with a district
Credentialing requirements Same requirements as if you were to teach on the college campus NACEP and HLC Waivers and professional development plans Working with Teacher Education Programs Leveraging Credit for Prior Learning Flexible scheduling of graduate credit opportunities
Traditional student eligibility for PSEO Juniors: top third of class OR score at or above 70th percentile on a nationally standardized, norm-referenced test Seniors: top half of class OR score at or above 50th percentile on a nationally standardized, norm-referenced test Juniors or seniors: documentation (other than that above) of the student's readiness and ability to perform collegelevel work as determined by the college
New legislation opening student access to technical education 10 th graders from eligible districts with a meets expectation or higher score on 8 th grade MCA Can enroll in 1 CTE course at a campus that grants a certificate, diploma or associates degree (2 year campuses) Must still meet prerequisites of the course wishing to enroll in including Accuplacer cut score or OSHA requirement Upon successful completion of the CTE course- C or higher, can enroll in additional college courses but must meet the prerequisite of the course or courses wishing to enroll in General education must reassess Recommending each institution require counseling and advising for these students On a space available basis
New Postsecondary Enrollment Options (PSEO) legislation 2014 Supplemental Budget Bill, Article 15 POSTSECONDARY ENROLLMENT OPTIONS (PSEO) Formula for payments to colleges under PSEO corrected to use 1.2 weighting rather than 1.3, to conform with secondary pupil unit weight, beginning in FY 2015. For 2014-2015 through 2019-2020 school years only, allows a postsecondary institution to advertise or recruit high school students in school districts with 700 or more students in grades 10-12. education.state.mn.us 21
New Postsecondary Enrollment Options (PSEO) legislation Allows students in an ALC enrolled in early or middle college programs to receive dual credit for completing remedial or developmental courses. (Chapter 272) By March 1 of each year that a district must provide general up-todate information on the district s Web site and in materials that are distribution to parents and students, including information about enrollment requirements and the ability to earn postsecondary credit to all students If a postsecondary institution enrolls a secondary school pupil in a course, it must also enroll in the same course an otherwise enrolled and qualified postsecondary student who qualifies as a veteran and demonstrates that the institution s established enrollment timelines were not practicable for that student.
9 th and 10 th grade concurrent enrollment New legislation in July of 2011 If courses can not be run on the basis of enrollment with eligible juniors and seniors Upper 90 th percent class rank or performance on a nationally normed exam Must still meet prerequisite guidelines for the course including Accuplacer
Career Pathway and Technical Education Advisory Taskforce Strengthened secondary CTE system Aligned career and college readiness process Coordinated career pathway structure Reported recommendations to the legislature February charged to the 2014- P-20 Education Partnership Workgroups Established education.state.mn.us 24
P-20 Education Partnership Workgroups Realign the governance and administrative structures of early education, kindergarten through grade 12, and postsecondary systems in Minnesota Identify changes to revise a P-20 education system premised on students individual career and college readiness plans and goals Organize and implement a framework of foundational skills and career pathways Redesign teacher licensure and restructure staff development and training Create a web-based hub with career, employment trends, and needed educational pathways for students and families
Shaping Your Future Shaping Your Future: Mike http://youtu.be/-lgmrbccw4e readysetgomn.com youtube.com/user/mndeptofed education.state.mn.us 26
The Bottom Line State Agencies, Local Districts and Partners Need Effective Communication Collaboration Accountability Across all systems for all students transitioning into adulthood education.state.mn.us 27
For further information: Angie Johnson Michelle Kamenov Beth Barsness Paula Palmer