State Development - Developing a Seamless Program of Study For High School

(1)

(2)

APPENDICES

Action Plan Page 13

Meeting Agendas and Related Additional Documents Page 24

Georgia Team Roster Page 28

(3)

Page | 3 Detailed Description of Green POS Model(s) your State Developed

Georgia’s approach to answering the development of a seamless, non-duplicative green-focused Program of Study concentrated on our state’s need to attract more students into careers devoted to energy development, support and sustainability. As one of our state team’s business partners, Georgia Power, explained, we need to grow more secondary and

postsecondary graduates interested in Energy Systems careers so that we can continue to support the electrical demands of our state. As we automate our processes, the need for skilled workers from secondary and postsecondary schools dedicated to continuing their learning both on the job and in the classroom is critical. Georgia Power is dedicated to working with the Georgia Department of Education, Technical College System of Georgia, and University System of Georgia to build a stronger pipeline of workers engaged in Energy Systems careers.

With this support, our team was able to focus attention to the alignment of secondary and postsecondary programs to build a seamless Energy System Program of Study. The selected secondary school and postsecondary colleges were able to work together to identify the components and courses of what a student needs at each educational level. The first step was to identify current programs or career pathways available at the secondary and postsecondary levels. For the secondary level, the Career Pathway for Energy Systems was identified as a good fit as a pathway to prepare students to meet industries’ need. The postsecondary technical college was able to identify a Technical Certificate of Credit program and additional associates programs that would prepare students upon graduation to be ready for the energy industry. If students elected to go for a baccalaureate degree, a four-year college was identified and able to select a program that would further prepare students to work in the energy sector.

(4)

Page | 4

postsecondary students Georgia Work Ready credentials, high school graduates with assessed mastery of soft skill and work ethic standards, and prepare students to go to work or further their education with a Bachelor’s of Applied Science in Electrical Engineering Technology.

Program of Study Components Included Transfer of Credit

The Program of Study components covered and included in this project included a review of legislation and policies at the secondary and postsecondary levels. This review resulted in a need to revisit Transfer of Credits policies for Dual Enrollment credits, including Articulation, Joint Enrollment, Dual Enrollment, Move On When Ready, Gifted-Student Residential programs, and Early College entry. This project also brought together a strong partnership amongst the educational agencies and business and industry to work together specifically to communicate and listen to each other to overcome barriers and rebuild a needed human infrastructure to sustain Georgia’s continued industrial and residential growth.

Educational agencies stopped to listen to our industry partners to understand their

employment needs and adapt our programs to meet the workforce readiness skills they require through our newly developed seamless Program of Study. Our energy industry partner, Georgia Power, shared with the team that they will need more than 800 employees to work in their new nuclear plant scheduled to be completed in 2017 along with more employees ready to replace a retiring current workforce. Georgia Power is also trying to replace coal-powered energy

production plants with biomass-fueled energy production plants and will need a workforce ready to support this green industrial initiative.

Due to funding changes to dual enrollment students by the State Legislature, and the need for local administrators to conserve every dollar possible for the local system, Dual Enrollment numbers dropped considerable during the 2009-10 school year. This drop was observed by the legislators and they have requested that a resolution be adopted by the secondary and

(5)

Page | 5 Professional Development

Professional Development was also discussed in terms of strengthening our secondary horizontal alignment for continued academic integration into career and technical programs and vice versa. Georgia Career and Technical Education has identified academic standards that align to our career and technical standards within each course, but we need to build stronger linkages between academics and career and technical with stronger instructional classroom units that can be taught in Math, English, Science or Engineering classes. Professional

Development for vertical alignment also needs to occur so that secondary and postsecondary instructors are able to align and understand the technical standards and elements covered at each level and work towards stronger communication for course pacing, problem-based activities, assessments, and final projects. The delivery and implementation of professional development will be a major focus during year 2 of this technical assistance project.

Accountability and Evaluation

As we continued to work through the Program of Study components, the need for Accountability and Evaluation Systems was also discussed. We realized quickly that each educational system has a manageable plan for student data management system, but they do not “talk” efficiently to each at this time. Some work has been accomplished in the last year between the Georgia Department of Education, Technical College System of Georgia, and University System of Georgia through a grant designed to bring the student management systems to a common method to communicate. Initial gains were made and the tracking of students from secondary to postsecondary was made. The need to capture workforce data of students after they leave school is still under construction and part of the overall vision for accountability and evaluation systems.

College and Career Readiness Standards

(6)

Page | 6

classes. As the conversion was occurring, the state POS team also looked at Course Sequences to make sure a seamless program was created and to avoid duplicative courses. At this time, this portion has not been completed because of the ongoing discussion and policy revisions to the state’s Dual Enrollment policy and funding approach. Although special efforts were made to sequence, courses still exist within the Energy Systems Program of Study for articulation or dual enrollment to occur in high school for students to earn postsecondary credits.

Guidance Counseling and Academic Advisement

The Guidance Counseling and Academic Advisement component is a vital part of our state’s plan as we work together to help students discover the personal talents and connect to a career pathway. This effort is being addressed through the secondary and postsecondary colleges through Education Career Partnership representatives and by collaborative efforts with our statewide career and academic planning web site. This site, GAcollege411.org offers students in grades 6-16 and adults opportunities to complete career interest inventories and matches their results to potential career clusters and career pathways.

The Georgia Department of Education is supports this initiative in the secondary schools by supporting the implementation of Teacher-As-Advisor advisement sessions on a regular basis in middle and high schools across the state. Building a solid guidance counseling program

statewide for middle and high school students to explore potential careers and then select their career pathway in high school that allows students to enter the workforce or postsecondary studies. A critical part of this guidance counseling and academic advisement program is to make sure students realize their options and work to make a career aspirations become attainable. Professional Development for secondary and postsecondary advisors will begin in year 2 of this technical assistance project to improve the seamless advisement process.

Teaching and Learning Strategies

(7)

Page | 7

of academic standards has been a major part of the secondary schools rigorous Georgia

Performance Standards Program Concentrations (Career Clusters) phase-in of career pathways. For every CTE standard, academic standards that align are included so that CTE teachers can reference and build upon relevant connections between academics and career and technical skills. A new part of this process has been instituted where academic teachers are using CTE concepts and standards in their classrooms. Whether students are in academic or CTE

classrooms common standards are being taught to help students’ master skills and be ready to use these skills in work-based, project-based, problem-based, or simulation learning activities depending on their grade level. Effective learning strategies and standards integration are critical for strengthening our program of study process.

Faculties at technical colleges are also completing professional development activities associated with innovative instructional approaches to be used within their programs. The vice-president for academic affairs at one technical college shared that her college is committed to integrating innovative learning strategies and improving the academic results for all programs. Students and instructors must be held at a higher level to teach, learn, and apply academic and technical skills proficiently in preparation to becoming a part of our state’s workforce.

Technical Skills Assessments

The last component, Technical Skills Assessments (TSA), has been a topic of solid discussion within our Georgia team. One strategy that was obvious from our initial team assessment data showed that TSA and other components listed above needed more communication and

understanding by secondary and postsecondary partners and state agencies. The secondary Technical Skills Assessment process is designed to provide students once they complete the sequenced three or four CTE courses for a pathway, the student is eligible to sit for a national exam in that given discipline. Once the student passes the test, a nationally recognized credential is awarded to the student that represents the proficiency of technical skills and application of their demonstrated knowledge. Further discussion regarding the TSA for students choosing to enter postsecondary studies is ongoing and a part of the year 2 Action Plan.

(8)

Page | 8

make sure that the programs, courses, strategies, policies, learning, advisement, assessments, credit transfers, partnerships, and standards developed are what is best for students in helping them move seamlessly between secondary and postsecondary schools and colleges and

ultimately prepared to work in a Georgia green industry.

Discussion of the Process the State Followed in Developing its Team

When developing our Georgia green team, we chose to include all appropriate local, regional, and statewide business and educational partners we could find and that fit into our initial vision. The questions we generally asked of our team members involved their

commitment to helping push the high skill, high wage, and high demand criteria for green careers. We also wanted to make sure partners were committed to improving education in Georgia by remaining involved in all facets of the process and capable of leading change. We also needed partners that were innovative and familiar with green initiatives in business and education.

The Georgia team is committed to looking beyond the initial phase of weatherizing and solar panel installation careers. We are committed statewide to analyzing current careers that can be improved through efficient modifications to job descriptions and maintaining high skills and demands from employers. Our team took this initiative into the Energy Systems career pathway to focus on the need to add more Electrical Utility Technicians with proper training in high efficiency electrical processes and controls. Through the needs illustrated by the electrical industry, an appropriate postsecondary program was developed to meet this need with an identified secondary pathway that prepares students to enter postsecondary studies. The proper team members were part of the process to help meet this need and start the process to move more students into the electrical utility pipeline and careers.

(9)

Page | 9

industrial construction careers. We also included business and educational members from environmental issues/agriculture and transportation so that they were part of the initial process and would be able to experience the entire learning curve of a seamless program of study and use their skills to create an effective education and career planning tool. The outlook for creating a program of study document for construction, agriculture, and transportation in 2010-11 is very promising and highly likely because of the investment and inclusion made in year 1 and caliber of our entire Georgia green team. The entire team member roster is included in the appendices.

Decision on the Green POS

As briefly shared in questions one and two, Georgia initially set out to create a seamless green-focused program of study for energy, construction, transportation, and environmental issues. As we started building capacity and understanding within our team from the first state team meeting, this plan was not going to be possible. We quickly realized from our self

assessment survey results, our team had initial barriers we had to overcome before we could move to completing a green POS for each proposed area. We decided to work on the energy sector first because of the informative need industry provided in regards to finding hundreds of electrical technicians each year for their company and the technicians needed for their growing energy production facilities. By focusing on this area first, we listened to our state industries and are working to meet their technical skill needs through our secondary and postsecondary schools and colleges. Listening to industry prior to striking out on a vision or plan is critical to making sure educational agencies are heading in the proper direction.

(10)

Page | 10

assessment, course sequences, and accountability are all in place to support this POS.

According to a construction business partner, some of these resources are already in place and simply need to be implemented and carried out because of prior involvements with national agencies and vision to support many of the components given for a seamless POS.

The final two green-focused programs of study to be developed will involve transportation and environmental issues. Though each POS will be developed in year 2 of our technical assistance, these areas are still under development from an industry perspective. The biofuels and biomass production and generation are moving forward slowly due to the economic slowdown. Georgia was poised to be a major player in the production of biofuels until some of the facilities closed due to lack of funding capital and markets for the fuel. Georgia still has a large amount of biomass available to support the development of future production facilities. A transportation POS will be created after additional research and support from secondary and postsecondary schools and colleges.

Eventually all Program Concentrations/Career Clusters in Georgia will offer a seamless, green-focused Program of Study for each Career Pathway. This plan will take between two and four years to complete, but is a major part of our state’s vision to help support green initiatives and careers.

Challenges and Barriers and How They Were Overcome

The challenges and barriers our green team initially faced included building the typical group dynamics and being able to communicate. Each secondary and postsecondary school, college or state agency, along with business and industry functions smoothly and performs at a high rate of efficiency. When a few of these schools or agencies would come together for a meeting, they would again function very well. But when they were all brought to the table to discuss common issues related to this project, a new form of communication and

(11)

Page | 11

Another barrier we experienced through this project has been funding. All state agencies, secondary and postsecondary schools, colleges, and universities, and business and industry have dealt with the reduced funding and revenue to carry out our customary duties. The funding barrier turned into a positive “green challenge” by taking parts of related projects, initiatives, curriculum, policies, and reworked them to become functional for this technical assistance. The efforts made to rework these related elements required commitment,

constructive thinking, and teamwork with a continual vision of what is best for our students and state guiding our efforts.

Our self-assessment survey noted that we had to focus efforts within the 10 Components of a Program of Study to improve our abilities to carry out Aligned Secondary and Postsecondary Elements, Credit Transfer Agreements, Accountability and Evaluation, Partnerships, and Legislation. Many of these barriers and challenges have been tackled throughout year one of the project. Our Green Team is working closely with the appropriate state legislators targeting essential law development for our secondary and postsecondary programs. The barriers associated with Accountability and Evaluation are being addressed by representatives not affiliated with our Green Team, but targeted to assist in the seamless transition of students from secondary to postsecondary to the workforce.

Georgia has a strong team dedicated to meet the challenges and remove barriers that could impact the successes of Georgia students. Together, our secondary and postsecondary schools and colleges, business and industry partners and state agencies were able to overcome these initial challenges and create a seamless program of study process to eventually help all Georgia students in grades 9-16.

Discussion of the Implementation Plan in 2010-2011

(12)

Page | 12

The primary component to be addressed first will be the Transfer of Credit. Meetings consisting of our Georgia green team and additional representatives from Georgia Department of Education, Technical College System of Georgia and the University System of Georgia are meeting to discuss changes to our statewide articulation process and agreement. At our last green team meeting in July 2010, secondary and postsecondary representatives met to discuss our vision for articulation and transfer of credit from secondary to postsecondary colleges in Georgia. This vision was used as a catalyst for other meetings with GaDOE and TCSG

representatives focused on resolving dual enrollment and articulation issues.

The primary goal given to the three state agencies by representatives of our state

legislature is to develop a plan for increasing student registration for dual enrollment courses statewide. Since funding for this program has been reduced, providing a way to increase enrollment of students registered for dual enrollment-based courses without secondary or postsecondary schools and colleges losing-out financially is critical. Once the Transfer of Credit component is resolved, the next items on our implementation plan will include the selection of courses for articulation/dual enrollment and course sequencing. Meetings will be scheduled for secondary and postsecondary instructors to discuss course syllabi, instructional activities and best practices, textbooks, assessments, and problem-based projects for articulation purposes and develop communication patterns. This process will finalize our first green-focused Program of Study.

(13)

POS Action Plan

COMPONENT: LEGISLATION AND POLICIES

OBJECTIVE ACTIVITIES (there may be more than one activity per objective)

TIMELINE OUTCOME (S) RESPONSIBLE PARTIES RESOURCES NEEDED

Develop common understanding of need for legislation and policies consistent in helping students matriculate from secondary to postsecondary institutions seamlessly with multiple exit and entrance points in preparation for transitioning to a career.

BRIDGE Bill that already connects with some of these issues; talked about adding some things to that like transferability of credits,

May 2010 BRIDGE bill passed, but 2 or 3 sections are unfunded at this time.

-Green POS Steering Committee - GACTE, GSCA, CEFGA

-Business & Industry

Funding granted for Legislature for rest of BRIDGE bill sharing funding or figure out a way

to share funding where no one gets hurt by it,

May 2010 BRIDGE bill passed, but unfunded at this time

Funding granted for Legislature for rest of BRIDGE bill a data collection system for the

data, even DOL would be a source,

May 2011 Build a seamless data system for collection at each exit point.

Technical assistance

seamless admission between secondary, technical college and 4-year universities

May 2011 -Develop a framework for College Credit Now

Formalized procedure for state & local POS and students to develop individual graduation or career plan

May 2011 -QTS and a pilot w/ Hall, DeKalb county.

Identify any gaps or additional needs for legislation or policy development that supports development of seamless Programs of Study

May 2011 -Legislative Revisions as needed.

(14)

Page | 14

POS Action Plan

COMPONENT: PARTNERSHIPS

TIMELINE OUTCOME (S) RESPONSIBLE PARTIES RESOURCES NEEDED

Develop common alignment of Partnerships between education, business/industry and other key stakeholders for student preparation.

Develop sustainable leadership and shared planning through Alliance of Education Agency Heads and state agency leadership for rigorous POS.

June 2011 Process for presenting MOU, POS, and related documents for input and planning.

-Alliance of Education Agency Heads

-Green POS Steering Committee of GaDOE, TCSG, USG, B&I

Concept Paper, Agenda for meeting, leadership understanding of process need and timeline Common advisory boards instead of

just secondary having a separate one, having common people with all 3 institutions within an area, with business and industry included and having leadership committee role.

October 2011 Build advisory boards for state agencies and local systems to enact for implementing local POS.

-Alliance of Education Agency Heads

Joint Membership list for each agency, list of essential business members, include all potential partner subgroups Develop vision for shared

partnerships and include MOU for joint vision agreement

October 2011 Build process for MOU in Fall 2010 to rollout pilot in January 2011.

Technical Assistance

Documentation of procedures, processes, for pilot model to start in January. Develop timeline for what needs to occur to begin in January, such as sample agreements.

August to December 2010

Hall County Schools, Lanier Technical College, DeKalb County Schools, DeKalb Technical College, GaDOE, TCSG

(15)

Page | 15

POS Action Plan

COMPONENT: RIGOROUS ACADEMIC AND TECHNICAL STANDARDS & ASSESSMENTS

Content standards that define what students are expected to know and be able to do to enter and advance in college and/or their careers comprise the foundation of a POS.

Students complete industry credentialing technical skills core, career pathway sequence of courses, and fulfillment of end of pathway assessment.

March 2010 to March 2012

Students complete industry credentialing technical skills core, career pathway sequences of courses, and fulfillment of end of pathway assessment. Include high school diploma, Georgia Work Ready certificate, and national industry credential assessment blueprints for students to utilize during academic year.

-Georgia Student Finance Commission

-College Access Challenge Grant committee -GaDOE, TCSG, USG Instructional Technology representatives and Assessment specialists Technical Skill Assessment guidebook, alignment of secondary and postsecondary

Create separate data field in Banner and or GAcollege411.org for pilot students in College Credit Now.

Indicators of number of students that meet - cut scores, pathway completers, pathway cut scores, pathway completers going to postsecondary in pathway, students achieving scores on ASSET or COMPASS prior to entering POS

-Conduct work in pilot sites.

(16)

Page | 16

POS Action Plan

COMPONENT: COLLEGE AND CAREER READINESS STANDARDS

OBJECTIVE ACTIVITIES (there may be more than one activity per objective)

Develop college and career readiness standards and awareness to increase student preparation and attainment of certificates, employability skills, and credentials.

Student industry credentialing, technical skills core, career pathway sequence of courses, fulfillment of end of pathway assessment that align with high school diploma, Work Ready Certificate, and national industry credential.

Incorporate sustainable practices and green orientation (increase eco-literacy,

environmental literacy)

-Green POS Committee -Career Readiness state agency committee representatives

Secondary curriculum guides, course syllabi Industry credential blueprints

Postsecondary representatives review what secondary folks are teaching to elicit feedback on what students need to know before they get to postsecondary level and what competencies they need. Also postsecondary review of secondary content and assessments; power engineering certificate, need confidence assessments will really demonstrate what a student knows and can do.

Importance of instilling work ethics and employability skills into all students.

Technical assistance from industry representatives for practices and ideas to infuse.

-Industry recognized credentials and look at number that start and number that complete.

Core sequence of courses needs to be created from all 3 educational levels that lead to attainable results. Stackable credentials that lead to a career and future advancement need to be brought into course sequence.

Piloting process for Hall and DeKalb County schools to gather data on credentials.

-Green POS Committee -Career Readiness state agency committee representatives Continue reinforcement of secondary Foundation Skills in classroom instruction.

(17)

Page | 17

POS Action Plan

COMPONENTS: ALIGNED SECONDARY AND POSTSECONDARY ELEMENT

Create seamless, non-duplicative courses for students to complete as they matriculate from secondary to postsecondary institutions.

Build Articulation and Dual Enrollment Matrices for secondary and postsecondary schools to reference when advising students on their programs of study.

Non-duplicative courses that align vertically and horizontally for students are outlined on program of study document.

Number of postsecondary students beginning in high school will complete post secondary.

(18)

Page | 18

POS Action Plan

COMPONENTS: CREDIT TRANSFER AGREEMENTS

Develop sequenced, non-duplicative understanding and agreement for the transfer of credits for students from secondary to TCSG and TCSG to USG institutions.

Provide systematic, seamless process for students to earn college credit for postsecondary courses taken in high school

Revise Policy Development to new term “College Credit Now” More students enrolled and receiving Dual Enrollment courses and postsecondary credit.

-Green POS Committee -Credit Transfer state agency committee representatives

Curriculum guides and course syllabi

Faculty release time

Define expectations and

requirements for credit transfers from secondary to TCSG and USG.

-Alliance for Education Agency Heads

Vision guide rigorous POS from Steering committee

Meet with SACS to determine alternative ways to meet standards and allow for credit transfer agreements to be accepted through MOU or related agreements.

Seamless education for students. Create a dual credit policy and process in one pathway -GaDOE -TCSG -USG Accrediting documentation

Review Program of Study work completed in Kentucky, and specifically in South Carolina for meeting SACS standards.

Create transfer of credit vision for state

(19)

Page | 19

POS Action Plan

COMPONENTS: ACCOUNTABILITY AND EVALUATION

OBJECTIVE ACTIVITIES (there may be more than one activity per objective)

Develop process for collecting, reviewing, processing, analyzing and disseminating data for secondary students to postsecondary graduates that have entered the workforce for at least six months.

Provide administrative record matching of education and employment data

Build comprehensive POS student data system to track student progress.

-Accountability state agency reps CACG SDMS information

Yield valid and reliable data on key student outcomes (indicators) and be able to track students from secondary into postsecondary and into the workforce.

-IT data groups with CACG team, GSFC, TCSG, GaDOE, USG -Accountability state agency reps

SDMS information and sharing with GDOL

Ensure that teachers and faculty have the content knowledge to align the curriculum and instruction.

Track students from enrollment to completion through exit point outcomes.

-Green POS Committee

-Accountability state agency reps

Curriculum standards and course syllabi

Faculty release time to meet

Perkins based on six core indicators which are very important, but we are unable to find the data two quarters after graduation;

placement data after high school graduation are still problematic; Need to explore National Student Clearinghouse for tracking student data (but not all colleges participate as it is optional).

Data show greater success in terms of assessments, employment, wages, skills, for students completing sequenced POS.

UI Data Sweeps for employment post graduation.

SDMS information and sharing data with GDOL and GSU-GCIS staff

Improve communication of what is covered on Compass or Accuplacer – or some kind of pre-testing; teachers need to understand what’s on Compass, offer prep courses or practice tests.

-Green POS Committee -Accountability state agency committee representatives

(20)

Page | 20

Need for a pathway to allow students to move directly to baccalaureate institution with multiple points of entry and multiple points of exit; if student gets in POS, there is a prescribed way for going through it, but there can be multiple pathways to complete or exit.

-Green POS Committee -Accountability state agency committee representatives -CTAE State Legislative Advisory Committee

Curriculum and course syllabi for review

(21)

Page | 21

POS Action Plan

COMPONENTS: GUIDANCE, COUNSELING, AND ADVISEMENT

Develop sequenced guidance counseling and academic advisement tools for secondary and postsecondary use by advisors.

Create a statewide career development counselor/advisor conference to bring in teams (counselor/principal or TCSG or USG advisor/administrator) to present on career counseling, exploring

pathways, open communications, and related topics.

Implement components of BRIDGE bill and related legislation to support career

development and school counseling.

-Green POS Committee -Pilot project with CTAE Counseling team

TAA resources Career Development resources

Create Career Pathway documents that are web-based, easily accessible and user-friendly for students, parents, counselors, and can be built into GAcollege411 web site.

March 2010 to March 2012 Implement Teachers-As-Advisors program statewide to support students in making career development decisions.

-Green POS Committee -Guidance state agency reps

TAA resources Career Development resources

Align postsecondary advisement faculty components to assist with credit transfer agreements and support non-duplicative coursework from occurring for College Credit Now.

Support and prepare students as they transition between exit/ entrance points to avoid duplicative courses. Connect to pilot group and work with TAA for better advisement.

-Green POS Committee -Guidance state agency reps -Utilize Advisor Track to assure proper advisement and Degree Works to help track students from secondary to

postsecondary.

Career Development resources

(22)

Page | 22

POS Action Plan

COMPONENTS: PROFESSIONAL DEVELOPMENT

Develop attainable steps and processes to provide professional learning opportunities for secondary and postsecondary teachers to work together and for secondary and postsecondary teachers to work with colleagues across disciplines to be prepared for increased academic rigor, integration and alternative assessments.

Conference at some time during the year, or some means of communication for all 3 institutions to come together and present their information

June 2011 Teach and offer information for College Credit Now

-Green POS committee

-Hall and DeKalb County Schools -Lanier and DeKalb Technical colleges

Conference committee development and meeting with business and industry to support project. Vertical and horizontal alignment of

curriculum and programs and between secondary and post-secondary schools.

Shared learning amongst secondary and

postsecondary to best prepare students in rigorous learning environments.

Curriculum standards and course syllabi

Fostering innovation teaching and learning strategies, importance of taking students to places of work to see hands-on chands-oncept and see the POS and ask questions at technical college.

PD to integrate Perkins Core Indicators, POS components and GA BRIDGE bill and related legislation to support students graduating ready for workforce.

Identify best practices for secondary and postsecondary classrooms for instructors to learn and implement correctly

Project-based learning, problem solving approaches, Professional Standards Commission (PSC) should be involved.

Piloting College Credit Now --Green POS committee -GaPSC

Part of conference committee responsibilities and breakout session

With additional rigor expected today, we need to make sure our instructors have a good understanding of science, math, and ELA and SS; integration in terms of academic and CTE, as well as across school levels.

--Green POS committee -Hall and DeKalb County Schools -Lanier and DeKalb Technical colleges

(23)

Page | 23

POS Action Plan

COMPONENTS: INNOVATIVE TEACHING AND LEARNING STRATEGIES

Develop meetings, conferences, and related opportunities for GaDOE, TCSG, USG, and business industry to meet and share innovative teaching and learning strategies, best practices, and current technology tools to help students become more prepared for the world of work.

Bring GaDOE, TCSG, and USG together at a yearly conference to share ideas, best practices, current instructional models, and/or bring to a consulting institute with content experts brought in to prepare teachers for new strategies.

Faculty at all levels understand and apply innovative learning strategies to hold students to mastering rigorous concepts through project-based curricula, integrated curricula, etc.

-Green POS Committee DeKalb and Hall County Schools

DeKalb and Lanier Technical Colleges

Conference committee responsibility for breakout sessions

Create informational flyers, documents that provide greater understand of credential assessments at end of each secondary pathway.

March 2010 to March 2012.

Communication and marketing vision for seamless matriculation of students through entrance and exit points in POS. Provide Postsecondary review, have

receiving end look at these assessments and see if that’s what they need; they have a blueprint for these tests

Number of students able to sit for Technical Skills Assessments in pathway.

Technical Skill Assessment blueprint reviews for pathways.

Create and run correlation between end of pathway assessments and college placement results.

March 2010 to March 2012 Improve Career Development process for students in secondary and postsecondary schools and colleges

(24)

Page | 24 Georgia Green-Focused Programs of Study Meeting

Tuesday, December 8, 2009 Twin Towers West Suite 1008 1 to 4 pm

Introductions

Brief overview

Review of POS Self-Assessment survey results, data analysis

Discuss Program of Study document

Develop document

Discuss strategies for Wednesday’s breakout groups, expectations

Other items for the Team

(25)

Page | 25 Agenda

Creating Green-Focused Programs of Study in Georgia State Taskforce Meeting

Twin Towers West 1008 9:30 a.m.-3:30 p.m.

December 9, 2009 9:30-10:00 Welcome and Introductions

Gary Steppe, Georgia Department of Education, CTAE Dr. Kathryn Hornsby, Technical College System of Georgia

10:00-10:15 Project Overview: National Research Center for Career and Technical Education (NRCCTE) Technical Assistance Academy, Green-Focused Programs of Study (POS)

Robin White, Academy for Educational Development (AED)

10:15-11:15 What’s Going Green in Georgia

 Energy Sector partnership, Debra Howell, Georgia Power, Workforce

Development Manager

 Labor market information, Les Janis, Georgia State University – GCIS  School, University and Industry initiatives

• Dr. Jeff Ray, Dean, School of Engineering Technology and

Management, Southern Polytechnic State University

• Dr. Cindy Blakley, Director of Secondary Education, Hall County

Schools

• Dr. Angela Pringle, Principal, Arabia Mountain HS, DeKalb County

Schools

• Mr. Kevin Ward, Director of Operations, Construction Education

Foundation of Georgia

11:15-12:00 Self-assessment findings: Review and identification of work areas State administrators report on self assessment

Robin White, AED

12:00 Lunch (downstairs in Capital Grille - cafeteria level of Twin Towers) 1:00 POS in GA: Overview from GaDOE and TCSG

Dr. Kathryn Hornsby, TCSG

Dr. John Pritchett, GaDOE – CTAE

1:30 Small group work on priorities identified from self-assessment and POS revisions

2:30 Reports from small groups 2:50 Action Plan Template 3:30 Identification of Next Steps

(26)

Page | 26

Green-Focused Programs of Study Secondary and Postsecondary Committee

meeting

Twin Towers West Suite 1008, Georgia Department of Education

March 5, 2010

9:00

Welcome and Intros

9:15

Brief Institute Overview and Recaps

9:30

Dr. Stacy Edds-Ellis and Mary Kinney presentation, Owensboro

Community and Technical College

10:30

Break

10:45

Introduction of 10 components and summary of next steps (draft

action) discussed for each

11:00

Breakout discussion of components

Each group spends 30 minutes on the component it selected and

another 30 minutes on any others in which the breakout group

members have interest

Noon

Lunch

1:00

Reports from break out groups and discussion of changes to action

plan

1:45

Introduce new template and work on energy POS to date

2:15

Expectations of states for career clusters institute

(27)

Page | 27

Green Programs of Study

State Committee Team Meeting

Twin Towers East Room 1770

July 8, 2010

9 am to 3 pm

Agenda:

I. Recap of Denver Career Cluster Institute presentation

II. Review Program of Study documents

III. Discuss Action Plan

a. Innovative Teaching and Learning Strategies b. College and Career Readiness Standards c. Aligned Secondary and Postsecondary Element d. Credit Transfer Agreements

e. Rigorous Academic and Technical Standards and Assessments f. Legislation and Policies

g. Accountability and Evaluation

h. Guidance, Counseling, and Advisement i. Professional Development

j. Partnerships

IV. Preliminary Plans for Year 2 of Technical Assistance

(28)

Page | 28

Georgia Green Team Roster

Name Gary Steppe

Title Director, Career, Technical and Agricultural Education, Georgia Department of Education

Address 205 Jesse Hill Jr. Dr. SE, Suite 1754 East Tower, Atlanta, GA 30334

Phone 404-657-8317

Fax 404-651-8984

Email [email protected]

Name Dr. Kathryn Hornsby

Title Assistant Commissioner, Office of Technical Education, Technical College System of Georgia

Address 1800 Century Place, N.E., Atlanta, GA 30345

Phone 404-679-5281

Fax 404-982-3485

Name Debra Howell

Title CSO Workforce Development Manager, Georgia Power

Address 4826 Klondike Road Bin# 48010, Lithonia, GA 30338

Phone 770-808-3126

Fax 770-808-3125

Name Dr. Cindy Blakley

Title Director of Secondary Education, Hall County Schools

Address 711 Green Street, Gainesville, Georgia 30501

Phone 770-534-1080

Name Paul Camick

Title Career Technology Coordinator, DeKalb County School System

Address 3770 North Decatur Road, Decatur, GA 30084

Phone 404-604-5102

Name Emily Spann

Title Program Manager, Career, Technical and Agricultural Education, Georgia Department of Education

Phone 404-657-8317

(29)

Page | 29

Name Ann Hatchell

Title High School Curriculum Coordinator, Career, Technical and Agricultural Education, Georgia Department of Education

Phone 404-657-6845

Name Dr. John Pritchett

Title Middle School Curriculum Coordinator, Career, Technical and Agricultural Education, Georgia Department of Education

Phone 404-656-3551

Name Dr. Linda M. Barrow

Title Vice President of Academic Affairs, Lanier Technical College

Address 2990 Landrum Education Drive, Oakwood, Georgia 30566

Phone (770) 531-6331

Name Dr. Tanya Gorman

Title Vice President of Academic Affairs, DeKalb Technical College

Address 495 North Indian Creek Drive, Clarkston, GA 30021

Phone 404-297-9522

Name Dr. Delmas Watkins

Title Career, Technical and Agricultural Education Director, DeKalb County School System

Address 3770 N. Decatur Road, Decatur, GA 30084

Phone 404-604-5102

Name Dr. Angela Pringle

Title Principal, Arabia Mountain High School, DeKalb County School System

Address 6610 Browns Mill Rd., Lithonia, GA 30038

Phone 678-875-3602

Name W. Kevin Ward

Title Director of Operations, Construction Education Foundation of Georgia

Address 3585 Lawrenceville-Suwanee Road, Suite 301, Suwanee, GA 30024

Phone 678-889-4445 x 303

Fax 678-889-4446

(30)

Page | 30

Name Dr. Jeff Ray

Title Dean, School of Engineering Technology and Management, Southern Polytechnic State University

Address Building J, Room 353, Southern Polytechnic State University, 1100 South Marietta Parkway, Marietta, GA 30060

Phone 678-915-7234

Name Rhonda Samples

Title AEC Assistant Director, Hall County Schools

Address 711 Green Street, Gainesville, GA 30501

Phone 770-534-1080

Name Randy Dean

Title Manager, Data & Accountability, Technical College System of Georgia

Phone 404-679-1668

Name Odie Donald

Title Project Director, Technical College System of Georgia

Phone 404-679-1691

Name Dr. Teresa Resch

Title Executive Director, Academic Affairs, Technical College System of Georgia

Phone 404-679-1670

Name Preston Smith

Title Curriculum Program Specialist (Industrial) Technical College System of Georgia

Phone 404-982-3402

Name Sheila Caldwell

Title High School Initiatives Coordinator, Technical College System of Georgia

Phone 404-679-1688

(31)

Page | 31

Name David Roberson

Title Engineering Teacher, Flowery Branch High School

Address 6603 Spout Springs Road, Flowery Branch, GA 30542

Phone 770-967-8000

Name Baker Pulliam

Title Construction Teacher, Chestatee High School

Address 3005 Sardis Road, Gainesville, GA 30506

Phone 770-532-1162

Name Tabitha Hunt

Title Agriculture Teacher, Chestatee High School

Address 3005 Sardis Road, Gainesville, GA 30506

Phone 770-532-1162

Name Dennis Shirley

Title Transportation Teacher, East Hall High School

Address 3534 East Hall Road, Gainesville, GA 30507

Phone 770-536-9921

Name Tim Schmitt

Title Engineering Teacher, Arabia Mountain High School

Address 6610 Browns Mill Road, Lithonia, GA 30038

Phone 678-875-3711

Name Joshua Rogers

Title Agriculture Teacher, Arabia Mountain High School

Address 6610 Browns Mill Road, Lithonia, GA 30038

Phone 678-875-3697

Name Dr. Roger Hill

Title Department Head, Workforce Education, Leadership, and Social Foundations,

Address 221 River’s Crossing, The University of Georgia, Athens, GA 30602

Phone 706-542-4100

(32)

Page | 32

Name Ron Barker

Title Program Specialist, Engineering and Technology, GaDOE

Address 205 Jesse Hill Jr. Dr. SE, Suite 1752, Atlanta, GA 30334

Phone 404-657-8316

Name Sonny Cannon

Title Program Specialist, Architecture, Construction, Communications & Transportation, GaDOE

Address 205 Jesse Hill Jr Dr SE, Suite 1752, Atlanta, GA 30334

Phone 404-657-8308

Name Chip Bridges

Title Program Manager, Agriculture Education

Address 205 Jesse Hill Jr. Dr. SE Suite 1752, Atlanta, GA 30334

Phone 404-657-8311

Name Dan Geller

Title Engineering Assistant, University of Georgia

Address 104 Driftmier Engineering Annex, University of Georgia, Athens, GA 30602

Phone 706-583-0876

Name Susan Reinhardt

Title Education Outreach Coordinator, UGA, Coastal Plain Experiment Station/NESPAL

Phone 229-386-3050

Name Matthew Gambill

Title Executive Director, Georgia Association for Career and Technical Education

Address P.O. Box 443 Kennesaw, GA 30156

Phone 770-655-0046

Name Tonya Lam

Title Associate Vice Chancellor for Student Affairs

Address 270 Washington Street, S.W., Atlanta, Georgia 30334

Phone 404-656-2272

(33)

Page | 33

Name Sarah Wenham

Title Director of Student Access, Board of Regents

Address 270 Washington Street, S.W., Atlanta, Georgia 30334

Phone 404-656-2235

Name Sue Chandler

Title Director of Institutional Planning, Evaluation and Effectiveness, DeKalb Technical College

Address 495 North Indian Creek Drive, Clarkston, Georgia 30021

Phone 404-297-9522, x 1127 Cell: 404- 242-4684

Name David Caudill

Title Associate Vice-President for Academic Affairs, Southern Polytechnic State University

Address 1100 South Marietta Parkway, Marietta, GA 30060-2896

Phone 678-915-3168

Name Larry Roberson

Title Technical Education Program Coordinator, Technical College System of Georgia

Phone 404-679-5251

Name Dr. Virginia Michelich

Title Vice Chancellor for Student Achievement, University System of Georgia

Address 270 Washington Street, SW, Atlanta, GA 30334

Phone 404-656-2272

State Development - Developing a Seamless Program of Study For High School

TABLE OF CONTENTS

APPENDICES

POS Action Plan

POS Action Plan

POS Action Plan

POS Action Plan

POS Action Plan

POS Action Plan

POS Action Plan

POS Action Plan

POS Action Plan

POS Action Plan

Green-Focused Programs of Study Secondary and Postsecondary Committee

meeting

Twin Towers West Suite 1008, Georgia Department of Education

March 5, 2010

9:00

Welcome and Intros

9:15

Brief Institute Overview and Recaps

9:30

Dr. Stacy Edds-Ellis and Mary Kinney presentation, Owensboro

Community and Technical College

10:30

Break

10:45

Introduction of 10 components and summary of next steps (draft

action) discussed for each

11:00

Breakout discussion of components

Each group spends 30 minutes on the component it selected and

another 30 minutes on any others in which the breakout group

members have interest

Noon

Lunch

1:00

Reports from break out groups and discussion of changes to action

plan

1:45

Introduce new template and work on energy POS to date

2:15

Expectations of states for career clusters institute

Green Programs of Study

State Committee Team Meeting

Twin Towers East Room 1770

July 8, 2010

9 am to 3 pm

Georgia Green Team Roster