technical skill assessment and the success of statewide articulation agreements

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Technical Skill Assessment and the Success of Statewide Articulation Agreements. Montana Rigorous Programs of Study. Career pathways spelled out in the Rigorous Programs of Study initiative (RPOS ) span secondary and postsecondary education - PowerPoint PPT Presentation

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  • Technical Skill Assessment and the Success of Statewide Articulation Agreements

    Montana RigorousPrograms of Study

  • Career pathways spelled out in the Rigorous Programs of Study initiative (RPOS) span secondary and postsecondary education Concentrate on high-demand, high-wage occupations.Statewide articulation agreements must become the norm.Arne DuncanRigor, Relevance and the Future of CTERemarks presented April 19, 2011

  • 10 Component Framework RPOS

    5. COLLEGE AND CAREER READINESS STANDARDS6. COURSE SEQUENCES7. CREDIT TRANSFER AGREEMENTS

    9. TEACHING AND LEARNING STRATEGIES10. TECHNICAL SKILLS ASSESSMENTS

  • Montana RPOSSix year construction pathway Sequence of Courses4 years of secondary2 years of postsecondaryHow do you know College Ready?Aligned to national standardsCareertech.orgTechnical Skill AssessmentCollege entrance assessments

  • Goal is College Ready.Academic test Math and English ACT or SATACT CompassTechnical CTE

  • The answer is too often NO!Montana and many other states60% of students entering a two-year college fail English, Math or both.Enroll in non-credit remedial classOnly 50% move on to their major field

  • Academic Knowledge/Skill in terms of CTEIntegrate math and literacy into CTE classesNational Research Center for Career and Technical Education (NRCCTE)Math-in-CTELiteracy-in-CTEGeometry in ConstructionDual-Credit College level Technical math/English

  • Technical skills not as clear Look to national standardscluster standards (careertech.org)NCCERNational Association of Home Builders (NAHB)

  • Montana Strategy - START Start with business/industryWhat is career readyCareer Clusters at careertech.orgNCCERCollege CurriculumCommon Course NumberingState Wide Articulation Agreements

  • CSTN 100 Fundamentals of ConstructionSTART Agreement FoundationCommon course numbering80% Common Competencies/Objectives

    CSTN 100 CompetenciesExplain the role that safety plays in the construction trades Demonstrate the proper use -of safety toolsSafely demonstrate the use of hand tools and power tools Perform basic math as required for carpentry

  • Creating the assessmentBased on national standards that make sense to industry postsecondary secondaryBuy in from all of aboveConfidenceInstructorsAdministratorsRegistrars

  • John Foster, CEO of NOCTI

    Myself

    Why we are here.

    *Explain the RPOS*Explain the alignment process, that over six years should learn all knowledge and skills to be career ready

    In four years should be college ready

    *Discussion of alignment*Sequence of coursesCTE and Academic point this out in terms of horizontal and verticalSecondary to postsecondary\Crosswalked these classes against the careertech.org K&S statements for construction pathwayLocated gaps academic math and literacy

    *The six year course sequence issue is duplication do students have to take courses multiple times, especially in college, and early in postsecondary career

    *The only gauge of college ready is in college entrance tests

    *Need to also ask question about CTE courses taken in high school, are they preparing the students? For career? For college CTE courses.

    *Not difficult to identify that some needs to know a squared plus b squared = c2

    Write and read

    What do you need to know to build a house/ plumbing, wiring, nails, tools, hand, electric; same for other CTE, automotive, manufacturing, health,

    Lots of ways to teach, limited time to teach, lots of school districts*Measure CTE technical skills gained in high schoolAre they skills necessary to succeed in collegeAre the college level skills?Should the student earn college credit for their course work in high school

    **

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