Advancing Career and Technical Education in State … · Advancing Career and Technical Education in State and Local Career Pathways Systems ... and used data to design program to

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 55904

Heintz Center, North Entrance Directions at http://www.rctc.edu/campustour/getting-to-ucr.html

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 25th 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

http://www.rctc.edu/campustour/getting-to-ucr.html

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.

MN State Team Contact List -Advancing CTE in Career Pathways

Team Member Agency/Organization e-mail address

Anne Kilzer Minnesota Workforce Council Assocation [email protected]

Jim Gross Rochester Commnity & Technical College/Perkins Coordinator [email protected]

Andrea Ferstan United Way - Twin Cities [email protected]

Alyssa Klein DEED [email protected]

JoAnn Simser MnSCU/State Director of Career & Technical Education/Perkins [email protected]

Julie Nigon Rochester ABE [email protected]

Mo Amundson Rochester/ZED Perkins Coordinator & Governors' Workforce Development Council [email protected]

Nola Speiser DEED [email protected]

Julie Dincau MDE - Adult Basic Education [email protected]

Randy Johnson Rochester region WFDI [email protected]

Judy Mortrude DEED [email protected]

Rick Roy DEED [email protected]

Dan Smith MDE - Career & Technical Education [email protected]

Vacant MnSCU/Advancing CTE in Career Pathway System Project Coordinator

Mark Toogood MN Dept of Human Services, Director Transitions to Economic Stability [email protected]

Dana Irgens Career Technical Education Director, MN Department of Corrections [email protected]

Minnesota Coach-Advancing CTE in State and Local Career Pathway Systems

Steve Klein Director, RTI International [email protected]

Content Experts Called upon as Needed

Craig Rhombs State Longitudinal Data System-MN Department of Education [email protected]

Deb Serum WDQI - DEED

Susan Carter MnSCU Research, Planing & Evaluation/Perkins data [email protected]

Mary Russell Health Partners [email protected]

Brent Bultma Mayo Clinic - Human Resources

Angie Bowman Bowman Tool (Rochester)

Jaime Simonsen MnSCU-Itasca Workgroup [email protected]

Joe Mulford MnSCU-Education-Industry Partnerships [email protected]

Tasha Trusloski Minnesota Workforce Council Association (A Kilzer's assistant) [email protected]

Debra Hsu MnSCU-CTE Professional Development Director [email protected]

Christine Fisher MN Department of Transportation, Human Resources [email protected]

Rev. 9/4/13

mailto:[email protected]
























Minnesota and The Alliance for Quality

Career Pathway (AQCP)

Review of AQCP Beta Framework

9/12/2013

The Alliance for Quality Career Pathways

The goal is 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.

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

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

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

Two Parts of the Framework:

Criteria/Indicators + Metrics

5

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

7

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

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

IMPORTANT NOTES

• We will move quickly through the three feedback sets and try to get

to a quick yes/no on each item.

1st set: state and local/regional guiding principles

2nd set: definitions

3rd 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 16th to review these results.

10

Minnesota State Colleges and Universities | July 2013 1 | Page

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

[email protected] [email protected] [email protected] (651)201-1650 (651) 582-8330 (651) 259-7638




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 (2012-2014), 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 2013. 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 definitionii) 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.

http://www.clasp.org/postsecondary/pages?id=0029


Alliance for Quality Career Pathways Beta Framework Executive Summary

CLASP/AQCP 2

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 family-

supporting 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 3

Figure 1: Local/regional career pathway and programs Figure 2: Career pathway systems


CLASP/AQCP 4

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 re-

enrolled 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 5

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.

Options for Use

Options for Sharing

Use commonmetrics family

for fund sources

Measure pathwayresults using

common metrics

Pool results across fund sources for

pathway participants

Pool accountabilityfor pathway partners

for pathways

Calculate the metrics

Use for continuousimprovement

Report resultspublically

Set goals and assessgoal attainment

Use for resource allocation

Alliance state partners have many options along these dimensions for considering how career pathway metrics might be used.

Figure 3. Two Dimensions of Shared Use

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 2014.

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 6

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 7

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 8

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.

Career Pathways Strategic Planning

1 State of Minnesota – Advancing Career and Technical Education in State and Local Career Pathways Systems July 25, 2013

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 high-

quality strategies in current initiatives.

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)

JoAnn, Judy, Mo,

Dan

JoAnn, Judy, Jim,

Mo, Dan

New coordinator

February, 2014

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



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.



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. 2015

3 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


OUTCOMES: 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




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).

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

2

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.

Advancing CTE in State Career Pathway System Strategic Planning: Element 2

1 State of Minnesota – Advancing Career and Technical Education in State and Local Career Pathways Systems

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?



ELEMENT 2: Engage Employers, Identify Key Industries and Align System with Industry Needs

OUTCOMES: Identify Employer Needs

STRATEGIES: 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 real-

time 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 (4th Q)



interventions:

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 (1st 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

Finalize selection and role

ibid Jaime Simonsen Draft

completed

TBD, 2014

4 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



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 (4th Q)

2014

Pilot: 2013 (4th

Q)

Final: TBD

Notes:



ELEMENT 2: Engage Employers, Identify Key Industries and Align System with Industry Needs

OUTCOMES: Engage Employers

STRATEGIES: 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 1st 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 (1st Q)

Secure employer

commitments

(2014, 2nd

Q)



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, 3rd

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 (4th Q)

4 Implement evaluation

Design and implement evaluation for metro IPs

and share design w/ SE MN

2014 (3rd

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

Legislation to

support scaling of

sector-based

career pathway

programs and

systems (2015)

TBD 2014 (3rd

-4th Q)

2014 (3rd

-4th Q)



pathway system

Share report with key stakeholders, including

GWDC, MSPWIN’s statewide policy

committee, MWCA members, legislators,

DEED leadership

2014 (3rd

-4th Q)


1 State of Minnesota – Advancing Career and Technical Education in State and Local Career Pathways Systems August 15, 2013

ELEMENT 6: Identify and Implement Cross-System Data and Accountability Systems

OUTCOMES: Element 6.1: Measure Outcomes & Utilize Analysis

STRATEGIES: 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, 2014

2 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, 2014

3 Support Alliance for Quality Career Pathway Beta

Testing.

CTE in CP Team participates in AQCP feedback

session

Judy Mortrude October 2013

4 Pilot finalized AQCP Framework utilized by Perkins

Consortia as a self-evaluation tool for continuous

improvement.

Selected Perkins consortia utilize the AQCP self-

evaluation 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



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.

Mo Amundson April, 2014

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

7 Connect with LMI Legislated Scorecard construction LMI Legislated Scorecard contains agreed upon

cross-system metrics

New coordinator,

Teri Fritsma

Within the

timeframe required

in the legislation

8 Embed inWDQI/SLDS

Need more specifics, depends on data, definitions

and timeframe of the projects

MnSCU Research

Team (Dan Smith,

Deb Serum,

Meredith Fergus,

OHE)

???

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



programs with few graduates to draw conclusions across systems;consistent interpretation of what career pathway means and who is enrolled

in a career pathway system.

Tie to legislative scorecard/AQCP/leadership/WDQI/SLDS


College and Career Pathways in Minnesota:

A Cross-Agency Initiative to Promote Education and Workforce Development

People prepare for work in different ways. Some choose a career at an early age, others by trial-and-error. To accommodate change, public education and employment training systems in Minnesota must be flexible to allow for individuals’ entry and exit at multiple points and ages, and aligned so that students may make seamless transitions across educational levels and programs. State workforce and economic development agencies, employers, and labor must be engaged to ensure that Minnesotans earn the academic and technical knowledge and skills, and the industry-recognized certificates, credentials, and degrees that lead to lasting success in meeting Minnesota workforce needs in a global environment. Achieving the vision of a comprehensive and integrated system requires changing how our public education and workforce development systems function. It requires interconnecting state education and training agencies, and human and social service providers to promote program coordination and efficiency. 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.

Achieving the vision—Minnesota’s Career Pathways Coordination Team in January 2013 the U.S. Department of Education awarded Minnesota State Colleges and Universities (MnSCU) in cooperation with the Minnesota Department of Education and the Minnesota Department of Employment and Economic Development three-years of technical assistance to support career pathway system alignment. A cross-agency leadership team has been assembled with representation from across the state’s public K–12, postsecondary, adult education and workforce development offices:

Minnesota State Colleges and Universities System

Minnesota Department of Education

Minnesota Department of Employment and Economic Development


Membership includes employer and stakeholder groups committed to improving Minnesota’s education and economic climate:

Governor’s Workforce Development Council

Minnesota Workforce Council Association

Minnesota Department of Human Services

Minnesota Department of Corrections

Adult Basic Education

United Way, Greater Twin Cities

To ensure that project work reflects local needs, membership includes representatives from Rochester Public Schools, Rochester Community and Technical College, Workforce Development, Inc., Rochester Adult Basic Education, Mayo Clinic and Bowman Tool, Rochester, MN. Team members are currently working across departments and agencies in an unprecedented effort to strengthen existing career pathways resources and integrate state educational, employment training, and human service offerings. This effort includes the following elements:

Building on and strengthening cross-system partnerships to align program services and promote transitions across state education and training programs

Redesigning communications strategies to engage employers in key industries to ensure that state and local economic needs are addressed

Building cross-system data and accountability systems to motivate accountability and program improvement.

The cross-agency, state leadership team is collaborating to pursue legislative and administrative policy changes that will promote a comprehensive and unified a career pathway system. The goal is to coordinate with Minnesota Career Pathway work underway to leverage existing resources and coordinate resource use to achieve system sustainability. The team’s work should ensure that all Minnesotans can access high quality, coordinated education and training services so that they can secure gainful employment and the skills that will prepare them for successful advancement along their career pathways. Governor Mark Dayton’s vision for Minnesota education is to make it the best in the world to develop a competitive workforce—the key to our success and prosperity.

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

[email protected] [email protected] [email protected] (651)201-1650 (651) 582-8330 (651) 259-7638





Acknowledging our Accomplishments Minnesota is working on many fronts to create a comprehensive career pathway system for youth and adults through aligned workforce development and education services. Below are links to some of the major initiatives underway:

• Advancing CTE in Career Pathways, OVAE technical assistance initiative – through Sept. 2015

• Alliance for Quality Career Pathways – Beta Framework in field testing through Dec. 2013; Final version due June 2014

• Career and College Readiness Collaborative –ongoing (MDE, DEED, MnSCU and community partners) to help youth explore college and career interests and develop a plan for a smooth and successful transition to postsecondary education or employment.

• Career Pathways and Technical Education Task Force MDE Office of College and Career Success, Report due to the MN Legislature, Feb. 15, 2014

• Charting the Future, a Draft Report of Strategic Workgroups--recommendations are as follows: #1 Better align programs to state, workforce and student needs; #2 Certify graduate competencies; #3 Accelerate success of diverse students; #4 Statewide e-education strategy; #5 Statewide collaboration in delivering continuing education and customized training; #6 redesign system’s finance and governance model. Public comment through Oct. 2013, Board of Trustees, Nov. 2013

• Minnesota Technical Skill Assessment Project establishes core competencies (secondary and postsecondary) and state approved technical skill assessments validated by business and industry in US Department of Education and Department of Labor endorsed Career Pathways and Clusters; completion by Aug, 2014

• Common Core Standards (secondary, CTE, ABE) (National Report “The State of Career Technical Education: an Analysis of State CTE Standards” due to be released Oct 23, 2013)

• Governors Workforce Development Council Career Pathways Committee focus initially on definition/current work and then to policy development through Dec 2013

• Skills@Work Greater Twin Cities United Way and the Governor’s Workforce Development Council Campaign to address regional workforce needs and develop statewide policy recommendations to address state skill needs (2012-2013)

• LMI Data Production Requirement legislation HF 729 Sec. 2 lines 63.19-64.18


http://www.positivelyminnesota.com/All_Programs_Services/Mn_Career_College_Collaborative/index.aspx

http://education.state.mn.us/MDE/Welcome/AdvBCT/CareerPathTechEducTaskForce/index.html

http://www.mnscu.edu/

http://www.cte.mnscu.edu/programs/mntsa.html

http://www.gwdc.org/initiatives/CareerPathwaysPolicy.html

http://www.skillsatwork.org/

MN Career Pathway Work Underway…

• Advancing CTE in Career Pathways – through Sept 2015

• Alliance for Quality Career Pathways – Beta Framework in field testing through Dec 2013; Final version due June 2014

• Career and College Readiness Collaborative –ongoing (MDE, DEED, MnSCU + community partners) 6 subgroups started; white paper started; 9/23/13 next meeting

• Charting the Future www.mnscu.edu public comment through Oct 2013 - #1 alignment (LMI, Itasca Group); #2 credentials; #3 expand PSEO; #4 e-education; #5 CE/CT and academic; #6 redesign governance

• Minnesota Technical Skill Assessment Project establishes core competencies (secondary and postsecondary) and state approved technical skill assessments validated by business and industry in US Department of Education and Department of Labor endorsed Career Pathways and Clusters; completion by July 1, 2014 http://www.cte.mnscu.edu/programs/mntsa.html.

• Governors Workforce Development Council Career Pathways Committee (through Dec 2013?) focus initially on definition/current work and then to policy development (final product in the vein of AHOD) gwdc.org

• Skills @ Work Greater Twin Cities United Way and the Governor’s Workforce Development Council launched the Skills@Work Campaign to address regional workforce needs and develop statewide policy recommendations to address state skill needs (2012-2013) www.skillsatwork.org

• Career Pathways and Technical Education Task Force (report due Feb 15, 2014); MDE Director of College and Career Readiness: Rose Hermandson

• Tax credits for employers working with higher education on internships (HF 677, Article 4, Sec 12.) Coalition for Greater MN Cities. Office of Higher Education will administrate.

• Statewide Adult High School Diploma Task Force (report due Feb 2, 2014)

• Common Core Standards (secondary, CTE, ABE) (National Report “The State of Career Technical Education: an Analysis of State CTE Standards” due to be released Oct 23, 2013)

• Regional Career Pathway Forum, Nov 7, 2013 – GTCUW & CLASP, Keynote: Johan Uvan, OVAE. Target audience: policy leaders, program staff http://uwcareerpathwaysforum.eventbrite.com

• CTE Works! Nov 14, 2013 Keynote: Rigorous Programs of Study: a National Perspective, Robin Utz, OVAE; The Role of CTE in Closing Minnesota’s Achievement and Skills Gap, Ronald Ferguson, Harvard University www.cte.mnscu.edu

• LMI Data Production Requirement legislation HF 729 Sec. 2 lines 63.19-64.18

http://www.mnscu.edu/

http://www.skillsatwork.org/

http://uwcareerpathwaysforum.eventbrite.com/

http://www.cte.mnscu.edu/

Documents

Advancing Career and Technical Education in State … · Advancing Career and Technical Education in State and Local Career Pathways Systems ... and used data to design program to