Curriculum and CTE: Everything you ever wanted to know but were afraid. Kris Costa Articulation Liaison Statewide Pathways Project

Transcription

1 Curriculum and CTE: Everything you ever wanted to know but were afraid to ask Kris Costa Articulation Liaison Statewide Pathways Project Michelle Pilati Faculty Coordinator Course Identification Numbering System (C-ID)

2 Overview CTE Curriculum Basics Existing Curricular Infrastructure - Courses Statewide Career Pathways Project Course Identification Number system Model Curriculum Certificates and Degrees Pathways Programs of Study Working with High Schools Student articulation processes and credit by exam Dual enrollment Questions/discussion

3 CTE Curriculum Basics While we are all, of course, special, what makes CTE curriculum extra special? Are CTE courses fundamentally different? Are CTE programs subject to different processes?

4 New Programs Extra eyes Advisory Committee Why? Regional Consortia Why?

5 Regional Consortia Labor market review are their jobs to be had? Destructive competition consideration is there room for the program regionally? Is there a unique population of students that are not served that will be served?

6 Chancellor s Office Criteria that must be addressed: Appropriateness to Mission Need Curriculum Standards Adequate Resources Compliance Reference: Program and Course Approval Handbook (PCAH)

7 Periodic Reviews College s Program and Services Review Process Biannual CTE Program Review. Accreditation Cycle Review & Revision of Course Curriculum (COR).

8 Existing Curricula Infrastructure - Courses Statewide Career Pathways (SCP) High school courses Course Identification Numbering System (C-ID) Transferable CCC courses

9 SCP A project of the Academic Senate for California Community Colleges SB 70 (2005) Education Code Established the CTE Pathways Program Focus: Develop and strengthen linkages and CTE pathways between HS and CCC

10 SCP - Components Counselor Tool Kit

11 SCP Curricular Tools Articulation Templates SCP convenes faculty to develop templates Articulation templates facilitate articulation discussion Local agreements also housed in online repository Local agreements are generated based on approved templates between a secondary school and a postsecondary institution, usually a community college

12 Articulation Agreements Similar components to a course outline of record: Course description Prerequisite Course Content Competencies and Skills requirements Measurement Methods Sample Textbook End of Course assessment detail is key piece

13 SCP Templates Why? Facilitates local dialogue Template-based articulation agreements posted on SCP website Portability

14 C-ID Course Identification Numbering System Products Course descriptors Processes Convening of intersegmental faculty for descriptor development Statewide vetting of draft descriptors Submission of course outlines for review Course outline review process

15 What does C-ID do? Provides a numerical tag, a C-ID designation, for courses that match an intersegmentally developed descriptor Provides a means of identifying comparable courses and of ensuring course portability within the CCCs Addresses the need for common course numbers When a college submits a course outline to obtain a C-ID designation, they are agreeing to accept other courses with that C-ID designation in lieu of their native course

16 What does C-ID do? Provides a mechanism for one to many articulation Any university can opt to articulate C-ID descriptors, effectively granting articulation to all colleges that have a course matching a given descriptor descriptor-based articulation Offers a quality control and model for required courses in the TMCs (transfer model curricula) that are the basis of the statewide response to SB 1440 (associate degrees for transfer; AA-T/AS-T degrees) Currently convening CTE faculty for descriptor and model curriculum development.

17 Model Curriculum Certificates Terminal Degrees (AA-S) Model Curriculum = CCMC, ISMC TMCs Is there value in having some standardization in curricula across colleges, at the course level and beyond?

18 Questions to Consider How does the curriculum across colleges compare? Are you teaching comparable courses? What certificates do you offer? Are they comparable? If you have degrees, are they comparable?

19 From the Curriculum Inventory Business: Accounting or Accounting CoA Alcohol and Controlled Substances CoA Alcohol and Controlled Substances 15 Addiction Studies 21 Alcohol and Drug Studies 36 Alcohol/Drug Studies - 46

20 Questions to Consider Where there is not comparability, should there be? Would it benefit students to have C-ID descriptors for your courses?

21 Certificates If model curricula are to be developed for certificates, how structured should they be? Does it make sense to develop model curricula for both local certificates and certificates of achievement? Should options be permitted?

22 Transfer Model Curricula (TMCs) A special form of model curriculum, developed collaboratively with CSU Disciplines for TMC development determined by the Intersegmental Curriculum Workgroup TMC approach to structure may be useful for the development of certificates and terminal degrees TMCs must conform to unit limits established in Education Code TMC-aligned degrees confer defined benefits on students

23 C-ID and CTE Possibilities Model Curriculum for certificates and degrees Conjoint programs MC for degrees that work for CTE AND Transfer (e.g., ADN > BSN) Others?

24 Why Pathways? It s the right thing to do for students, for the state, for employers. Significant investments have been made in facilitating the establishment of such pathways it is critical that they meet their potential. Perkins funding

25 Perkins Language Local Education Agency (LEA) must provide at least one program of study that incorporates secondary and postsecondary elements; includes coherent and rigorous content aligned with challenging academic standards and relevant CTE in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; and leads to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

26 Agreements Articulation Templates SCP convenes faculty to develop templates Articulation templates facilitate articulation discussion Local agreements also housed in online repository C-ID has changed the way articulation discussions occur Local agreements are generated based on approved templates between a secondary school and a post-secondary institution, usually a community college

27 How Does C-ID Affect Articulation? Provides a common metric for course articulation discussions A course aligned at one school is similar at another Opens conversations for high school partners Provides basis for statewide programs of study Transfer Model Curricula (TMCs) response to SB 1440 Model Curricula Certificates and Terminal degrees

28 Test Your Articulation IQ Articulation allows students to receive college credit for high school coursework A high school teacher, teaching an articulated course, need not meet the minimum qualifications for the college General Education courses can be articulated Dual enrollment is just like articulation.

29 Articulation Basics What is articulation? Only waives local requirements pre/corequisites, placement, etc. Does not earn college credit but can be the basis for allowing credit by exam (CBE) HS-CC Faculty relationships are the basis for articulation Communication between instructors ensures mastery of course content Title 5 language which allows for articulation Why articulation versus other K12 >>> CCC transition pathways?

30 Best Practices Articulation Student High School Instructor College Faculty Student receives verification (certificate) after completing the articulated HS course. Not enrolled at the college while taking the course Student enrolls at CC and meets with CC Counselor, student is placed in the next course in the sequence No credit nor grade is awarded No student fees. Student is enrolled for HS credit Student names are given to CC through automated system (CATEMA) or through hand written documentation. The teacher distributes the certificates of articulation to each student. Does not need to meet CCCCO minimum qualifications HS receives ADA. Review HS outline to determine similarities in content and rigor to CC Course Communicate with HS Teacher to ensure that students are prepared for the next course in the sequence. CTE Transitions Coordinator Prepares the Articulation Agreement on an annual or biannual basis and secures signatures. Prepares certificates of articulation. Facilitates HS to CC Faculty relationships.

31 Test Your Articulation with Credit By Exam IQ In order for a student to receive credit on their transcript for articulated courses, they must take an EOCA. A high school teacher can determine the appropriate assessment for the articulated course The high school final is an appropriate measure of a student s mastery of the course content. In order for a student to receive credits/grades for an articulated course, they must be a currently enrolled students with units in residence.

32 Credit By Exam (CBE) for Articulated Courses Students complete proficiency/mastery exam for college credit. Evaluation must be developed by appropriate college faculty Evaluation may be proctored by a designee Process and procedures must be clear

33 Credit By Exam Issues and Challenges Students not getting credit Why? Difficulty with assessment Why?

34 Best Practices White Paper on best practices available:

35 Dual Enrollment HS students taking CCC classes Plusses? Minuses?

36 For more information For papers and this presentation