Implementing a Program of Study

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Implementing a Program of Study

• 2009 PACareer and Technical Education Conference
• Beverly OHora Special Programs Coordinator
  Lackawanna College
• Barbara Carey Early Childhood Education
  Instructor Lackawanna College

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Perkins Information

• The Carl D. Perkins Career and Technical
  Education Act of 2006 requires the development
  and implementation of career and technical
  programs of study.
• Programs of Study were deliberately added into
  Perkins IV as a way to achieve a new vision for
  CTE by more consistently and thoroughly
  connecting secondary and postsecondary education,
  requiring integration of rigorous academic and
  technical instruction and encouraging the
  acquisition of dual credit.

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The Carl D. PerkinsCareer and Technical
Education Improvement Act of 2006

• Programs of Study
• Incorporate and align secondary and postsecondary
  education
• Include academic CTE content in a coordinated,
  non-duplicative progression of courses
• May include the opportunity for secondary
  students to acquire postsecondary credits
• Lead to an industry-recognized credential or
  certificate at the postsecondary level, or an
  associate or baccalaureate degree
• Identify and address current or emerging
  occupational opportunities
• Build on Tech Prep, career clusters, career
  pathways, career academies
• State develops in consultation with locals
• Locals must offer the required courses of at
  least one Program of Study (and can offer more)
• Foundational elements already in place

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Selecting a Program of Study

• Programs of Study The term Programs of Study
  incorporate secondary education and postsecondary
  education elements include coherent and rigorous
  content aligned with challenging academic
  standards and relevant career and technical
  content in a coordinated, non-duplicative
  progression of courses that align secondary and
  postsecondary education to adequately prepare
  students to succeed in postsecondary education
  may include the opportunity for secondary
  students to participate in dual or concurrent
  enrollment programs or acquire postsecondary
  credit in other ways and lead to an
  industry-recognized credential or certificate at
  the postsecondary level, or an associate or
  baccalaureate degree.

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Programs of Study

• PHASE I CIPs Developed during 2007-2008
  Posted on PDE/BCTE Website.
• 01.0201 Agricultural Mechanization, General
• 19.0708 Child Care Support Service Management
• 46.0201 Carpentry/Carpenter
• 48.0508 Welding Technology/Welder
• 51.0601 Dental Assistant
• 51.0899 Health/Medical Assisting Services, Other
• 52.0302 Accounting Technology/Technician
  Bookkeeping

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Programs of Study

• PHASE II CIPs To be developed 2008 -- 2009
• 10.0399 Graphic Communications, Other
• 11.0901 Computer Systems Networking/Telecommunica
  tions
• 15.0303 Electrical, Electronic Communications
  Engineering Technology
• 15.1301 Drafting and Design Technology/Technician,
  General
• 46.0399 Electrical Power and Transmission
  Installers, Other
• 47.0201 Heating, Air Conditioning, Ventilation
  and Refrigeration Mechanical Technology
• 47.0603 Autobody/Collision and Repair
  Technology/Technician
• 47.0604 Automobile/Automotive Mechanics
  Technology/Technician
• 48.0501 Machine Tool Technology/Machinist
• 50.0402 Commercial and Advertising Art
• 51.0801 Medical/Clinical Assistant
• 51.9999 Health Professions and Related Clinical
  Sciences, Other
• 52.0401 Administrative Assistant and Secretarial
  Science, General
• 52.0408 General Office Occupations Clerical
  Services
• 52.1801 Sales, Distribution and Marketing
  Operations, General

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Industry Recognized Certificationsfor Career and
Technical Education Programs

• Child Care Support Services Management Workers
• Child Development Associate
• Infant and Child CPR Certification
• Pediatric First Aid Certification
• Accounting
• Accounting Technician Certificate
• General Office Occupations Clerical Services
• Microsoft Office Specialist (MOS)/Microsoft
  Office Master
• Internet and Computing Core Certification (IC3)
• Health/Medical Assisting Services, Other
• Medical Office Skills Certificate

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Program Components in Place

• Programs of Study Childcare Support Services
  Management
• Signed Articulation Agreement with Career
  Technology Center (CTC) of Lackawanna County
• Career Center Instructor
• Career Curriculum Development
• Materials Text, Instructional Materials,
  Assignments, Projects and Assessment Methods and
  Instruments.

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Structure of Program Delivery

• 10th Grade
• Lackawanna College course curriculum
  Introduction to the Profession of Education
• CEW Standard
• Beginning Career Portfolio
• Learning work habitsprofessionalism

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Structure of the Program Delivery

• 11th Grade
• Lackawanna College course curriculum Growth and
  Development
• CEW Standard
• Addition to career portfolio
• Learning work habitslesson plans

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Structure of the Program Delivery

• 12th Grade
• Lackawanna College course curriculum Infant
  Toddler
• CEW Standards
• Finalization of career portfolio
• Interview skills
• Daily occupational activities
• Field Experience

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Infant and Toddler Care Objectives

1. Students will, during early semester, define
   during discussion, the historical beliefs about
   child rearing.
2. Students will, by mid-semester identify upon
   request, the prenatal stages of human development
   and the teratogens.
3. Students will, by late semester, identify upon
   request the developmental needs of young children
   from birth through thirty-six months.
4. Students will, by the end of the semester,
   utilize, through demonstration developmentally
   appropriate strategies for meeting the needs of
   pre-three children.
5. Students will, by the end of the semester,
   recognize and demonstrate a knowledge of Health
   and Safety Issues and procedures.

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Curriculum Concepts

• As part of our overall ECE program, these
  concepts need to be addressed within ECE 215 and
  are NOT duplicated in any other course offerings
  within our total ECE curriculum. Our college has
  joined the TOAC which makes it possible for our
  students to seamlessly transfer credits to four
  year institutions. In order to do this, we must
  offer courses on a par with the four year
  colleges with which we have partnered. Please be
  sure that our students do not graduate without
  exposure to these concepts by addressing them in
  this course offering. Feel free to introduce
  additional concepts should you choose.
• CDA
• Goal VI
• F.A. 13
• Historical and current views of children,
  beginning no later than the 16th century.
  (Chapter 1)
• Infanticide
• Child centered approach (basic values)
• CDA
• Goal IV
• F.A. 11
• Parenting Styles
• Diana Baumrinds work
• Child temperament and goodnes of fit
• Teaching styles as compared to parenting styles
• CDA
• Goal II
• F.A. 4,5,6
• Goal III
• F.A. 8, 9

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The Child Development AssociateNational
Credentialing Program

• Becoming a CDA is a process that you work at,
  learn, and nurture until it grows from within.
  It is a process by which you grow as an
  individual and as a professional.
• The Child Development Associate (CDA) National
  Credentialing Program is a major national effort
  initiated in 1971. The purpose of the program is
  to enhance the quality of child care by defining,
  evaluating, and recognizing the competence of
  child care providers and home visitors.
• Assessment and credentialing of child care
  providers is administered by the Council for
  Professional Recognition (the Council). More
  than 100,000 child care providers have earned the
  CDA Credential since 1975, and 46 states, plus
  the District of Columbia, have incorporated the
  Credential in their child care licensing
  regulations.
• The CDA Competency Standards, which define the
  skills needed by providers in specific child care
  settings, serve as a means for measuring the
  overall performance of caregivers during CDA
  assessment. Assessment is available to
  caregivers working in several settings
  center-based programs serving infants and
  toddlers, and preschool children family child
  care programs and home visitor programs. An
  optional bilingual specialization is available to
  Candidates working in bilingual (Spanish/English)
  programs. A CDA Credential is awarded to a
  person who demonstrates competence in caring for
  young children by successfully completing the CDA
  assessment process.

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• Scope and Sequence Template

• PROGRAMS OF STUDY
• Technical Units Identify the technical course
  name(s) and/or major units associated with the
  State-developed Program of Study as applicable
  with hours. Units may include a group of tasks.
• Technical subject hours must comply with the
  minimum time requirements as identified in
  Chapter 339 Vocational Education Standards.
• Academic Subjects Career success and
  postsecondary education success require the same
  level of college prep coursework. The
  Pennsylvania Department of Educations (PDE)
  focus is to
• ensure that every student is prepared for
  college and a career. Academic courses such as
  applied math or general science cannot be listed
  on the programs scope and sequence. PDEs goal
• is to have all students perform at the competent
  or advanced level on the PSSA, and earn the
  Pennsylvania Skills Certificate on the
  end-of-program assessment.

SECONDARY SECONDARY SECONDARY SECONDARY POSTSECONDARY POSTSECONDARY POSTSECONDARY POSTSECONDARY
Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade Semester One Semester Two Semester Three Semester Four
Technical Units Introduction to Computer Applications
English College Prep English I College Prep English II College Prep English III College Prep English IV College Writing Introduction to Literature Effective Speaking Childrens Literature
Math Algebra I Algebra II Geometry College Prep Math (recommended) Math for Early Years_______ College Algebra Introduction to Statistics
Science Biology Chemistry Physics Natural Science Elective
Humanities Civics U.S. History World History Introduction to Psychology____ Child, Family, and Community Social Science Elective
Other Required Courses/ Electives Foreign Language I (recommended) Foreign Language II (recommended) Assessment I_ Introduction to Teaching Infant/ Toddler Care Methods and Materials in ECE Growth and Development Early Intervention Field Studies I
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Goals and Objectives for Implementation

• Develop Program of Study which is a High Priority
  Occupation according to PA CIP Standards and
  developed according to required template
• Fulfillment of CEW standards
• Students equipped with skills to enter the
  workforce

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Student Benefits/Outcomes

• Build career and technical skills
• Competency in job seeking and marketability
• Increased self-efficacy and self-esteem

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Student Benefits/Outcomes

• Earn 9 transferable college credits and seamless
  transition to post-secondary education.
• Better understanding of school and career
  connection.
• Eligible to take Child Development Associate
  (CDA) Certification providing all requirements
  are met.
• Job experience.
• Higher income earning potential.

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Parental Benefits

• Reduced financial costs for college education
• Exposure to college environment and course work,
  which may help students clarify their
  post-secondary education plans
• Completion of college courses prior to graduation
  prepares students and eases their transition into
  college
• Students are job-ready

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Community Stakeholder Benefits

• Retain students locally in both college and
  employment
• Supports local daycare systems by providing
  increased pool of qualified employees
• Insures increased exposure to Lackawanna College
  facilities, programs and services

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Lackawanna College Benefits

• Establishes new relationships with area school
  districts
• Continued visibility of Lackawanna College at
  area high schools and communities
• Increases probability of area school district
  graduates attending Lackawanna College
• Revenue generated from administrative fees and
  tuition
• Increases pool of qualified adjunct faculty

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What is Needed to Implement CEW Standards

• Continued funding provided through the Perkins
  Grant to implement the Programs of Study
• Partnerships with CTC and area school districts
• Funding of textbooks, materials and instructor

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Obstacles to CEW Standards Implementation

• Retainment of high schools students in the
  program
• Cooperating schools following the course of study
• Continuous program support by districts
• Instructors need to be certified to teach
  Programs of Study courses
• Assessment of schools current CEW standards
• Assessment of instruction and students

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Commitment

• To provide a dual-enrollment programs for
  students in Lackawanna County
• Provide the local communities with skilled
  childcare workers
• Assist students in becoming productive citizens
  in local communities

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Conclusion

• By developing our Programs of Study we will
• Prepare students for post-secondary education
• Provide richer, more meaningful, authentic
  programs to motivate students
• Keep students engaged
• Prepare students to become productive members of
  society