Ramping Up

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Joseph Dannemiller Cuyahoga Valley Career Center
jdannemiller_at_cvccworks.com
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Programs of Study 2.0
Joseph Dannemiller Special Projects Coordinator
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Who are we?

• Cuyahoga Valley Career Center is located in
  Northeast Ohio

Brecksville, OH 10 mi. south of Cleveland
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Cuyahoga County has 9 CTPDs
Ohio has 88 counties, 92 CTPDs
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CVCC serves eight local districts in two counties

• Brecksville-Broadview Heights
• Cuyahoga Heights
• Garfield Heights
• Independence
• Nordonia Hills
• North Royalton
• Revere
• Twinsburg

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District Performance

• 7 out of 8 districts and high schools
• received a rating of EXCELLENT or EXCELLENT WITH
  DISTINCTION in 2007-08

Our associate districts have high expectations of
CVCC and their students performance!
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Population

• Home school enrollment
• 11th grade
• 12th grade
• 4,500 students

X 21 market share
CVCC enrollment 950
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Half-Day Career Center

• CVCC is one of only a handful of half-day career
  centers in the state of Ohio
• Juniors attend a 3-hour block in the morning
  (745 1045)
• Seniors attend a 3-hour block in the afternoon
  (1130 230)
• Time constraints

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CVCC Career Fields

• CVCC currently offers 26 CTE programs in 13
  different career fields
• All CTE programs offer articulated postsecondary
  credit

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From the Students Perspective

• Have to leave home school
• Transportation hassles
• Stigmadopers, dummies, losers
• How do I get all my requirements in?
• But I want to go to college
• My high school counselor isnt talking about it

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Challenges

• To promote CVCC programs
• Recruit appropriate students

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Solutions

• Educate our stakeholders via career pathways
• Overcome roadblocks

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Such As

• Increased graduation requirements
• OGT and remediation
• Sports and home school activities
• Home school counselors
• Preconceived notions about the old voed
• CVCC has no FIRM prerequisites

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Enter Career pathwaysor Programs of Study
1.0
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Why?

• Dispel misperceptions/old news
• Educate home school counselors
• Show students the way
• Make moms aware of CVCC as a viable, desirable
  option

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Individuals Indicated by Ohio 12th Grade
Students As Most Influencing Their Career Choices
(Based on interval sample interviews of 3,053
12th grade students conducted by the Ohio Career
Development Program.)
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In the early 2000s we had

• 6 Career Clusters
• Environmental/Ag
• Business Management
• Health Services
• Human Resources/Services
• Arts Communications
• Industrial Engineer. Sys.

• 23 Career Fields
• Focused on foundation courses and specialization
  areas

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Art Communication

• Specialization Area
• Digital Design
• Graphic Imaging Technology
• Media Technology

• Foundation Courses
• Introduction to Art
• Beginning Drawing
• Computer Applications

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Supported the Career Pathways Movement

• A series of academic, technological, and
  occupational coursework and other educational
  experiences leading to a career specialty
• The concept supports the development of a
  continuum of career-focused programs providing
  multiple pathways to employment and postsecondary
  education

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Career Pathways Brochure
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Began printing/distributing in 2001-02 to 10th
graders
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Activities Indicated by Ohio 12th Grade
Students As Most Influencing Their Career Choices
Career Awareness Class
Actual Work Experience
HS Courses
OCIS
Career Awareness Class
OCIS
HS Course
(Based on interval sample interviews of 3,053
12th grade students conducted by the Ohio Career
Development Program.)
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WE NEEDED TO TIE IT ALL TOGETHER
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ENTER COURSE SELECTION GUIDESORPROGRAMS OF
STUDY 1.1
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Career Pathways

• In 2003, CVCC began printing our associate school
  course catalogs in return for allowing us to
  include CVCC course offerings and career pathways.

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(No Transcript)
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Catalogs The Early Years
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The Career Pathways Morphed
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THE GOOD

• Linked high school coursework to college and
  careers
• Showed the spectrum of careers from entry level
  to 2-year and 4-year college prepared careers

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THE BAD

• The pathways were generic as to Core academics
  (e.g. Math 9, 10, 11, 12)
• Software was not user friendly pathways became
  static vs. dynamic (did not keep pace with
  changing graduation requirements)
• Busy format

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Along came Perkins IV

• Focus on successful transitions (postsecondary)
• All CTE programs must have an approved Program of
  Study by 2013
• All CTE programs must be Tech Prep by 2013

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Opportunities

• Change over the troublesome career pathways to
  a more user friendly format
• Come into compliance with Perkins IV in one swoop
  instead of slowly over the next five years

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ENTER PROGRAMS OF STUDY 2.0
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For 2009-10 Replaced these
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With
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FOR EVERY CTE PROGRAM, INDIVIUALIZED TO EVERY
ASSOCIATE SCHOOL!
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HOW we did it?

• Extreme coordination with our Tech Prep
  consortium/ Cuyahoga Community College to develop
  postsecondary POS (courses are listed w/o
  reference to CCC)
• We developed a generic template in Excel of
  basic graduation requirements for each associate
  school, which were proofed by the associate
  school contacts

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• For each CTE program, the suggested core
  academics were adjusted to reflect the CTE
  program needs (e.g. a higher math sequence for IT
  career fields)
• Relevant electives at each high school were
  plugged in to fill out the schedule
• Used color-coding to show articulated
  postsecondary courses

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WHY we did it?Mutually Beneficial to Students
and CVCC

• Assists CVCC in recruitment and appropriate
  placement of students through communication of
  realistic expectations

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Benefits for Students

• Dispel old vo-ed misperceptions (shows a
  college pathway for EVERY program)
• Students are able to realize a more direct
  transition from high school to post-secondary
  instruction and/or work
• True collaboration between home schools and CVCC

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• Students are motivated to take more rigorous
  coursework throughout all years of high
  school
• Demonstrates savings of money and time of
  articulated college credits
• Demonstrates opportunities for success at the
  postsecondary level

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Limitations

• Only shows ONE potential pathway for each CTE
  program
• Is not representative of the baccalaureate degree
  path
• Possibly swings the pendulum too far and
  discourages more struggling students?

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Supporting Data
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No doubts about growth
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No doubts about achievement
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We have learned that to be responsive, change
must be the constant
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Recognize that sometimes we have to have chaos
before we can have order - Meg Wheatley
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QUESTIONS?