Advancing Career and Technical Education in State and Local Career Pathways Systems

Transcription

1 Advancing Career and Technical Education in State and Local Career Pathways Systems Rochester Community and Technical College Room HA 102, Heintz Center 1926 College View Road East Rochester, MN Heintz Center, North Entrance Directions at September 24, 2013 Agenda 9:00 9:15 am Welcome The state team lead will provide updates on project staffing changes and activities since the last state team meeting and review the agenda for the day. Host welcome: Interim President Gail O Kane, Rochester Community and Technical College 9:15 9:30 am Status Update: Statewide Career Pathways Initiatives State team members will share information on related career pathways initiatives within the state and identify opportunities to enhance and foster collaboration among the initiatives. 9:30 11:00 am What Have we Achieved? Subcommittees formed during the June 25 th meeting have been working to develop tactics and metrics, identify point persons, and set dates for achieving outcomes established for each element. Subcommittee leads will: Review elements and strategies they were tasked to address Share progress and any issues encountered in performing the work Solicit feedback from the group Describe next steps 11:00 12:00 pm Feedback Session: Alliance for Quality Career Pathways Minnesota is participating with nine other states and the Center for Law & Social Policy (CLASP) in a national initiative to develop a national voluntary framework for Career Pathways. Judy Mortude will provide an overview of the initiative and seek feedback from team members on the proposed career pathways metrics. 12:00 1:00 pm Lunch

2 1:00 2:30 pm Lessons from the Field: Findings from the Rochester Partnership Local representatives from secondary and postsecondary education agencies, workforce training, and business/industry partners will share information on how Rochester has developed partnerships, engaged employers, and used data to design program to meet local needs. State team members will consider how these local lessons may inform project activities going forward. 2:30 3:00 pm Communicating the Vision Team members will provide comments on the updated white paper and consider additional materials and resources that might be developed. 3:00 3:30 pm Next Steps Team members will consider the steps needed to support career pathways development activities and to expand awareness of project activities. Meeting Goals: By the end of the day, the team will have: Agreed upon a vision and set of outcomes for the first and subsequent years of the project. Validated a set of outcomes, strategies, and tactics for each of the three elements in the state s strategic plan framework. Established completion dates and a responsible person for each tactic. Identified strategies for incorporating local experiences in the state strategic plan framework.

3 MN State Team Contact List -Advancing CTE in Career Pathways Team Member Agency/Organization address Anne Kilzer Minnesota Workforce Council Assocation Jim Gross Rochester Commnity & Technical College/Perkins Coordinator Andrea Ferstan United Way - Twin Cities Andrea.Ferstan@unitedwaytwincities.org Alyssa Klein DEED alyssa.klein@state.mn.us JoAnn Simser MnSCU/State Director of Career & Technical Education/Perkins JoAnn.Simser@so.mnscu.edu Julie Nigon Rochester ABE junigon@rochester.k12.mn.us Mo Amundson Rochester/ZED Perkins Coordinator & Governors' Workforce Development Council mamundson@clbp.org Nola Speiser DEED nola.speiser@state.mn.us Julie Dincau MDE - Adult Basic Education julie.dincau@state.mn.us Randy Johnson Rochester region WFDI rjohnson@wfdi.ws Judy Mortrude DEED Judy.Mortrude@state.mn.us Rick Roy DEED rick.roy@state.mn.us Dan Smith MDE - Career & Technical Education dan.smith@state.mn.us Vacant MnSCU/Advancing CTE in Career Pathway System Project Coordinator Mark Toogood MN Dept of Human Services, Director Transitions to Economic Stability mark.toogood@state.mn.us Dana Irgens Career Technical Education Director, MN Department of Corrections dana.irgens@state.mn.us Minnesota Coach-Advancing CTE in State and Local Career Pathway Systems Steve Klein Director, RTI International sklein@rti.org Content Experts Called upon as Needed Craig Rhombs State Longitudinal Data System-MN Department of Education craig.rhombs@state.mn.us Deb Serum WDQI - DEED Susan Carter MnSCU Research, Planing & Evaluation/Perkins data susan.carter@so.mnscu.edu Mary Russell Health Partners mary.m.russell@healthpartners.com Brent Bultma Mayo Clinic - Human Resources Angie Bowman Bowman Tool (Rochester) Jaime Simonsen MnSCU-Itasca Workgroup jaime.simonsen@so.mnscu.edu Joe Mulford MnSCU-Education-Industry Partnerships joe.mulford@so.mnscu.edu Tasha Trusloski Minnesota Workforce Council Association (A Kilzer's assistant) ttrusloski@mncounties.org Debra Hsu MnSCU-CTE Professional Development Director debra.hsu@so.mnscu.edu Christine Fisher MN Department of Transportation, Human Resources christine.fisher@state.mn.us Rev. 9/4/13

4 Minnesota and The Alliance for Quality Career Pathway (AQCP) Review of AQCP Beta Framework 9/12/2013

5 The Alliance for Quality Career Pathways The goal is to provide a common understanding of highquality career pathway systems and programs, regardless of the targeted industry, occupation, or credentials; the targeted population; or the design of the career pathways or programs. The final product will be a customizable framework of criteria, indicators, metrics and a self-assessment tool that can be used to Enhance the quality of existing career pathway efforts Develop high-quality new career pathway efforts; and Inform evaluation(s) of career pathway efforts. 2

6 The Alliance for Quality Career Pathways 10 Alliance States: AR, CA, IL, KY, MA, MN, OR, VA, WA, WI National Advisory Group of ~15 national organizations and experts including NYEC, JFF, NSC, CORD, CEWD, Working Poor Families Project, Abt Associates, ConnectEd, and adult education and CTE state directors. Reporting to interagency team of federal agencies: DOL ETA, DOE OVAE, HHS, DOT and National Governors Association 3

7 Minnesota s AQCP Team CP Alliance Traveling Team Melanie Burns MnSCU Marguerite Dummer Hennepin Technical College Alyssa Klein DEED/VR, youth, disabilities Judy Mortrude DEED/MN FastTRAC staff Mark Toogood TANF, DHS Annie Welch DEED/WDD CP Alliance Home Team Doug Binsfeld Central Lakes College Leslie Crichton DHS Rich Davy DLI Julie Dincau MDE ABE Meredith Fergus OHE Larry Hosch DHS Karen Hynick MnSCU Anne Kilzer MWCA George Kimball DOC Brian Paulson GTCUW Dana Irgens DOC Nola Speiser DEED/MN FastTRAC staff Deb Serum DEED/PPM Tony Thomann Central MN Jobs and Training Katie Vaccari - MnSCU 4

8 Two Parts of the Framework: Criteria/Indicators + Metrics 5

9 Working Definition of Career Pathways Career Pathways: An aligned education and employment system approach to connecting progressive levels of basic skills and postsecondary education, training, and support services in specific sectors or occupations in a way that optimizes the progress and success of individuals including those with limited skills and experiences in securing marketable credentials, family-supporting employment, and further education and employment opportunities. [Add: In our state, career pathways include ] 6

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11 Framework Field Testing and Review 10 states are field testing the beta framework by 1. Mapping metrics to career pathways and identifying necessary reporting systems and data elements 2. Conducting test data runs using the AQCP beta metrics 3. Identifying the utility and uses of the AQCP framework Today s review session focuses on #3. 8

12 Review of the Alliance Guiding Principles and Beta Metrics 1. Decide if guiding principle criteria and indicators are clear and useful o Clear = I understand what it means o Useful = I could use this for continuous improvement or evaluation purposes 2. Decide if the career pathway metrics are applicable and valuable o Applicable = this metric would apply to career pathway programs I know o Valuable = this metric would be valuable in career pathway programs I know 3. Provide comments, edits, suggestions for new items 9

13 IMPORTANT NOTES We will move quickly through the three feedback sets and try to get to a quick yes/no on each item. 1 st set: state and local/regional guiding principles 2 nd set: definitions 3 rd set: Metrics MENU. They will not apply to all programs. Base your answers today on the most comprehensive career pathway work you do work beyond your single program performance measures, work aligned with other agencies. If you have further comment/edits, please note them on the paper copy and provide those notes to me. I will upload our responses into an online tool and the feedback will go to CLASP for their use in creating a final framework. Vickie Choitz will be in MN on November 16 th to review these results. 10

14 College and Career Pathways in Minnesota: A Cross-Agency Initiative to Promote Education and Workforce Development DRAFT definitions: A career pathway system in Minnesota is defined as a statewide partnership of agencies, organizations, and employers/industry that provides leadership, coordination, and a supportive policy environment for local/regional/state career pathways systems and programs and that promotes the quality, scale, and sustainability of career pathways. A career pathway program in Minnesota is defined as a series of connected education and/or training strategies and support services that enable individuals to secure industry relevant certificates or recognized credentials and obtain employment within an occupational area and advance to higher levels of future education and employment in that area. For more information, contact: JoAnn Simser, State Director Career Technical Education Dan Smith, Supervisor, Office of College and Career Success Judy Mortrude, Program Administrator, MN FastTRAC Adult Career Pathways MN State Colleges and Universities MN Department of Education MN Department of Employment and Economic Development Joann.simser@so.mnscu.edu dan.smith@state.mn.us Judy.mortrude@state.mn.us (651) (651) (651) Minnesota State Colleges and Universities July Page

15 Draft as of September 3, 2013 Alliance for Quality Career Pathways Beta Framework Executive Summary July 2013 The Alliance for Quality Career Pathways is a two-year ( ), state-driven, CLASP-led initiative funded by the Joyce Foundation and James Irvine Foundation to identify criteria and indicators that define high-quality career pathway systems and a set of shared performance metrics for measuring and managing their success. The Alliance includes ten states that are leading the nation in experience with developing and taking to scale career pathways and that have volunteered to work together to develop the Alliance framework: Arkansas, California, Illinois, Kentucky, Massachusetts, Minnesota, Oregon, Virginia, Washington, and Wisconsin. i The framework developed by the Alliance for Quality Career Pathways is intended to provide a common understanding of high-quality career pathway systems and programs, regardless of the targeted industry, occupation, or credentials; the targeted population; or the design of the career pathways or programs. State and local/regional partnerships adopting the career pathway approach within and beyond the ten Alliance states can use the Alliance framework to build and strengthen their career pathway systems. This will enable them to provide seamless career paths that transcend the disconnects in the current system and provide essential supports for youths and adults including those with limited education, English, skills, and/or work experiences to build their skills, earn credentials of value, and access jobs and careers that support themselves and their families. Our vision is that the Alliance framework of outcome-based career pathway metrics and system criteria and indicators will be instrumental in the continued growth and scaling of the career pathways field. It can be used to help existing career pathway systems ratchet up quality, help accelerate the development of new career pathway systems, and inform evaluation efforts of career pathway systems. The framework is designed to strike a balance between being deeply rooted in the reality of current career pathway efforts and aspiring to move the field to the next level of development. This executive summary provides a high-level overview of the Alliance Beta Framework, which the Alliance developed for review and field-testing through December CLASP and the Alliance partners will incorporate feedback and release Version 1.0 of the framework in spring 2014 along with a companion self-assessment tool. For more information and to download a copy of the beta framework, please visit The Alliance for Quality Career Pathways webpage. DEFINITIONS Below is an overview of the Alliance s conceptual model for career pathway systems, including key definitions and visuals. Career pathways (working definition ii ) is an approach to connecting progressive levels of basic skills and postsecondary education, training, and supportive services in specific sectors or cross-sector occupations in a way that optimizes the progress and success of individuals including those with limited education, English, skills, and/or work experience in securing marketable credentials, family-supporting employment, and further education and employment opportunities. Career pathways help employers meet their workforce needs and help states and communities strengthen their workforces and economies.

16 Alliance for Quality Career Pathways Beta Framework Executive Summary The career pathway approach is embodied in a local/regional career pathway system, which is the supportive policy, funding, and data infrastructure built and maintained by a partnership of local and/or regional agencies, organizations, institutions, and employers/industries that is committed to building, scaling, and sustaining demand-driven career pathways and to following key guiding principles of career pathway systems (see figure 2 below). The system is comprised of specific sector or cross-sector occupational career pathways that consist of: (1) well-connected education and training offerings; (2) multiple entry points that accommodate participants entering at differing education and skill levels (including career pathway bridge programs to help those with limited education, English, skills, and work experiences access career pathway programs); and (3) multiple exit points at successively higher levels of familysupporting employment and aligned with subsequent educational entry points. Each career pathway enables a participant no matter his or her entry point to earn marketable credentials and access employment at or above family-supporting wages. Local/regional career pathways often consist of multiple aligned career pathway programs (see figure 1). Career pathway systems are inclusive of career pathways and programs. Career pathway programs are the building blocks of career pathways; they blend a set of programmatic elements in a specific sector or cross-sector occupational area and align them in a career pathway leading to marketable credentials. Career pathway programs are comprised of: (1) participant-focused approaches to instruction and occupational training; (2) appropriate and meaningful assessment of participants skills and needs; (3) supportive services and career navigation assistance for participants in the pathways (including early and ongoing career awareness and exploration and intensive support services for high-need populations); and (4) direct connections to employment that include quality work experiences and employment services. Career pathway programs for youth also blend in youth development principles. Career pathway programs vary regarding the extent of the education and training and the number of credentials a participant can earn. If the end point of a particular career pathway program does not enable a participant to earn a credential(s) that qualifies him or her for employment at or above family-supporting wages, that program aligns with and connects to a subsequent career pathway program that is designed to meet this goal. Local/regional career pathway systems work best when they are supported by a state career pathway system, which is the supportive policy, funding, and data infrastructure built and maintained by a partnership of state-level agencies, organizations, and employers/industries that provides leadership, supportive and aligned policies, and resources for state and local/regional demand-driven career pathway systems and that promotes the quality, scale, and sustainability of career pathways. The partnership follows key guiding principles in building and implementing the career pathway system (see figure 2 below). There is a feedback loop between the state career pathway system and the local/regional systems as well as the relevant federal agencies - such that each is learning from the other and that each system is mutually reinforcing of the other. CLASP/AQCP 2

17 Alliance for Quality Career Pathways Beta Framework Executive Summary Figure 1: Local/regional career pathway and programs Figure 2: Career pathway systems CLASP/AQCP 3

18 Alliance for Quality Career Pathways Beta Framework Executive Summary CAREER PATHWAY BETA METRICS The purpose of the Alliance metrics is to provide a shared set of outcome metrics that can be used jointly by partners to measure career pathway participant progress and success and to use for continuous improvement of career pathways and programs. Development of this shared set of outcome metrics begins from the perspective of the career pathway and the participants rather than from the perspective of a particular program, institution, or funding stream. The Alliance beta metrics include interim outcomes, education and training outcomes expected from specific career pathways, and labor market outcomes. The inclusion of all three types of outcomes in one shared set of metrics is intended to reduce disincentives to serving participants with lower education and skill levels; it also promotes a focus on the progression of participants in education, training and employment over time versus the focus of current performance measures on shorter-term outcomes. Operating under a set of career pathway-spanning metrics can help career pathway partnerships assess the success of their pathways and the linked and aligned programs within those pathways and engage in continuous improvement efforts. Additionally, a shared set of career pathway metrics used jointly by partners provides a common language across a variety of basic skills, workforce, postsecondary, and employment programs, which provides a more coherent understanding of regional workforce development for public and non-profit partners, and, just as importantly, for employers. The Alliance career pathway metrics should be used in conjunction with the criteria and indicators discussed below. These metrics provide the content for criterion #4 under high-quality state career pathway systems and for criterion #6 under local/regional career pathway systems. When establishing and using a shared set of career pathway metrics, partnerships will need to make three key decisions: 1. To whom should the career pathway metrics apply; in other words, who is a career pathway participant? 2. How should the partnership use the metrics? Are they appropriate for continuous improvement and/or performance accountability? Should the metrics be a common set of measures that partners use separately or should they be used to pool accountability for the partners as a group? 3. Which metrics are most appropriate for which career pathways? WHO IS A CAREER PATHWAY PARTICIPANT? To help answer the first question, the Alliance proposes the following three definitions for use with career pathway metrics: Career pathway participant: An individual who is associated with a specific career pathway either by a formal declaration of intent or by enrolling in specific courses, activities, or services (or combinations thereof) that have been designated as formal entry points for a career pathway. Career pathway exiter: A career pathway participant has exited career pathway courses and services and has not reenrolled in pathway coursework, services, or activities. Career pathway exiters include those who attained specific credentials or interim outcomes prior to exit, as well as those who did not. Career pathway completer: A career pathway exiter who attained one or more pathway education and training outcomes prior to exit, including licensure, credential, certificate, or degree. CLASP/AQCP 4

19 Alliance for Quality Career Pathways Beta Framework Executive Summary HOW SHOULD THE PARTNERSHIP USE THE CAREER PATHWAY METRICS? To assist in answering the second question, the Alliance partners are exploring how career pathway metrics could support shared uses across funding streams and program settings that support career pathways using the typology shown in figure 3. Figure 3. Two Dimensions of Shared Use Pool accountability for pathway partners for pathways Pool results across fund sources for pathway participants Measure pathway results using common metrics Use common metrics family for fund sources Options for Sharing Alliance state partners have many options along these dimensions for considering how career pathway metrics might be used. Options for Use Calculate the metrics Use for continuous improvement Report results publically Set goals and assess goal attainment Use for resource allocation Accountability Options WHICH METRICS ARE MOST APPROPRIATE FOR WHICH CAREER PATHWAYS? To assist in answering the third question, the Alliance partners are reviewing and field-testing the beta metrics listed below. From this menu of metrics, career pathway partners map those most appropriate for each career pathway in their local/regional system. Linked and aligned programs making up more extensive career pathways may take responsibility for certain subsets of metrics; however, all of the metrics in a career pathway are to be mapped as one whole. The review and field-testing will reveal if these are appropriate metrics and definitions, what may need to be changed, and what may be missing. CLASP and the Alliance partners will update the metrics for the release of Version 1.0 in spring ALLIANCE BETA METRICS FOR CAREER PATHWAY MEASUREMENT This is a menu of career pathway metrics from which partners will select based on specific career pathways; not all of these metrics are applicable to all career pathways. iii A group: Interim education and training outcomes: Interim education and training outcomes identify important progress steps, or momentum points, along a career pathway that are attained prior to the overall results for the pathway, and that are associated with eventual success on the pathway. Generally, these metrics support continuous improvement rather than accountability. CLASP/AQCP 5

20 Alliance for Quality Career Pathways Beta Framework Executive Summary A.1. Educational level gains (using Adult Education NRS levels or equivalent) A.2. High school diploma or equivalency attainment A.3. Developmental/remedial education completion A.4. College-level pathway course completion A.5. Employability credential attainment A.6. College-level math or English course completion A.7. Retention in pathway coursework A.8. Pathway credit accumulation 1 (12 semester college credits or 15 quarter credits in pathway) A.9. Pathway credit accumulation 2 (24 semester college credits or 30 quarter credits in pathway) B group: Pathway education and training outcomes. These metrics encompass the primary educational and training results for the pathway. They comprise several types of outcomes, including licenses and industry credentials, certificates, and degrees. Application of these metrics to a particular career pathway would require that the specific licenses, certifications, credentials, and degrees that are available for pathway participants could be identified, so that pathway participants who obtain one or more of these outcomes can be included in the applicable metrics. B.1. Pathway license, industry certification, or apprenticeship certificate attainment B.2. Pathway certificate attainment B.3. Pathway Associate degree attainment B.4. Pathway Associate degree attainment or transfer to a 2 or 4 year institution B.5. Pathway credential attainment C group: Labor market outcomes. Labor market outcome metrics encompass the primary labor market outcomes for the career pathway. They measure the progression in employment and earnings over time for pathway participants. Taken together, these metrics are an attempt to gauge the extent to which career pathways help career pathway participants secure family-supporting employment and further education and training opportunities, per the Alliance definition of career pathways. C.1. Employment at exit (first full quarter after pathway exit) C.2. Initial employment retention (second and third full quarter after pathway exit) C.3. Employment in targeted industry sector (first, second, or third full quarter after pathway exit) C.4. Subsequent employment retention (second and third full quarter after pathway exit) C.5. Initial earnings (of those employed in the second and third full quarters following exit) C.6. Initial earnings gain/loss (comparing the second and third quarters following completion with the second and third quarters prior to pathway entry) C.7. Subsequent earnings (sixth and seventh full quarters following exit) BETA CRITERIA AND INDICATORS FOR HIGH-QUALITY CAREER PATHWAY SYSTEMS The Alliance has identified four criteria for high-quality state career pathway systems and six criteria for high-quality local/regional career pathway systems that position these systems to achieve desired outcomes. The criteria are listed below with a summary of the indicators under each criterion. See the full version of the Alliance for Quality Career Pathways Beta Framework for specific indicators. CLASP/AQCP 6

21 Alliance for Quality Career Pathways Beta Framework Executive Summary CRITERIA FOR HIGH QUALITY STATE CAREER PATHWAY SYSTEMS 1. Commit to a Shared Vision and Strategy: State-level partners in conjunction with local/regional partners are committed to a shared vision of demand-driven career pathways and to a strategy for building, scaling, and sustaining state and local/regional career pathway systems. Summary of indicators: the system includes key partners that provide critical functions in the career pathway system; that commit themselves to carrying out specific roles and responsibilities in a shared strategy; that adjust state policies to better support career pathways; and that participate in a communications feedback loop with both federal and local/regional partners. Employer partners at the state level promote and support career pathways. 2. Provide Resources: State-level partners identify and provide resources to build, scale, and sustain state and local/regional career pathway systems. Summary of indicators: partners leverage federal, state, and philanthropic funds to support both the state and local/regional career pathway systems. 3. Implement Supportive State Policies: State-level partners implement supportive policies to build, scale, and sustain state and local/regional career pathway systems. Summary of indicators: partners adopt shared definitions of career pathways and related concepts and embed them into supportive policies; partners provide specific and consistent guidance on cross-system alignment and funding to support career pathways. Partners adopt policies that facilitate credit recognition and transfer and that support a consistent credentialing system. 4. Use Data and Shared Measures: State-level partners use data to demonstrate and improve career pathway participant outcomes. Summary of indicators: partners produce cross-agency data and report on shared measures of participant progress and success, including interim, training, education, and labor market outcomes (see Alliance career pathway beta metrics). Partners support local/regional use of data and evaluate performance of both state and local/regional systems. Partners use data to inform policy changes. CRITERIA FOR HIGH QUALITY LOCAL/REGIONAL CAREER PATHWAY SYSTEMS 1. Commit to a Shared Vision and Strategy: Local/regional partners in conjunction with state partners are committed to a shared vision of demand-driven career pathways and to a strategy for building, scaling, and sustaining a local/regional career pathway system. Summary of indicators: the system is maintained by a partnership including employers, labor representatives, and key partners that provide critical functions in the system. They are committed to a shared vision and continuously and openly communicate with state partners regarding how to improve career pathway systems. CLASP/AQCP 7

22 Alliance for Quality Career Pathways Beta Framework Executive Summary 2. Engage Employers: Local/regional partners engage multiple employers and labor partners to support, shape, and utilize the local/regional career pathway system. Summary of indicators: employer and labor partners jointly develop career pathways and programs with public and nonprofit partners and adopt policies and practices that support career pathway participant engagement and progression. 3. Provide Resources: Local/regional partners identify and provide resources to build, scale, and sustain the career pathway system. Summary of indicators: partners leverage funds to support career pathways, programs, and the system. They ensure that practitioners have the knowledge, skills, and time as well as resources, tools, and infrastructure to implement a quality system. 4. Implement Supportive Local/Regional Policies: Local/regional partners implement supportive policies to build, scale, and sustain a local/regional career pathway system. Summary of indicators: partners adopt shared definitions of career pathways and related concepts and build transparent pathways that have multiple on-ramps, multiple credentialed exit points, and services to keep participants engaged throughout the pathway. Partners adopt policies that support credit recognition, recognized credentials, and non-duplicative assessments. 5. Adopt Evidence-Based Best Practices: Local/regional partners adopt evidence-based best practices to optimize career pathway participant success. Summary of indicators: partners build career pathways and aligned programs that include all four key elements: participant-focused instruction and service delivery; appropriate and useful assessment; supportive services; and quality work experiences. 6. Use Data and Shared Measures: Local/regional partners use data to demonstrate and improve career pathway participant outcomes. Summary of indicators: partners use data to inform development of career pathways and professional development. Partners produce data and report on shared measures of participant progress and success, including interim, training, education, and labor market outcomes (see Alliance career pathway beta metrics). Partners use data and evaluation of the system to inform continuous improvement of processes and practices as well as policy changes. i The Alliance also includes a National Advisory Group of national experts including Ann Randazzo (Center for Energy Workforce Development), Bob Sheets (private consultant), Brandon Roberts (Working Poor Families Project), Deborah Mills (Center for Occupational Research and Development), Debra Bragg (Office of Community College Research and Leadership), Eric Seleznow (National Skills Coalition), Gary Hoachlander (ConnectEd California), Israel Mendoza (private consultant), Judy Alamprese (Abt Associates), Karen Gardiner (Abt Associates), Kim Green (National Association of State Directors of Career Technical Education Consortium) Lennox McLendon (National Council of State Directors for Adult Education), Mala Thakur (National Youth Employment Coalition), Mary Clagett (Jobs for the Future), and Nan Poppe (Completion by Design). ii This is a hybrid of the previous AQCP working definition (based on the oft-used Oregon definition), the definition from the federal joint guidance letter on career pathways (April 4, 2012), and feedback from the AQCP partners. iii Metrics definitions and Alliance partner comments can be found in the full Alliance Beta Framework. CLASP/AQCP 8

23 Career Pathways Strategic Planning ELEMENT 1: Build Cross-System Partnerships OUTCOMES: Element 1.1: Build Common Understanding of a Career Pathways System STRATEGIES: 1.1a: Develop a definition of a comprehensive Career Pathways System that includes the integration of CTE Programs of Study 1.1b: Establish a shared, agreed-upon vision and goals for the system TEAM: Mo, JoAnn, Judy, Dan DUE DATE: August 23, 2013 Tactic (State/Local/Both) Metric Point person Initial targeted date of Completion 1 Summarize, advocate for and disseminate models, tools and resources that support local/regional development and implementation of high quality career pathway programs or initiatives Overview White paper on MN Career Pathway System Presentations at stakeholder conferences and meetings to align efforts and incorporate highquality strategies in current initiatives. JoAnn, Judy, Mo, Dan JoAnn, Judy, Jim, Mo, Dan February, 2014 Best Practices Toolkits that outline description of critical elements, processes, and outcomes, of initiatives/programs shown to effectively serve different participants of a career pathway system based on the 6 elements (a MUCH shorter How-to type document like the CTE Rigorous POS or TSA Implementation handbooks) New coordinator 2 Develop guidelines and expectations for how state leadership team members communicate out to the broader field about this team s efforts and bring information back to the state leadership team. Make explicit the unique contribution of this project and how this project can leverage other initiatives to White paper; Career Pathways Work Underway. JoAnn, Judy, Mo, Dan October, 2013 State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems July 25,

24 Career Pathways Strategic Planning advance the integration of CTE in career pathway efforts. 3 Implement high-quality career pathway program strategies based on promising practices nationally and disseminated by MN State team??? Mo, Jim, Randy??? Notes: MN: drafted definition and vision during first project meeting; state is working on goals. Clarify overlap and differentiate work of this group in white paper. State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems July 25,

25 Career Pathways Strategic Planning ELEMENT 1: OUTCOMES: Build Cross-System Partnerships Element 1.2: Engage Key Partners STRATEGIES: Identify and engage key partners at the state and local levels Establish clear and agreed-upon roles and responsibilities for each partner TEAM: Julie, Judy, JoAnn/Dan DUE DATE: March 2014 Tactic Metric Point person Initial targeted date of Completion 1 Through dissemination activities, local/regional collaborations will engage in the self-assessment used in the Advancing CTE POS in State Career Pathway System project and using results to refine their partnerships, clarify roles, invite missing stakeholders?? Mo, Jim, Randy??? 2 At the time of Perkins Reauthorization, revise state plan requirements to define membership of Consortia to require the inclusion of ABE & Workforce partners and those partners are involved in the creation and implementation of POS State CTE leaders communicate this change is coming. State CTE team is incorporating strategies in their annual work plan that supports consortium leaders in moving in that direction NOW. Provide input to US Senate staff from MN. JoAnn, Dan Sept Leverage existing meetings (Like Rochester s Care Committee or groups working toward Workforce 2020) to define POS needs for the region, align initiatives, etc.?? Mo, Jim, Randy??? Notes: Different definitions exist; variety of partners depending POS or CP and depending on program & comprehensiveness; need common vocabulary and goals; who s missing: Partners exist for workforce; Assess partner involvement at state and local levels State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems July 25,

26 Career Pathways Strategic Planning ELEMENT 1: Build Cross-System Partnerships OUTCOMES: Element 1.3: Survey the Field STRATEGIES: Conduct an environmental scan of education and training programs (including national initiatives) at the state and local levels, with the goals of: identifying and comparing all initiatives underway at the state and local levels; eliminating duplication of effort; increasing system efficiencies, effectiveness and the leveraging of resources; surfacing innovation and excellence for replication; and identifying system shortcomings, for gaps and challenges to address. TEAM: Judy Mortrude, Debra Hsu DUE DATE: March 2014 Tactic Metric Point person Initial targeted date of Completion 1 Build on the recent survey conducted as a part of the GWDC Career Pathway Policy Committee to produce directory of pathway programs (like Wisconsin s). 2 Public directory that outlines comprehensive career pathway programs where POS are aligned with bridge programs and where business/industry/community resources are integrated. Internal directory that tracks where connections do not exist so that state staff can provide technical assistance to foster improvement and alignment of efforts. Judy, Debra Hsu Nov 14, 2013 Notes: MN Inventory (Ed/Training/Workforce) exists but need to complete analysis; does not identify system shortcoming, gaps, etc.; Asset mapping completed locally but folks are using it differently. Define where other groups are working in the field. State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems July 25,

27 Advancing CTE in State Career Pathway System Strategic Planning: Element 2 The two strategies identified below are taken from the project Readiness Assessment Tool. Since some strategies are not identified, it might be helpful for the work group to lay out a larger vision of what it means to Engage Employers, Identify Key Industries, and Align System with Industry Needs and document where the state has formalized processes already in place to support this effort. For example, the subcommittee might document that the state has procedures in place to access labor market information, and provide a brief recap of them (see the state s application for the project). Then, the group might provide a justification for the key areas of work in Element 2 in which the state is seeking to focus. Simply put, what does a process of employer engagement mean in the state, what are the existing strengths, where are the weaknesses, and how do the activities described in this planning document address them? During our meeting, we mentioned several names of people who might participate. Ron Dreyer, Joe Mulford, and Jaime Simonsen from MnSCU System Office might provide valuable perspectives. Who else should be on this subcommittee from the state and local levels? State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems 1

28 Advancing CTE in State Career Pathway System Strategic Planning: Element 2 ELEMENT 2: Engage Employers, Identify Key Industries and Align System with Industry Needs OUTCOMES: STRATEGIES: Identify Employer Needs 2.1 The education and skill needs of employers in high demand industry sectors/clusters in the state/region have been jointly analyzed and skill shortages identified. (State/Local/Both) TEAM: Randy Johnson, Andrea Ferstan, Jaime Simonsen DUE DATE: Tactic Progress Metrics Outcome Point person Initial targeted date of Completion 1 Scale and sustain an improved statewide realtime data system that aggregates information in a way that helps employers, academic and workforce leaders work together to ensure the human capital available in MN readily meets the foundational and technical skills needed by employers in today s economy and years ahead (based on goal from Itasca s Workforce Alignment Team) Plan developed by Itasca Workforce Alignment Committee Right quantity of people with the right skills and the right level of interest in the jobs and their associated pay as demonstrated through an annual supply:demand scorecard Jaime Simonsen Draft plan completed 2 Develop pilot focused on 3 sectors/industries (identified segments of MFG, Healthcare and IT) and inclusive of 7 data tools. Potential Pilot developed, launched and completed ibid Jaime Simonsen Pilot developed: 2013 (4 th Q) State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems 2

29 interventions: Advancing CTE in State Career Pathway System Strategic Planning: Element 2 Test using a combination of all DEED, EMSI, and Wanted Analytics tools to develop academic strategies Test using skill shortage forecasts from DEED & skill trends from Wanted Analytics in prog. planning Capture or develop best in class student demand assessment survey & test for utility Pilot Skillsnet online mapping tool on a specific occupation that is in shortage Pilot using Wanted Analytics to ID employers and an online collaboration tool to engage & survey them Pilot using existing tools to help employers target schools & workforce centers & identify school needs Pilot incorporating Wanted Analytics & other relevant tools into existing suite of job seeker tools Pilot launched: 2014 (1 st Q) Pilot completed: TBD 3 Determine role of anchor organization for this work and identify entity Defined core tasks of anchor org and initiated org design and budgeting discussions ibid Jaime Simonsen Draft completed Finalize selection and role TBD, Build out a funding strategy and secure funding for pilot and implementation of final recommendations Prioritized funder types (Minnesota foundations first, then national foundations, then government sources, etc.) ibid Jaime Simonsen Completed Completed State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems 3

30 Advancing CTE in State Career Pathway System Strategic Planning: Element 2 Determined additional criteria we will use to prioritize funding organizations (Funding criteria, alignment with workforce alignment goals, funding timeline, strength of Itasca relationships, etc.) Finalize design of organization & complete operational cost estimate Develop alternative funding models (pay per use, joint funded, etc.) Determine & approach likely funders 2013 (4 th Q) 2014 Pilot: 2013 (4 th Q) Final: TBD Notes: State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems 4

31 Advancing CTE in State Career Pathway System Strategic Planning: Element 2 ELEMENT 2: Engage Employers, Identify Key Industries and Align System with Industry Needs OUTCOMES: STRATEGIES: Engage Employers 2.2 The state and local teams have a unified outreach strategy for engaging and working with employers in high demand industries during all phases of the project (sector identification, outreach, design, curriculum development, launch, operation, and evaluation). (State/Local/Both) TEAM: Randy Johnson, Andrea Ferstan Tactic Progress Metrics Outcomes Point person Initial targeted date of Completion 1 Develop and institute a coordinated system to drive and support industry and/or employer partnerships and career pathways in SE MN. This system would facilitate and coordinate engagement with employers across workforce training entities, ABE, and secondary and postsecondary education entities. TBD TBD Randy Johnson 1 st Q 2015? 2 Enhance key industry partnerships in S.E. Minnesota. Key tactics will include: Developing a checklist of employer engagement opportunities Secure commitments from employers tied to: o workforce related problems Develop articulated agreements and/ or commitments related to specific strategies and commitments. TBD Randy Johnson Checklist and commitments: 2014 (1 st Q) Secure employer commitments (2014, 2 nd Q) State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems 5

32 Advancing CTE in State Career Pathway System Strategic Planning: Element 2 that they want to address; o type of engagement strategy they are willing to partake in; and o metrics that they will measure that are meaningful to them. Develop a coordinated system with workforce training entities, ABE, and secondary and postsecondary education entities focused on how best to intersect and engage with employers/industry to support career pathways. Draft plan with partners? TBD 2014, 3 rd Q 3 Develop evaluation/roi for Industry Partnerships (IPs) that both measures impact/return to business and provides comparative data on impact of IPs compared to other training models. Issue an RFP to bring on evaluation entity to design and implement an evaluation plan for measuring business impact of IPs/CPs and comparative impact of IPs/CPs vs other education and training models/approaches. ibid TBD 2013 (4 th Q) 4 Implement evaluation Design and implement evaluation for metro IPs and share design w/ SE MN 2014 (3 rd Q) 5 Utilize evaluation to inform public and private policies and investments Produce report on how to develop a local industry partnerships and career pathways system, that utilizes AQCP work and includes core components, metrics, structure. Produce recommendations regarding needed state system (i.e.a state leadership board or office) to drive state sector-based career State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems Legislation to support scaling of sector-based career pathway programs and systems (2015) TBD 2014 (3 rd -4 th Q) 2014 (3 rd -4 th Q) 6

33 Advancing CTE in State Career Pathway System Strategic Planning: Element 2 pathway system Share report with key stakeholders, including GWDC, MSPWIN s statewide policy committee, MWCA members, legislators, DEED leadership 2014 (3 rd -4 th Q) State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems 7

34 Career Pathways Strategic Planning ELEMENT 6: Identify and Implement Cross-System Data and Accountability Systems OUTCOMES: STRATEGIES: Element 6.1: Measure Outcomes & Utilize Analysis Develop shared outcomes for CP system (participant level, agency level) o Create shared definitions for career pathway elements (who is on a CP and when?) o Identify indicators and measures to track career pathways progress TEAM: Lead: Denise/New Coordinator Team/critical connectors: Susan Carter/Deb Serum/Meredith Fergus (OHE)/Judy Mortrude/ask Dan Smith Judy, Denise, Susan Carter DUE DATE: Tactic Metric Point person Initial targeted date of Completion 1 Analyze the transition data between ABE/CTE/WFD programming at state level and at local level if possible. Assemble current picture of what adult transition into CTE looks like or if it can even be measured. Susan Carter February, Compare AQCP Metrics Framework and AQCP 6 Guiding Principles with current CTE Consortia metrics. Review the data that are currently collected by consortia; perform a gap analysis to see where data are missing and the extent of overlap for current measures Susan Carter, Judy Mortrude April, Support Alliance for Quality Career Pathway Beta Testing. CTE in CP Team participates in AQCP feedback session Judy Mortrude October Pilot finalized AQCP Framework utilized by Perkins Consortia as a self-evaluation tool for continuous improvement. Selected Perkins consortia utilize the AQCP selfevaluation tool as part of their consortia planning. Steps include disseminate new measures both to the field and to advise the groups you identify below; provide professional development to the field; and develop tools to support locals in using data to New Coordinator Framework due June 2014; implement with selected consortia by July 2015 State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems August 15,

35 Career Pathways Strategic Planning promote continuous improvement 5 Connect with GWDC Career Pathways Workgroup Policy recommendation on creating shared definitions for career pathway elements is included in February 2014 report to legislature. Connect this work to Element 5: Identify and Pursue Needed Policy Changes. 6 Connect with GWDC ROI workgroup Policy recommendation on technical strategies for identifying and measuring career pathway programs is included in February 2014 report to legislature. Connect this work to Element 5: Identify and Pursue Needed Policy Changes. Mo Amundson April, 2014 Mo Amundson April, Connect with LMI Legislated Scorecard construction LMI Legislated Scorecard contains agreed upon cross-system metrics 8 Embed inwdqi/slds Need more specifics, depends on data, definitions and timeframe of the projects New coordinator, Teri Fritsma MnSCU Research Team (Dan Smith, Deb Serum, Meredith Fergus, OHE) Within the timeframe required in the legislation??? 9 Disseminate data Career Pathway program level data sent out to local CTE consortia who have developed the onramp for adults transitioning from ABE or WFD programming into CTE. New Coordinator April, 2014 Notes: Datasets----know where the data exist, but there are constraints around data use; need strategy for being able to assess CP outcomes and agreements to support using data Dissemination---how analyze data and communicate it out to field so that there is trust in the data/findings and use for program improvement and accountability Partnerships---communication about how data are used among leadership Challenges with reporting requirements tied to legislative reporting requirements and differences across programs; reporting on very small State of Minnesota Advancing Career and Technical Education in State and Local Career Pathways Systems August 15,