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Moving from Programs to Courses- Best Practices

Moving from Programs to Courses- Best Practices. Teri Belt, EMIS Specialist Miami Valley Career Technology Center. Why?.

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Moving from Programs to Courses- Best Practices

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  1. Moving from Programs to Courses- Best Practices Teri Belt, EMIS Specialist Miami Valley Career Technology Center

  2. Why? • The Career Field Technical Content Standards serve as the curricular framework for Ohio’s career‐technical education pathway programs as outlined in Ohio Administrative Code 3301‐61‐03. • This version of Career Field Technical Content Standards is intended to support the ongoing evolution of career technical education pathway programs. • Development of these standards represents a collaborative effort of the following professional partners: the Ohio Department of Education’s Office of Career‐Technical Education; the Ohio Board of Regents Secondary Career‐Technical Alignment Initiative; and CETE, known as the Center on Education and Training for employment at The Ohio State University.

  3. Why? • A key component of the Ohio Career Field Initiative is a career pathway, which is a coherent, articulated sequence of rigorous academic and career‐technical coursework. • Pathways facilitate a seamless transition from high school to postsecondary education. • Outcomes and competencies specify industry‐based knowledge or hands‐on skills that CTE students need by the end of the 12th grade to be successful in their selected career pathway and on‐going learning (such as college, apprenticeships and military opportunities). Taken from Career Field Technical Content Standards, Ike Kershaw http://education.ohio.gov/Topics/Career-Tech/Career-Fields

  4. What it looks like There are 16 Career Fields: Agricultural and Environmental Systems Arts and Communication Business and Administrative Services Construction Technologies Engineering and Science Technologies Education and Training Government and Public Administration Finance Health Science Hospitality and Tourism Human Services Information Technology Law and Public Safety Manufacturing Technologies Marketing Transportation Systems

  5. What it looks like

  6. What it looks like • At your district level, EMIS should have a copy of the CTE-26 Applications. • This will help you determine the CN EMIS Elements: • Pathway Code • Career Field • Career Pathway • Subject codes • Course hours • Course type • Assessments available for this pathway • Using the CTE Assessment Matrix

  7. What it looks like • The Program of Study will tell you courses to code as “CTE College Credit” at the secondary level. EMIS Element CN300

  8. What it looks like • This page of the CTE-26 will tell you the membership codes for the students. GQ EMIS Element

  9. Assurances of Quality • Within our district we included our Business & Industry Advisory Committee members and Post Secondary partners to ensure the course/programs we are offering meet their needs as well as the students.

  10. How to schedule this for students? • Held a brainstorming meeting with district representatives from: • Curriculum, Administration • Student Software • MVCTC uses ProgressBook software including Progress Book for student grades • EMIS • Scheduling • Guidance Department, Student Services

  11. How to schedule this for students? • Result of discussions • Courses in the CTE delivery structure can be as few as 120 hours and up to 280 hours. • Junior Year 525 Hours: could have a few as 2 courses and as many as 4 courses on our Main Campus • Senior Year 390 Hours: could have as few as 2 courses and as many as 3 courses on our Main Campus • Each course will have WebXam modules and/or end of course test • Supervisors met with individual instructors to design their Program to Course schedule. • MVCTC used a simple table with fields needed by EMIS and scheduler to build the courses/sections.

  12. How to schedule this for students?

  13. How to schedule this for students?

  14. Who these changes impacted? • Instructors • MVCTC CTE instructors are required to complete a set of Guiding Documents for each course taught: • Syllabus • Provide students with basic course information in a consistent format across all offerings on Main Campus. Grading policy, attendance policy, texts, uniform requirements. • Classroom Management/Lab Expectations • Room/lab management and policy, teacher expectations, safety & health issues (boots, goggles, etc.) • Sequence Course Outline • Separate from the syllabus. Power competencies/Standards defined. What material is covered week by week.

  15. Who these changes impacted? • Students • Student schedules were more complex • Instead of 5 courses for the day, there could be up to 8 courses per day. (MVCTC is on an 8 period day) • Student Transcripts contained more detailed information • Resulting in more information available about the details and results of individual course being taken • Easier articulation to post-secondary credit

  16. Who these changes impacted? • Scheduler • Workload increase due to creating more courses and course sections • As this process moves across career fields, this will become streamlined with suggestions and improvements • EMIS • Need for verification of more course/sections • Verify instructors have correct certification

  17. Questions? Thank you!

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