1. CREATING A QUALITY PATHWAY IMPROVEMENT PLAN

2. The importance of planning……..

5. Confused on which way to turn? Improvement Plans

7. Leads to Quality Improvement Plans !!! Planning

8. On the Road to Creating a Quality Pathway Improvement Plan

9. Creating a Quality Pathway Improvement Plan—Tool Developed Completely Voluntary Simply a tool to assess the current state of a Pathway Developed in response to requests from field Developed from feedback gathered at last fall’s Drive-Ins

10. Creating a Quality Pathway Improvement Plan “What makes a quality pathway?”

11. CTE administrators and classroom practitioners said: partnerships, physical environment, professional development, and instructional strategies. This tool can offer a method of determining where a pathway is presently and offer guidance toward creating a quality CTE experience. “What makes a quality pathway?”

12. 1.Partnerships 2.Physical Environment 3.Professional Development 4.Instructional Strategies (Added benefit: All of the above components are part of the proposed School Accreditation model for CTE) These are called “ components ”:

13. Creating a Quality Pathway Improvement Plan “What do I need to know?”

14. Components— The four subsections embraced by quality pathways (i.e. partnerships, physical environment, professional development and instructional strategies) Indicator—The “what” that determines what quality means for each component Stages—The rating system that helped to determine the “stage” or level of achievement. It can also indicate improvement needs Definitions:

15. Component Indicator Stages

16. Missing or Non-Existent: The indicator is missing or was not addressed presently. Needs Improvement: Little or no experience/achievement has been made with this characteristic or additional resources and support are needed to move beyond an introductory level. This is an area of possible future improvement within the CTE pathway. Improving: Work has started toward the creation of a quality pathway, however additional resources and/or support is needed; This level shows progress is being made, but additional improvement is necessary. Promising: Numerous experiences and past achievements are easily documented and/or full support and adequate resources are in place to continually meet the characteristic and continue to grow. Exemplary: Achievement is at the exceptional level with evidence of a vast amount of experience, growth, and continuous improvement and/or full support and collaboration by the district, community, business & industry and postsecondary institutions. Long term improvement plan goals have been identified and are being acted upon in a continual manner Five (Achievement) Stages:

17. Once rubric is completed, analyze results: (Reflection Questions) What indicators did you score at the exemplary stage? (These will need to be maintained to remain at this stage) Which indicators did you score at the improving or promising stage? (These are indicators of inclusion in your pathway improvement plan.) Which indicators did you score at the struggling or missing (non-existent) stage? (These are considered critical areas your pathway improvement plan should address.)

18. Once rubric is completed, analyze results: Partnerships - D Physical Environment – C Partnerships – A, B Physical Environment - B Professional Development – A, B, C Instructional Practices – B, C, D Partnerships – C Instructional Practices - A

19. Once rubric is completed, analyze results: Partnerships - D Physical Environment – C Partnerships – A, B Physical Environment - B Professional Development – A, B, C Instructional Practices – B, C, D Partnerships – C Instructional Practices - A Improvement Goals

20. Reflection Questions What indicators did you score at the exemplary stage? (These will need to be maintained to remain at this stage) Which indicators did you score at the improving or promising stage? (These are indicators of inclusion in your pathway improvement plan.) Which indicators did you score at the struggling or missing (non-existent) stage? (These are considered critical areas your pathway improvement plan should address.) THEN WHAT? Summarize in the 3 year improvement plan template, by placing easily achieved in year one and long term in years two and three (this is VERY similar in design to CPPSA Section II)

21. Audience Participation LETS PRACTICE !!!!

22. Directions: Part I: Review the Improvement Plan Rubric Document. Part II:  Think about a Pathway.  Assess that Pathway using the Pathway self-assessment rubric to practice using the rubric (by yourself or as a school team).  Analyze your results. Part III: Share your results (if you feel comfortable doing so). Part IV: Use the results of the Pathway self-assessment rubric to develop one SMART goal to address one component of a Pathway.

23. Analyze:

24. Directions: Part I: Review the Improvement Plan Rubric Document. Part II:  Think about a Pathway.  Assess that Pathway using the Pathway self-assessment rubric to practice using the rubric (by yourself or as a school team).  Analyze your results. Part III: Share your results (if you feel comfortable doing so). Part IV: Use the results of the Pathway self-assessment rubric to develop one SMART goal to address one component of a Pathway.

26. (Insert Improvement Plan format) Pathway Application Improvement Plan Worksheet (Sample)

27. Insert slides (www.ksde.org(www.ksde.org – CTE- Business & Industry Partnerships)

28. Utilize your advisory committee to: Assess your current Pathway(s) Repeat with each Pathway Develop a 3 year Improvement Plan with advisory committee input (as industry experts) Next Step……..