NSFY Phase Two State Goals Templatesde.ok.gov/sde/sites/ok.gov.sde/files/OKlahoma New Skills for youth... · NSFY Phase Two State Goals Template Oklahoma NSFY Phase Two Outcome Goals

1

NSFY Phase Two State Goals Template

Oklahoma NSFY Phase Two Outcome Goals

NSFY Key Objectives State Baseline (2016)

State Year 1 Outcomes (2017)



Objective 1: Establish employer-driven processes informed by real-time and other labor market data to determine high-skill, high-demand industry sectors with which career pathways and programs of study will be aligned

Oklahoma currently lacks a consistent mechanism to effectively convene business and industry, K-12, workforce development, and postsecondary education to identify priority pathways toward critical occupations as indicated by labor market information and determine the knowledge and skills needed for entry level success. The Oklahoma Workforce Development Office prepared Labor Market Information for each of Oklahoma’s Key Economic Networks (KEN) as a starting point to identify critical occupations in each region. The LMI data was shared at the Governor’s Council for Economic and Workforce Development (GCWED) but not yet communicated broadly across cross-sector partners. Youth Council of GCWED holds Quarterly Meetings: December 2, 2016: Adopted goal to support strategies to implement Individual Career Academic Plans (ICAP) statewide in all schools, incentivize graduation and GED attainment, and promote character development programs.

By the end of 2017, Oklahoma will have an employer-validated statewide labor market information tool called a Statewide Economic Briefing, commissioned by the WIOA State Board and updated annually, which will include the high-skill, high-demand sectors, critical occupations. By July 2017, The tool will be accompanied by cover letters for and by educators, business leaders, Ident -and other government stakeholders on how to use the tool to identify critical career pathways, and to evaluate existing and create new educational programs necessary to support Oklahomans and the state. Coordinating statewide efforts on data-supported career pathways strategies: GCWED Quarterly Meetings: April 28: NSFY grant update July 28: NSFY grant update, LMI briefing on agenda or consent agenda for adoption October 27: NSFY grant update Career Pathway Committee of

By the end of 2018, Oklahoma will have a method for incorporating employer-validated academic knowledge, technical skills, and professional skills needed for top industries and critical occupations, and have a mechanism for distribution, communication, training, and utilization of the Statewide Economic Briefing by coordinating with existing business and education partners. GCWED Quarterly Meetings Key Economic Network (KEN) regional meetings to communicate employer validated credentials to business and education partners. Connect KEN Champions, Career Pathway Champions and Career Pathway Strategy Leads to provide support to implementing career pathways for high-demand, high-skilled jobs.

By the end of 2019, Oklahoma will have sustained the mechanism for reviewing, updating, distributing, communicating, and utilizing the employer-validated statewide labor market information tool. The State will also have successfully incentivized pathways in critical occupations in high-demand industries. GCWED Quarterly Meetings Key Economic Network (KEN) regional meetings to communicate employer validated credentials to business and education partners. Connect KEN Champions, Career Pathway Champions and Career Pathway Strategy Leads to provide support to implementing career pathways for high-demand, high-skilled jobs.

2

GCWED Quarterly Meetings: April: NSFY grant update July: NSFY grant update, LMI briefing on agenda for adoption to coordinate career pathways efforts October: NSFY grant update Key Economic Networks (KENs): Spring: Identify education, business, workforce and economic development partners to support each KEN Regional Meetings. Summer: Agenda items include regional partnerships between business and education, Launch Oklahoma regional educational attainment goals and strategies, increasing registered apprenticeships. Fall: Statewide shadow day events in each KEN Area, regional asset map drafts completed Winter: follow up on regional apprenticeships and attainment strategies. Launch Oklahoma (based on the Governor’s Executive Order) established a goal of seventy (70%) percent of our residents 25-64 years-old having education training beyond high school by the year 2025. By November 2017, Executive team will develop a strategic plan to outline state strategies for increasing attainment by region.

Launch Oklahoma (based on the Governor’s Executive Order) established a goal of seventy (70%) percent of our residents 25-64 years-old having education training beyond high school by the year 2025. Implement strategies to meet annual benchmarks established by Launch Oklahoma strategic plan.

Launch Oklahoma (based on the Governor’s Executive Order) established a goal of seventy (70%) percent of our residents 25-64 years-old having education training beyond high school by the year 2025. . Implement strategies to meet annual benchmarks established by Launch Oklahoma strategic plan.

3




State Year 1 Outcomes (2017) State Year 2 Outcomes (2018)


Objective 2:

Use policy and funding levers to

improve the quality and rigor of

career pathways - including scaling

down or phasing out those that don’t

lead to credentials with labor market

value - and make those pathways

widely available to and accessed by

all students in all secondary settings,

especially in underserved populations

Strategy 1: Assess rigor and quality

of Career Pathways based on

established criteria.

ODCTE reviews individual

Career Technology Centers

and K-12 Career Tech

programs based on defined

criteria. ODCTE board is the

accrediting body for the

Technology Centers (TC go

through accreditation every 5

years), in addition ODCTE staff

conduct program reviews on K-

12 comprehensive school

districts every 5 years.

CTC’s have program review

processes that include metrics

for enrollments, program

capacity, completion and

retention, positive placement,

economic benefit ratio, and wage

data.

ODCTE has identified career

pathways in 15 out of 16 career

clusters.

OSRHE have criteria for quality

indicators and productivity

indicators.

16 out 16 career clusters are

aligned to degrees.

OSRHE have charter degrees by

career clusters.

State Regents policy for new

program approval requires

objectives; curriculum meeting

objectives with clinical,

By the end of year 1, Oklahoma will

inventory all Career Pathway

currently offered at districts across

the state and evaluate if offerings

meet the needs of their community

and region based on workforce data

for high-demand, high-skilled jobs.

ODCTE will establish baseline data

Conducting SREB study to

determine ways to increase rigor

and quality and rigor of career

pathways coursework.

SREB Training of ODCTE staff

By end of year 1 distribute

Workforce Data to all stakeholders

within each KEN region including

CTE, IHE, educators (district/site

administrators), business and

community to determine how

career pathways can be improved,

added or discontinued based on

rigor and quality.

Identify critical occupations by

region and required credentials

and degrees.

By the end of year 2,

Oklahoma will have 60% of

districts working

collaboratively with their

Regional Key Economic

Networks, Career Technology

Schools, and Regional Higher

Education Institutions to

develop Career Pathways that

meet the needs of their

community and region based

on workforce data for high-

demand, high-skilled jobs.

Use data to determine gaps

in student preparedness for

postsecondary based on

persistence and completion

of program with degree,

certificate or certification.

By the end of year 3,

Oklahoma will have 85% of

districts working

collaboratively with their

Regional Key Economic

Networks, Career

Technology Schools, and

Regional Higher Education

Institutions to develop

Career Pathways that meet

the needs of their

community and region based

on workforce data for high-

demand, high-skilled jobs.

4

practicum, field work; student

and employer demand especially

in workforce ecosystems

(employer surveys, LMI,

manpower projections)

The 5-year review cycle varies

by program. Some programs are

due this year, others submitted

reviews last year and anything in

between. Additionally,

institutions have the ability to

request a review cycle that is

aligned with the review cycle of

a specialty accreditor for a

program, in lieu of the State

Regents’ 5-year review

cycle. For example, if a

program holds specialty

accreditation and the review

cycle for that accreditor is 7

years, the institution can request

to be placed on a 7 year review

cycle.

ODCTE

End of May – review assessments related to career pathways June State ODCTE review team meets to align career pathways to critical occupations

Objective 2: Use policy and funding levers to improve the quality and rigor of career pathways - including scaling down or phasing out those that don’t lead to credentials with labor market value - and make those pathways widely available to and accessed by all students in all secondary settings, especially in underserved populations

Oklahoma currently has few opportunities for teachers to participate in externships. Oklahoma Education Industry Partnership (OEIP) provided 100 summer externships for teachers in the area of STEM - Summer of 2016. STEM Externships will be

By the end of year 1, Oklahoma will work with private and public entities who offer externships to teachers. Determine frequency of externships and alignment to critical occupations. Establish Teacher Externship Advisory (business, CTE, HE, and district administrators) Increase number of teacher

By the end of year 2, Oklahoma will offer teacher externships in 5 of 9 Key Economic Regions in at least 2 career cluster areas in each region. Teacher Externship Advisory (business, CTE, HE, and district administrators) Each externship will support

By the end of year 3, Oklahoma will offer teacher externships in 9 of 9 Key Economic Regions in at least 2 career cluster areas in each region. Teacher Externship Advisory (business, CTE, HE, and district administrators) Each externship will support

5

Strategy 2: Strengthen teachers’ career expertise through externships. Redefining the Senior Year

offered in 3 of 9 Key Economic Regions of our state in Summer 2017(Oklahoma City, Tulsa, and Lawton).

externships into 3 of 9 regions. Inventory Teacher Externships; the number of teachers participating; the ecosystems addressed OEIP (STEM Externships) – August 1 Data available for externship participation and feedback. (Explore Nepris [LA program] to expand externship opportunities virtually.)

100 teachers. Provide scatter plot by regions representing teacher participation which includes grade levels and content areas in the five wealth-generating ecosystems: Aerospace and Defense; Agriculture and Biosciences; Energy; Information and Financial Services; Transportation.

100 teachers. Provide scatter plot by regions representing teacher participation which includes grade levels and content areas in the five wealth-generating ecosystems: Aerospace and Defense; Agriculture and Biosciences; Energy; Information and Financial Services; Transportation. Determine ways to provide equity and access to all interested participants.

Objective 2: Use policy and funding levers to improve the quality and rigor of career pathways - including scaling down or phasing out those that don’t lead to credentials with labor market value - and make those pathways widely available to and accessed by all students in all secondary settings, especially in underserved populations Strategy 3: Ensure equity and access in rigorous pathways for all students. Redefining Senior Year

Currently, 56% of Oklahoma students meet the College Readiness Benchmarks on the ACT and SAT, 256 schools offer AP courses, and incoming college freshmen complete 103,055 hours of concurrent enrollment prior to beginning college. OSRHE can provide ACT scores by subject, Key Economic Networks and race. 12,551 career tech industry credentials have been earned, and 14,340 career readiness certifications have been earned. Need to disaggregate by race, ethnicity, and poverty. State Regents for Higher Education Summer Academies and Math Success initiative provide equity and access in

By the end of year 1, 60% of Oklahoma students will meet the College Readiness Benchmarks on the ACT and SAT, 272 schools will offer AP courses, and incoming college freshmen will complete 104,500 hours of concurrent enrollment prior to beginning college. OSRHE can provide ACT scores by subject, Key Economic Networks and race. 12,750 career tech industry credentials will have been earned, and 14,500 career readiness certifications will have been earned. Document disaggregated data. Prepare a heat map to identify gaps in equity and access for under-served and under-represented populations. State Regents for Higher Education

By the end of year 2, 65% of Oklahoma students will meet the College Readiness Benchmarks on the ACT and SAT, 300 schools will offer AP courses, and incoming college freshmen will complete 105,000 hours of concurrent enrollment prior to beginning college. 13,000 career tech industry credentials will have been earned, and 15,000 career readiness certifications will have been earned. Use data from heat map to determine solutions for equity and access gaps. State Regents for Higher Education Summer Academies and Math Success initiative provide equity and access in

By the end of year 3, 70% of Oklahoma students will meet the College Readiness Benchmarks on the ACT and SAT, 317 schools will offer AP courses, and incoming college freshmen will complete 105,979 hours of concurrent enrollment prior to beginning college. 13,806 career tech industry credentials will have been earned, and 15,774 career readiness certifications will have been earned. Document progress for closing equity and access gaps for under-served and under-represented populations. State Regents for Higher Education Summer

6

rigorous pathways for all students. Document by geographic location and ethnic background % of students participating in Academies.

Summer Academies and Math Success initiative provide equity and access in rigorous pathways for all students. Document disaggregated data.

rigorous pathways for all students. Document disaggregated data.

Academies and Math Success initiative provide equity and access in rigorous pathways for all students. Document disaggregated data.

Objective 2: Use policy and funding levers to improve the quality and rigor of career pathways - including scaling down or phasing out those that don’t lead to credentials with labor market value - and make those pathways widely available to and accessed by all students in all secondary settings, especially in underserved populations Strategy 4: Provide transitional courses in mathematics and literacy. Redefining the Senior Year

39.98% of Oklahoma students participate in remedial college coursework their freshmen year. 34.3% of Oklahoma students participate in remedial college coursework in mathematics their freshmen year. OSRHE can provide remediation rates by subject, Key Economic Networks and race.

Offer teacher training for College Career Math Ready Course (SREB) – Summer 2017 Offer College Career Math Ready Course – Fall 2017 Through offering transitional math courses in high school, decrease the remediation rate of college freshmen to 33%. Baseline year for number of high schools; teachers trained; students taught with College Career Math Ready OSRHE conducts study of implementation of College Career Math Ready Courses

Offer teacher training for College Career Literacy and Math Ready Courses (SREB) Summer 2018 Continue College Career Math Ready courses – 2018 Through offering transitional math and literacy courses in high school, decrease the remediation rate of college freshmen to 29%. Continue study of number of high schools; teachers trained; students taught with College Career Ready courses Add SREB 8

th grade readiness

courses. Create course code and teacher training.

Offer teacher training for College Career Literacy and Math Ready Courses (SREB) Summer 2019 Continue College Career Math Ready courses – 2019 Decrease the remediation rate of college freshmen to 27%. Continue study of number of high schools; teachers trained; students taught with College Career Ready courses Add SREB 8

th grade

readiness courses. Create course code and teacher training.

7







Objective 3: Category 1: Progress Toward Post-Secondary Credential Incorporate robust career-focused indicators in state accountability systems that measure and value successful completion of meaningful pathways, work-based learning, enrollment in postsecondary education or apprenticeships, and credentials of value. Strategy 1: Publicly report career-focused indicators that carry weight in accountability system

Publicly report progress toward post-secondary credential (working on common definition) In: www.ok.gov/okstatestat/ In 2016 reporting, bonus points were in former State Accountability System for students participating in Postsecondary Opportunities Advanced Learning (AP, IB, Concurrent Enrollment).

Move from inputs to outputs as part of the metrics: Establish metrics for Dashboard to publicly report data (inputs): Status Chronic Absenteeism Postsecondary Opportunities (carry weight in State Accountability System) Based on preliminary data 10% of students participating in: AP/IB/Concurrent Enrollment CTE credentials Internships (establish criteria for the course codes for Internships) Graduation Rate www.ok.gov/okstatestat/ *Further study to determine if courses/credentials are part of a meaningful pathway.

50% inputs Move from inputs to outputs as part of the metrics: Dashboard will publicly report data (inputs): Status Chronic Absenteeism Postsecondary Opportunities (carry weight in State Accountability System) Based on preliminary data: 10% of students participating and add performance of students in system AP/IB/Concurrent Enrollment CTE credentials Internships Graduation Rate

All outputs Move from inputs to outputs as part of the metrics: Dashboard will publicly report data (inputs and outputs): Status Chronic Absenteeism Postsecondary Opportunities (carry weight in State Accountability System) Based on preliminary data: 10% of students participating and add performance of students in systems AP/IB/Concurrent Enrollment CTE credentials Internships Graduation Rate

Objective 3: Category 2: Work-Based Learning Experiences Incorporate robust career-focused indicators in state accountability systems that measure and value successful completion of meaningful pathways, work-based learning, enrollment in postsecondary education or apprenticeships, and

HB 2535 supports districts offering Apprenticeships, Internships and Mentorships. Establish working group to discuss criteria for work-based learning opportunities that benefit students and businesses.

Identify K-12 pathways review programs of ODCTE and OSRHE: Include Internships as part of Postsecondary Opportunities for Accountability System Postsecondary Attainment Research Study 2017 – Launch Oklahoma http://oklahomaworks.gov/attainment

Include Internships as part of Postsecondary Opportunities for Accountability System Identify Internships in 6 of 9 regions in state and survey business and education related to successes.

Include Internships as part of Postsecondary Opportunities for Accountability System Identify Internships in 9 of 9 regions in state and survey business and education related to successes.

http://www.ok.gov/okstatestat/

http://www.ok.gov/okstatestat/

http://oklahomaworks.gov/attainment

http://oklahomaworks.gov/attainment

8

credentials of value. Strategy 2: All levels of education & business share research-based strategies for post-secondary success

Collect participation in postsecondary opportunities Start with inputs only – encouraging schools to provide more a variety of these options – awareness of importance. Identify Internships in 4 of 9 regions in state and survey business and education related to successes.

Objective 3: Category 3: Assessment of Readiness Incorporate robust career-focused indicators in state accountability systems that measure and value successful completion of meaningful pathways, work-based learning, enrollment in postsecondary education or apprenticeships, and credentials of value. Strategy 3: Publicly report the number of students successfully transition to postsecondary Data to be collected: Oklahoma State Regents for Higher Education, military or employment within 12 months of high school graduation. % of Oklahoma population with certificate or degree % of Oklahoma population 18 - 25 with certificate or degree Increase Oklahoma college going rates – 49% and up Increase going rate to CTE Reduce gaps of AA, BA, etc. and the National average Increase certificates relative to

State Regents unitized data system (UDS) tracks student from high schools and provides annual High School Indicators Reports describing freshman year performance. Persistence and graduation rates are reported annually. State assessment (3-8) will provide a measure of performance indicative of being on track to CCR, which can inform preparation for the Oklahoma high school assessment. High school assessment will signal college- and career-readiness. The ESSA required state accountability system includes a category for Postsecondary Opportunities. The first three years will focus on participation. Thus, schools will receive credit for every student participating in one of the following programs:

Advanced Placement (AP) classes; International Baccalaureate (IB) program; Dual (concurrent) enrollment ; A work-based internship or

Breakdown data from UDS by major, high school, career pathway, and student demographics Set growth targets (3-8 assessments) needed to indicate being on track to CCR. Improve proficiency rate on High school CCR assessment by 1%. In the ESSA required state accountability system, continue to include a category for Postsecondary Opportunities. Schools will receive credit for every student participating in one of the following programs:

Advanced Placement (AP) classes; International Baccalaureate (IB) program;

Dual (concurrent) enrollment A work-based internship or apprenticeship; and

Industry certification. Flag IRC’s in high-demand fields Report data on % scoring CCR level Report data based on 9

th grade

cohort

Track growth (3-8 assessments). Improve proficiency rate on High school CCR assessment by 2%. In the ESSA required state accountability system, continue to include a category for Postsecondary Opportunities. Schools will receive credit for every student participating in one of the following programs: Advanced Placement (AP)

classes; International Baccalaureate

(IB) program; Dual (concurrent) enrollment

in higher education courses; A work-based internship or

apprenticeship; and Industry certification.

Continue to track growth (3-8 assessments) with an eye towards providing a measure of performance in 2020 that indicates the validity of predictive analytics and a linking between performance on the state 3-8 assessments and being on track to CCR, which can inform preparation for the Oklahoma high school assessment. Improve proficiency rate on High school CCR assessment by 3%. Transition Postsecondary Opportunities calculations from points based on participation to points based on achievement. Schools will receive credit for every student receiving college credit or industry validation and/or certification in one of the following programs:

Advanced Placement (AP) classes;

International Baccalaureate (IB) program;

9

National Average Improve Post-Secondary readiness Reduce Remediation Increase 1 year retention Increase 1 year GPA Increase graduation rate Increase completion # (non-cohort)

apprenticeship; and Industry certification. Look into credential as meeting

this requirement.

Establish baseline data Increase number of certificates

Dual (concurrent) enrollment higher education courses; A work-based internship or apprenticeship; and

Industry certification.

Objective 3: Category 4: Transitions Beyond HS Incorporate robust career-focused indicators in state accountability systems that measure and value successful completion of meaningful pathways, work-based learning, enrollment in postsecondary education or apprenticeships, and credentials of value. Strategy 4: Recognize Advanced Learning Opportunities for students who graduate with demonstration of college and career readiness – college/career endorsements

State Regents track all college graduates into Oklahoma employment by major and institution State Regents involved in institutional and national initiatives to improve transition from high school to college and to make remediation more effective Increase Oklahoma college going rates – 49% and up Increase going rate to CTE for credentials related to high-demand, high-skilled industry Reduce gaps of AA, BA, etc. and the National average Increase certificates relative to National Average Improve Post-Secondary readiness Reduce Remediation

March 2017 College Career Readiness Success Center (AIR) presentation on Advanced Learning Opportunities for cross-sector teams – Discussed where we are now; goals; next steps Baseline Data: ICAP Study Internship Study Report data on % completing experiences Postsecondary Opportunities. Schools will receive credit for every student participating in one of the following programs:

Advanced Placement (AP) classes; International Baccalaureate (IB) program;


Industry certification. Report by high school and career pathway Expand use of e-transcripts in districts to include 30% of districts using e-transcript in order to document course-taking patterns.

Report of ICAP Study publicly distributed Report data on % completing experiences Postsecondary Opportunities. Schools will receive credit for every student participating in one of the following programs:




Industry certification. Report by high school and career pathway Expand use of e-transcripts in districts to include 60% of districts using e-transcript in order to document course-taking patterns. www.okcollegestart.org

Report data on % completing experiences Postsecondary Opportunities. Schools will receive credit for every student participating in one of the following programs:




Industry certification. Report by high school and career pathway Expand use of e-transcripts in districts to include 80% of districts using e-transcript in order to document course-taking patterns. www.okcollegestart.org

http://www.okcollegestart.org/


10

Online transcript exchange www.okcollegestart.org


11







Objective 4: Working with local districts, scale career pathways that span secondary & postsecondary systems, offer focused career guidance and advisement, blend rigorous core academic and career-technical instruction, include high-quality work-based learning experiences, and culminate in postsecondary or industry credentials of value. Strategy 1: Begin career awareness in early grades and continue with career exploration in middle school grades.

The Oklahoma Department of Career Technology and the Oklahoma State Regents for Higher Education have various career curricula available for use as well as online tools to assist in Career Exploration. Some of these resources are free and some have a cost. Although resources exist, there is no statewide plan to implement.

By the end of year 1, Oklahoma will inventory all currently available Career Curricula. The career curriculum committee will meet in May and June 2017 to review the curricula and determine which best meets the needs of all students no matter their district size. Curriculum Instruction Materials Center (CIMC) at ODCTE produces a variety of curriculum materials for elementary, middle and high school and provide a foundation for Year 1. Career Technology Counselors will coordinate with public school counselors to share curriculum materials for awareness, exploration, and career planning. Mini summits – interactive sessions will provide effective implementation strategies Review of materials will be completed by all stakeholders. Including regional university and community colleges advisors. Career Advisement Half a day for KENs, HE CTE, CE – to discuss

By the end of year 2, 30% of Oklahoma elementary schools will implement early grade career awareness curriculum. And in middle grades career exploration instruction materials

By the end of year 3, 65% of Oklahoma elementary schools will implement early career awareness curriculum and in middle grades – career exploration instruction materials

Objective 4: Working with local districts, scale career pathways that span

Oklahoma has some districts that implement vertically aligned career advisement. There is no statewide

By the end of year 1, Oklahoma will have hired a Career Pathway Strategy Lead (CPSL) for each of

By the end of year 2, the CPSLs will have trained 50% of their area districts in the

By the end of year 3, the CPSLs will have trained 100% of their area districts

12

secondary & postsecondary systems, offer focused career guidance and advisement, blend rigorous core academic and career-technical instruction, include high-quality work-based learning experiences, and culminate in postsecondary or industry credentials of value. Strategy 2: Increase the number of students who receive career advisement. Redefining Senior Year

initiative for career advisement of students.

the 9 Key Economic Networks (KENs). The CPLS will work with the Key Economic Network Champions and Career Pathways Champions. OSDE and ODCTE to develop a vertically aligned career advisement system for grades 6-12. CPSL provide PD in their region to counselors and teachers. Career Advisement Workgroup determine what is needed for career advisement .toolkit Establish benchmarks for how to engage students each year. Career Advisement Toolkit developed by January 2018.

Career Advisement System with 30% of districts implementing the career advisement system. Career Advising Toolkit Partner with CTE Career Counselors and support MS and HS Career Guidance Career Advisement Workgroup determine what is needed for career advisement .toolkit Establish benchmarks for how to engage students each year. Career Advisement Toolkit updates provided via webinars, website and conferences.

in the Career Advisement System with 60% of districts implementing the career advisement system. Repository for Career Advisory Toolkit available for public. Partner with CTE Career Counselors and support MS and HS Career Guidance Career Advisement Toolkit updates provided via webinars, website and conferences.

Objective 4: Working with local districts, scale career pathways that span secondary & postsecondary systems, offer focused career guidance and advisement, blend rigorous core academic and career-technical instruction, include high-quality work-based learning experiences, and culminate in postsecondary or industry credentials of value. Strategy 3: Students create and update individual career academic plans (ICAPs). Redefining the Senior Year

Oklahoma is one of a 7 states that currently does not require statewide implementation of an Individual Learning Plans. Oklahoma currently has two online platforms for Individual Career Academic Plans: OK Career Guide supported by ODCTE and OK College Start supported by OSRHE. Legislation is moving through session to establish phase –in plan for ICAPs with inclusion as a graduation requirement by Year 3.

By the end of year 1, Oklahoma will have self-selected districts participate in a study in which they implement ICAPs at least one grade level (6-12) and at least one site. Districts that participate will comprise the ICAP advisory team. Districts will be required to attend monthly advisory meetings, 2-3 trainings sponsored by OSDE and trainings on online platform, host 2 parent meetings/trainings on ICAPs, respond to surveys and ICAP program implementation data. OSRHE will conduct a study of implementation challenges and successes.

By the end of year 2, Oklahoma will double the number of districts that will self-select to continue the study of ICAPs. Oklahoma will develop counseling toolkits and other information that will assist districts in the implementation of ICAPs. Implementation Study will continue and data publicly reported.

By the end of year 3, Oklahoma will roll out the statewide implementation of ICAPs. Resources and supports will be provided through education partners. Implementation student will continue and data publicly reported.

Objective 4: Working with local districts, scale career pathways that span

Oklahoma Senate Bill 2535 provides for apprenticeships, internships and mentorships for students.

The Work-Based Learning Committee in conjunction with OSDE Accreditation Office will

At least 15 districts in each of the 9 Key Economic Networks will offer either

At least 20 districts in each of the 9 Key Economic Networks will offer either

13

secondary & postsecondary systems, offer focused career guidance and advisement, blend rigorous core academic and career-technical instruction, include high-quality work-based learning experiences, and culminate in postsecondary or industry credentials of value. Strategy 4: Increase the number of students who have access to work-based learning (internships, mentorships, and apprenticeships). Redefining the Senior Year

Oklahoma SB 1269 provides for Career Endorsement coursework guidelines to be determined by ODCTE, OSRHE, and OSDE.

establish criteria for internships connecting businesses and education. Information aligned to parameters of SB 2535 will be shared with educators via OSDE and ODCTE. Informational sessions will be held at the 7 regional EngageOK Conferences offered by the OSDE. At least 5 districts in each of the 9 Key Economic Networks will offer apprenticeships, internships and/or mentorships for students and externships for teachers. Processes and requirements for Internships will be posted on OSDE Website and information sent through OSDE newsletters. Begin a baseline for Internship Program Study.

apprenticeships, internships and/or mentorships for students. System-wide manual for work-based learning implementation will be created based on feedback from Work-Based Learning Committee

apprenticeships, internships and/or mentorships for students.

14







Objective 5: Reorganize and intentionally align state and federal funding streams from education, workforce development, and economic development sources to effectively deliver career-focused programs to all students.

The state has begun to map funding streams to incorporate an intentional braiding of funds for state, federal, and private funding sources related to education, career training, and workforce development including Carl-Perkins and WIOA funding.

Complete Asset Maps Identify funding sources for education, career training and workforce development. identify resources currently available to students and identify pockets of excellence within the state to replicate, especially in areas with limited equitable student access. Identify gaps and overlaps to create a plan to better address the state’s system. Determine alignment with state, federal and private funding sources including Carl Perkins and WIOA funding. OESC, WIOA, Office of Workforce

By the end of 2018 we will have implemented a plan to eliminate the gaps and overlaps in funding for education, career training and workforce development. Identify barriers to student access. Also consider potential funding streams that will help the program become sustainable in the future.

By the end of 2019 we will have combined funding streams and developed strategies for overcoming barriers and ongoing sustainability. We will market successful programs across the state. We will look to increasing the funding by intentionally directing funding to the career pathways program.

15





State Year 2 Outcomes (2018) State Year 3 Outcomes (2019)

Objective 6: Foster greater collaboration between K-12 and postsecondary institutions to adopt policies and processes in schools, technology centers, academies, and institutions of higher education to ensure cross-institutional alignment of programs and pathways that smooth transitions for students and minimize institutional barriers. Strategy 1: Bring cross-sector teams together to establish policies that eliminate barriers to create seamless pathways for student on and off ramps. Building respect for all career pathways for college and career. Career Pathway Strategy Leads

(CPSL) training to lead initiative

for presentation of the data.

Pathways have secondary and

postsecondary data.

Oklahoma Works KEN Champions and Career Pathways Champions identified. Workforce Briefs identify Labor Market Information for each region. Business communication – critical occupations discussion Secondary to Postsecondary Transition & Alignment Oklahoma public colleges or universities that offer the Associates in Applied Science (AAS) degree award college credit for some programs taught at the technology centers. Cooperative Agreement Programs offer the opportunity for students to earn credit when the higher education institution enters into a contract with a technology center or when the student passes an assessment. The State Regents are also considering awarding credit by transfer from a technology center. Cooperative Agreements are agreed-to by partners and their governing boards, and also require the Review and approval of the Oklahoma State Regents For Higher Education and

Annually Up-date regional university, regional community college, regional career technology centers, regional business, regional districts alignment to support career pathways’ on and off ramps to ensure cross-institutional alignment of programs and pathways with Cooperative Agreements. Annually inventory the number of Cooperative Agreements by career pathways in a region. Map career pathways agreements between secondary and both 2/4 year Institutions of Higher Education, and provide greater than or equal to 50% offer at least 3 college credits in a career field.

Establish baseline data of concurrent enrollment of course-taking patterns (general education and/or courses related to career pathways) – seniors have the opportunity to take up to 6 hours each

Annually Up-date regional university, regional community college, regional career technology centers, regional business, regional districts alignment to support career pathways’ on and off ramps to ensure cross-institutional alignment of programs and pathways with Cooperative Agreements. Annually inventory the number of Cooperative Agreements by career pathways in a region. Map career pathways agreements between secondary and both 2/4 year Institutions of Higher Education, and provide greater than or equal to 60% offer at least 6 college credits in a career field. Track data of concurrent enrollment of course –taking patterns (general education and/or courses related to career pathways) – seniors have opportunity to take up

Annually Up-date regional university, regional community college, regional career technology centers, regional business, regional districts alignment to support career pathways’ on and off ramps to ensure cross-institutional alignment of programs and pathways with Cooperative Agreements. Annually inventory the number of Cooperative Agreements by career pathways in a region. Map career pathways agreements between secondary and both 2/4 year Institutions of Higher Education, and provide greater than or equal to 70% offer at least 6 college credits in a career field.

Track data of concurrent enrollment of course-taking patterns (general education and/or courses related to career pathways) – seniors have opportunity to take up

16

the Oklahoma State Department Of Career Technology Education. Oklahoma maintains articulation agreements in 16 of the 16 career clusters as well as Dual enrollment and concurrent enrollment with transcripted credit to ease the transition from secondary to postsecondary.

semester tuition free if eligible to enroll. OSRHE continue concurrent enrollment study and begin AP study tracking the persistence of students taking concurrent enrollment and AP. Oklahoma maintains articulation agreements in 16 of the 16 career clusters as well as Dual enrollment and concurrent enrollment with transcripted credit to ease the transition from secondary to postsecondary.

to 6 hours each semester tuition free If eligible to enroll. OSRHE continue concurrent enrollment study and begin AP study tracking the persistence of students taking concurrent enrollment and AP. Oklahoma also maintains articulation agreements in 16 of the 16 career clusters as well as Dual enrollment and concurrent enrollment with transcripted credit to ease the transition from secondary to postsecondary.

to 6 hours each semester tuition free If eligible to enroll. OSRHE continue concurrent enrollment study and begin AP study tracking the persistence of students taking concurrent enrollment and AP. Oklahoma also maintains articulation agreements in 16 of the 16 career clusters as well as Dual enrollment and concurrent enrollment with transcripted credit to ease the transition from secondary to postsecondary.

Objective 6: Foster greater collaboration between K-12 and postsecondary institutions to adopt policies and processes in schools, technology centers, academies, and institutions of higher education to ensure cross-institutional alignment of programs and pathways that smooth transitions for students and minimize institutional barriers. Strategy 2: Use data to drive career pathway delivery and cross-institutional alignment.

Oklahoma Easy Start Guide written by SOIC provides a way to connect business and education. Career Pathway Strategy Lead Toolkit being designed to facilitate use of data to drive career pathway delivery and cross-institutional alignment.

Career Pathway Strategy Leads (CPSL) identified for each of 9 regions connect with KEN Champions, Career Pathways Champions and area districts to establish alignment of programs and pathways that provide transitions to high-demand, high-skilled jobs by region. Career Pathway Strategy Leads use LMI to drive career pathway delivery in 4 of 9 regions.

Career Pathway Strategy Leads (CPSL) identified for each of 9 regions to connect with KEN Champions, Career Pathways Champions and area districts to establish alignment of programs and pathways that provide transitions to high-demand, high-skilled jobs by region. Career Pathway Strategy Leads use LMI to drive career pathway delivery in 6 of 9 regions

Career Pathway Strategy Leads (CPSL) identified for each of 9 regions to connect with KEN Champions, Career Pathways Champions and area districts to establish alignment of programs and pathways that provide transitions to high-demand, high-skilled jobs by region. Career Pathway Strategy Leads use LMI to drive career pathway delivery in 9 of 9 regions.

17







Objective 7: Strategic Communication Strategy 7.1: Create a brand and develop a website that will serve as a hub of resources and information on career awareness, exploration and planning.

Enter into Phase 2 Scope of Work for vendor (ID development and logo standards) Determine ways to leverage existing resources/products ODCTE OK Career Guide and OSRHE OK College Start) to interface with career awareness website OSDE core team (and select others) assess vendor surveys of stakeholders to determine website content, look, feel and communicate to vendor

Identify resources and information (i.e. content) to populate website After vendor is secured, oversee research and production of a high-quality conceptual video designed to draw viewers into website Test website and make modifications/adjustments as necessary Take website live, and promote across all relevant sectors (OSRHE ODCTE, public education, parent groups, business, etc.) through various platforms and media (social media, newsletters, video, media outreach) Measure unique visitors to the website monthly Result – ONE WEBSITE Place to go for career guidance

In a survey of a representative sample of stakeholders, 50 percent will be aware of the website and its purpose Double the number of unique visitors to the website over the highest-trafficked month in Year 2 Double the number of unique visitors to the website, using an average of the first 3 months after roll-out as a baseline Continue to populate the career readiness website with engaging, high-interest content for all relevant audiences (students, families, educators, and business)

In a survey of a representative sample of stakeholders, 80 percent will be aware of the website and its purpose Triple the number of unique

visitors to the website, using

the first 3 months of Year 2

as the baseline.

Objective 7: Strategic Communication Strategy 7.2: Ensure vision is conveyed to all stakeholders.

Across all sector (OSRHE, business, public education, OSDE, and ODCTE), regularly reference and share content from website By June 2017, develop a comprehensive list of all stakeholders Establish social media presence for college/career awareness at the

Increase enrollment in existing career pathways newsletters by 20 percent over previous year: Using vendor or in-house talent, produce and publish testimonial videos from State Superintendent, counselors, administrators, students, parents related to: successful career

Distribute information about ICAP pilot, to all stakeholders on platforms including but not limited to social media, website, and newsletters Ensure that cross-sector teams are meeting at least three times a year and remain productive and functional so

Establish an efficient and successful matching system for business and education

18

state, local and district level and in IHE and CTE that share a common message, vocabulary, and hashtags

pathways initiatives Work with at least 50 percent of Oklahoma economic development organizations and chambers of commerce in an effort to add career pathways to their business plans. Work with administrators and teachers to ensure that at least 50 percent of districts identify career pathways as a strategy in their school improvement plans Produce at least 2 OSDE Elevate/Elevate+ video and/or print segments to raise awareness about college/career awareness efforts Across all sectors (IHE, CTE, business, CE, OSDE) regularly reference and share content from website Use local chamber newsletters to disseminate information to the business community.

that student outcomes are raised Across all sectors (IHE business, public education, OSDE, and CTE), regularly reference and share content from website Produce at least 2 OSDE Elevate/Elevate+ video and/or print segments to raise awareness about college/career awareness efforts

Using vendor or in-house talent, produce and publish testimonial videos from successful pilot groups on how their career pathways endeavors work and their successes Survey stakeholders ensure 75% support career pathways for all students

Objective 7: Strategic Communication Strategy 7.3: Provide a platform to connect cross-sector partners with communities practice.

Oklahoma Department of Career Technology Education launches online Business 2 Connect – March 2017 Connects business and education to match business and educators/students for a variety of purposes that enhance students’ preparation for life beyond high school Determine if online space for business/education matching can interface with or be linked to from career readiness website (see 7.1) Create an inventory of partners for

Test online matching platform with select stakeholders representing IHE, CE, student/family, CTE, and OSDE, business Pilot online matching platform in select districts ODCTE Survey Business 2 Connect baseline and yearly progress (challenges and successes).

In a survey of a representative sample of stakeholders, 60 percent will be aware of the website and its purpose

In a survey of a representative sample of stakeholders, 75 percent will be aware of the website and its purpose

19

business/education matching Develop an asset map for schools to determine current best practices and potential challenges Create a comprehensive list of programs currently operating within schools

NSFY Phase Two State Goals Templatesde.ok.gov/sde/sites/ok.gov.sde/files/OKlahoma New Skills for youth... · NSFY Phase Two State Goals Template Oklahoma NSFY Phase Two Outcome Goals

Documents