CAREER AND PROFESSIONAL EDUCATION THREE-YEAR STRATEGle PLAN THE SCHOOL DISTRICT OF PALM BEACH COUNTY

Transcription

1 THE SCHOOL DISTRICT OF PALM BEACH COUNTY CAREER AND PROFESSIONAL EDUCATION THREE-YEAR STRATEGle PLAN Career & Professional Education Three-Year Strategic Plan J 5 1

2 THE SCHOOL DISTRICT OF PALM BEACH COUNTY THREE-YEAR STRATEGIC PLAN INTRODUCTION A. Statement of Legal Authority In order to provide for consistent and consolidated strategic planning and coordination of career and technical education within the district and to meet the planning and reporting requirements of the State of Florida and the U.S. Department of Education, this Three-Year Strategic Plan for Career and Professional Education, hereinafter referred to as the "Strategic Plan," governs the operation of all Career and Technical Education programs, services and activities in The School District of Palm Beach County (hereinafter the "District"). B. Mission Statement-District The School District of Palm Beach County is committed to excellence in education and preparation of all our students with the knowledge, skills and ethics required for responsible citizenship and productive employment. C. Mission Statement-Departilient Our department is committed to empowering and supporting students and their families in making informed, educational decisions leading to post secondary education and career options in order to compete in today's technology-driven, global society. D. Career and Professional Education The Florida Career and Professional Education Act is created to provide a statewide planning partnership between the business and education communities in order to attract, expand, and retain targeted, high-value industry and to sustain a strong, knowledge-based economy. II. CAREER AND PROFESSIONAL EDUCATION STRATEGIC PLANNING TEAM District and School Center Career Education Staff District Guidance and Alternative Education Staff Palm Beach County College and University Representatives Workforce Alliance Representatives Palm Beach County Education Foundation Palm Beach County Education Commission, Inc. Local Chamber of Commerce Members Business Development Board Members Palm Beach County Television and Film Commission 2

3 III. TARGET tndustries, OCCUPATiONS AND PROGRAMS OF STUDY A. Regional Target Industries Architecture & Drafting, Business, Computer Science, Criminal Justice, Food Service, Hospitality & Tourism, Marketing, Medical Sciences, and Interior Design. (source: Florida Agency for Workforce Innovation, Labor Market Statistics, Regional Targeted Occupations List) B. Target Occupations Occupations targeted are: Architectural and Civil Drafters, Computer and Information Systems Managers, Computer Programmers, Computer Specialist, Construction and Building Inspectors, Construction Managers, Food Service Managers, Meeting and Convention Planners, General Operations Managers, Graphic Designers, Interior Designers. Licensed Practical and Licensed Vocational Nurses, Medical and Clinical Technologist, Medical and Health Services Managers, Network and Computer System Administrators, Network Systems and Data Communications Analysts, Police and Sheriffs Patrol Officers, Private Detectives and Investigators, Purchasing Agents, Radiological Technologist and Technicians, and Sales Representatives. (source: Florida Agency for Workforce Innovation, Labor Market Statistics, Regional Targeted Occupations List) IV. CAREER AND PROFESSIONAL EDUCATION PROGRAMS The primary purpose of the Florida Career and Professional Education Act is to: Improve middle and high school academic performance by providing rigorous and relevant curriculum opportunities. Provide rigorous and relevant career-themed courses that articulate to postsecondary-level coursework and lead to industry certification. Support local and regional economic development. Respond to Florida's critical workforce needs. Provide state residents with access to high-wage and high-demand careers. A. Requirements for Career and Professional Academies (Career and Professional Academies, Section (4)(a-j)) Provide a rigorous, standards-based academic curriculum integrated with a career curriculum. Take into consideration multiple styles of student learning; promote project based learning by application and adaptation; maximize relevance of the subject matter; enhance each student's capacity to excel; and include an emphasis on work habits and work ethics. Provide shared maximum use of private sector facilities and personnel. Provide personalized student advisement, including parent participation. 3

4 Coordinate with middle schools on information to middle school students about secondary and postsecondary career education programs and academies. Promote and provide opportunities for career and professional academy students to attain, at minimum, the Florida Gold Seal Vocational Scholars award. Provide instruction in careers designated as high growth, high demand, and high pay by the local workforce development board, the chamber of commerce, or the Agency for Workforce Innovation Deliver academic content through instruction relevant to the career, including intensive reading and mathematics intervention required by s , with an emphasis on reading for information skills. Offer applied courses that combine academic content with technical skills. Provide instruction resulting in competency, certification, or credentials in workplace skills including, but not limited to, communication skills, interpersonal skills, decision-making skills, the importance of attendance and timeliness in the work environment, and work ethics. Include a plan to sustain Career and Professional Academies. Make available one or more partnerships with postsecondary institutions, businesses, industry, employers, economic development organizations, local workforce development boards or other appropriate partners frorn the local community. Partnerships with postsecondary institutions must be delineated in articulation agreernents to provide for can::er-based courses that earn postsecondary credit. Offer articulation with postsecondary institutions may include articulation between the academy and public or private 2-year and 4-year postsecondary institutions and technical centers Develop strategies to redirect appropriated career funding to support career academies and career-themed courses that lead to industry certification. B. List of Current Articulation Agreements Public and Private Institutions Post-Secondary Articulations resource manual.asp C. Requirements for Career Pathways/Programs of Study Career Pathways, formally known as Tech Prep Programs, combine a minimum of two years of secondary education with: (a) a minimum of two years of postsecondary education in a nonduplicative, sequential course of study; or (b) an apprenticeship program of not less than two years following secondary education instruction. Integrates academic and career and technical education instruction and utilizes work-based and worksite learning experiences where appropriate and available. Provides technical preparation in a career field, including high skill, high wage, or high demand occupations. 4

5 Builds on student competence in technical skills and in core academic subjects through applied, contextual, and integrated instruction in a coherent sequence of courses. Leads to technical skill proficiency, an industry recognized credential, a certificate, or a degree in specific career fields. Leads to placement in high skill or high wage employment or to further education and utilizes career and technicai education programs of study. Provides students with strong experience in, and understanding of, "all aspects of an industry." Ensures that students who participate in career and technical education programs are taught to the same coherent and rigorous content aligned with challenging academic standards as are taught to all other students. Encourages career and technical education students at the secondary level to enroll in rigorous and challenging courses in core academic subjects. D. Targeted Career and Professional Education Programs of Study Competency-based programs are offered in a variety of program areas with each area having school-based, work-based, and/or community-based learning opportunities. The District's Career and Professional Education Programs of Study can be found on the web site indicated below and are in alignment with the District's Target Industries and Occupations: omplete.pdf V. REPORTING AND MONITORING A. Indicators of Performance Each Career and Professional Academy program or other career-themed course that receives funds under the Carol D. Perkins Act must be monitored for performance including: The number of secondary education students served. The number and percent of secondary education students enrolled in careerthemed courses or programs who: ~ earned a state or industry recognized certification or license. ~ completed a course or courses that award postsecondary credit at the secondary level. The Deparlment of Education will collect student achievement and performance data in industry-certified career education programs. The data collection and analyses shall examine the performance of students over time. Performance factors shall include, but not be limited to, graduation rates, retention rates, Florida Gold Vocationai Seai Bright Futures Scholarship awards, additional educational attainment, employment records, earnings, industry certification, and employer satisfaction. (Career and Professional Academies,Section (3) 5

6 B. Reporting The strategic plan will be completed May, The department responsible for monitoring the Strategic Plan will include the Director of Choice and Career Options and the Director of FTE and Student Reporting. C. Evaluation The School District of Palm Beach County will develop an assessment rubric to ensure compliance with the Carl Perkins V once it has been written and approved by the U.S. Department of Education. VI. PRiNCiPLES, COmPONENTS, AND SUPPORTiVE STRATEGIES The four Core Principles for the Transformation of Career and Technical Education include: Effective ALIGNMENT between CTE and labor market needs to equip students with 21st century skills and prepare them for in-demand occupations in high growth industry sectors. Strong COLLABORATION among secondary and postsecondary institutions, employers, and industry partners to improve the quality of CTE programs. Meaningful ACCOUNTABILITY for improving academic outcomes and building technical and employability skills in CTE programs, based upon common definitions and clear metrics for performance. Increased emphasis on INNOVATION supported by systemic reform of state policies and practices to support CTE implementation of effective practices at the local level. 6

7 Component 1 - Conduct research to objectively determine local and regional workforce needs for the ensuing three years, using labor projections of the United States Department of Labor and the Department of Economic Opportunity 1. Collaborate, consult, and share data with Workforce Alliance, Business Development Board (BDB) and other agencies to research emerging occupational opportunities and trends. 2. Create and disseminate survey to local agencies, focus groups, chamber of commerce participants, etc. to determine what their workforce needs are and utilize their feedback to assist in future program placements. Component 2 - Strategies to develop and implement career academies or careerthemed courses based on those careers determined to be high wage, high skill, and high demand 1. Program proposals, conversions and closures should follow the approved process to make sure all stakeholders are included in the process and decision-making. 2. Create a tool to assess academies and programs in order to determine reasons for success. 3. Replicate, relocate, or create academies geographically that will create equity among the regions. Component 3 - Strategies to provide shared maximum use of private sector facilities and personnel 1. Build business relationships to create a district wide advisory board utilizing local and regional consortiums and businesses; promoting business partnerships, guest speakers, job shadowing and intern opportunities. 7

8 Component 4 - Strategies that ensure instruction by industry-certified faculty and standards and strategies to maintain current industry credentials and for recruiting and retaining faculty to meet those standards 1. Encourage and provide opportunities for instructors to continue expanding credentials and knowledge of industry beyond original certification. 2. Work with professional organizations and local workforce agencies to recruit teachers. 3. Provide staff development to support teachers in acquiring certification or additional training in order to stay current with emerging professions. Component 5 - Strategies to provide personalized student advisement, including a parent- participation component, and coordination with middle schools to promote and ~pport career-themed courses and education planning as required under s Middle and high school counselors should collaborate to enhance transition strategies into career programs at the next level 2. Use technology (TEN, video-cast) to engage parents. Update content as necessary. 3. Use of "robo" calls for routine information. Component 6 - Alignment of requirements for middle school career planning under s (1 )(a) 5, middle and high school career and professional academies or career- themed courses leading to industry certification or post-secondary credit, and high school graduation requirements 1. Continue alignment of middle school pre-academies with high school academies; align high school academies with post secondary opportunities. 2. Educate school leadership and teachers with career pathways and articulation agreements available in post secondary institutions. 8

9 Component 7 - Provisions to ensure that career-themed courses and courses offered through career and professional academies are academically rigorous meet or exceed appropriate state-adopted subject area standards, result in attainment of industry certification, and, when appropriate, result in postsecondary credit 1. Continue to monitor legislation regarding the State Coordinating Committee and level 3 designated CTE courses regarding these courses meeting academic course requirements for admission to state colleges and universities. 2. Continue to develop articulation agreements with local universities and colleges; expand agreements beyond local areas when programs are not offered locally (remove geographical boundaries.) 3. Ensure curricula are current, up-to-date and incorporate common core standards within CTE course offerings. 4. Support communication and professional development between secondary education curriculum and CTE. 5. Re-evaluate all course curricula to determine local honor's credit. Component 8 - Plans to sustain and improve career-themed courses and career and professional academies 1. Align industry certification with CTE curriculum frame works. 2. Assessment results should be reviewed and feedback utilized for curriculum improvements. 3. Senior projects should be included whenever possible as part of the CTE curriculum. 4. Teachers should be encouraged to participate in professional internships. 5. Bring business professionals into the classroom to actively work with students and teachers to enhance the programs. 9

10 Component 9 - Strategies to improve the passage rate for industry certification examinations if the rate falls below 50 percent 1. Professional development days for CTE teachers should be utilized for industry certification training whenever possible and/or practical. 2. Test only students who are best prepared to pass the industry certification exam. 3. Develop and support pretest mapping, tutorial sessions, and online software and programs to provide best practices for student success. Component 10 - Strategies to recruit students into career-themed courses and career and professional academies which include opportunities for students who have been unsuccessful in traditional classrooms but who are interested in enrolling in careerthemed courses or a career and professional academy. School Boards shall provide opportunities for students who may be deemed as potential dropouts to enroll in careerthemed courses or participate in career and professional academies 1. Collaborate with Adult Education and Alternative Education to develop creative and viable alternatives for at risk students. 2. Initiate a Career Job Fair within the school district to allow student exposure to criteria in specific industries. Component 11 - Strategies to provide sufficient space within academies to meet I workforce needs and to provide access to au' interested and qualified students 1. Develop a needs assessment to look at facilities for career programs. 2. Provide capital dollars when available for needed improvements and updated changes to the academy facilities in older schools. 3. Share space with post secondary institutions when feasible. 4. Petition business to build facilities (multi-use) at the schools. (This will allow them to be actively involved in the training of potential future employees.) 10

11 Component 12 - Strategies to implement career-themed courses or career and professional academy training that lead to industry certification in juvenile justice education programs 1. Focus on programs that can be mastered short term, earn a course completion certificate and/or industry certifications. 2. Provide motivational and guest speakers focused on career opportunities, soft skills and critical training for all students. 3. Provide professional development workshops to educate DJJ administration and staff regarding viable industry certifications. 4. Offer programs that an at-risk student can continue when/if they transition back out to a regular school. Component 13 - Opportunities for high school students to earn weighted or dual enrollment credit for higher-level career and technical courses 1. Provide better communication, documentation and educational training of guidance counselors and CTE educators to assist students with taking advanced, college level courses (programs of study). 2. Offer workshops to educate families on articulation and dual enrollments. 3. Explore and expand CTE courses for dual enrollment; offer more college level classes on school sites where able. Component 14 - Promotion of the benefits of the Gold Seal Bright Futures Scholarship Strateg ies: 1. Introduce requirements for attaining Gold Seal beginning in the 8 th grade (in preparation for high school). 11

12 2. Target parents through : -7 Parent handbook -7 Career Academy Orientation, parent nights -7 Edline 3. Promote course offerings and information that is available on the District website; more scholarship information on the parent link. Component 15. Strategies to ensure the review of district pupil-progression plans and to amend such plans to include career-themed courses and career and professional academy courses and to include courses that may qualify as substitute courses for core graduation requirements and those that may be counted as elective courses 1. Collaboration between CTE and K-12 curriculum to review and recommend pupil progression plans containing opportunities for CTE credits toward graduation requirements. 2. Educate academy coordinators, guidance counselors and CTE teachers on pupil progression plans providing staff development when needed. 3. Cross reference AICE courses with CTE courses for substitution. Component 16: Develop strategies to provide professional development for secondary guidance counselors on the benefits of career and professional academies and career themed courses that lead to industry certification 1. Petition for a District policy that all high schools have a designated career academy guidance counselor and career center. This lead counselor can share with all other school counselors. 2. Scheduleiplan annual professional developrnent including academy coordinators, guidance counselors and CTE specialists. 12

13 I Component 17: Strategies to redirect appropriated career funding in secondary and I postsecondary institutions to support career academies and career-themed courses that lead to industry certification 1. Empower the Program Proposal Committee to decide which programs are opened or closed; decisions should not be overridden by special interest groups. 2. Funding should be available for all programs promoting industry certifications unless no industry certification is available. 3. Review distribution of funds annually for program status and effectiveness; reallocate when appropriate. 4. Provide that any program closure requires redistribution of equipment to other CTE programs within the district. 13

14 The signatures below represent participation in the creation of and support for the School District of Palm Beach County Three Year Strategic Plan for Career and Professional Academies (FS ) Sig ature $~;llufo YlS ~titu'ei I v \J {',f \ <- :r; ~ os +,c..~ P /si,rl4- ~ ( ~,V» e[i ~J ~L ~~;~ /JJ;N't{7.;u AlII~ vt<...e~ ~~~resenting ~~ Jf/ld-dt 7f)kt~-tf~/Jf- S/i.-.\II-'o :r:--,j 0 CA'Z- f2-1:;.d Crl/... /1., ~jl)?w! lltftl J!5-, :; J ~~~ ( ) k.e (s e~!irj((;lei's ily RJpresenting. PalmMtJdyh/w-TUfJtJ!IJl/sYJll P4-Lt Po..-IW) t~~cq-\-\oo 11: ell 0f-~ (!~/rc/i U &u. J Gcrk, /l;j J ~UW1~ oy\ '"

15 si&f34 J~~ ~~ Repre~.~ {)~ I ~OCfh/61. 7 l ~a~e.rc:: 'Sc4rro/ b,,".s?>",'<:t 'b,..o.6c- ete. ~~ 9P6 e. ~CT E Sc~oo/13rSJy,'d 1 {Be -CT ~~~ft!e.oe. Signature,' \ Sigf fmi~ *e=in~ ~ ff5q, JfhtfttJdt1zd' jj&!-~ L'iE Date I Frank A. Barbieri, J " Chairman of the Bo d School Board of Palm q. Date each County y(. /J2- Career & Professional Education Three-Year Strategic Plan I 5