1. Moving Forward with the Career Cluster Framework
Anything is POSsible
Moving Forward with the Career Cluster Framework

2. Objective
The workshop is designed to provide a broad overview of definitions, concepts, and models for local areas to utilize as they continue to understand, develop, evaluate, and improve their local programs of study.

3. Developing and Implementing Knowledge and Skill Statements
History of POS
POS Expectation Tool
Role of Partnership
Developing and Implementing Knowledge and Skill Statements
CIP Codes
Resources and Support for POS
Agenda

4. History and Introduction to Perkins
Clusters, Pathways, Programs of Study

5. Timeline A Nation at Risk 1983
Career Education Incentive Act 1977
Elementary & Secondary Education Act 1965
Civil Right Act of 1964
Vocational Education Act 1963
Vocational Education Amendments 1968
Higher Education Act 1965
Educational Amendments 1972 created Title IX
Job Training Partnership Act 1982
A Nation at Risk 1983
Carl D. Perkins Act 1984
1973 Comprehensive Employment and Training Act

6. Carl D. Perkins Legislation
Transformation of Perkins from 1984, 1990, 1998, 2006
Increased Accountability
Emphasized Access
Curriculum Integration
Carl D. Perkins Legislation

7. Career & Technical Education
Then …..and …..now
Vocational Education
Career & Technical Education
For fewer students
For Fewer “Jobs”
6 to 7 Program Areas
In lieu of Academics
High School Focused
For All Students
For All Careers
16 Clusters – 81 Pathways
Aligns and Supports Academics
High School and College Partnership
Largely driven to get CTE to have a seat at the high school reform table
Connection Education to:
Workforce development
Economic development
A vehicle for change

8. Themes in Perkins IV
Accountability for results and program improvement at all educational levels
Coordination of CTE with the entire P-20 system
Integration of academic and CTE
Alignment and connections between secondary and postsecondary education, including baccalaureate
Involvement of business and industry and community-based partners
The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV) is intended to provide students with the academic and technical skills necessary to succeed in the 21st Century knowledge- and skills-based economy. Perkins IV facilitates seamless transitions for students from secondary to postsecondary education* and careers. Career and
technical education programs under Perkins IV are held to specific, valid, and reliable accountability standards as well as industry-based standards. Perkins IV requires secondary and postsecondary education to work with numerous constituency groups including business and industry, local communities, counselors, principals, parents, and students including
special populations in order to educate students for high-wage, high-skill, or high-demand occupations.
Several themes are evident in Perkins IV:
• Accountability for results and program improvement at all educational levels
• Coordination of the career and technical education system with the entire P-20 system
• Integration of academic and career and technical education
• Alignment and connections between secondary and postsecondary education, including baccalaureate level
• Involvement of business and industry and community-based partners

9. How were the Clusters Developed?
Grants to states
National Association of State Directors of Career Technical Education Consortium
National Advisory Committees
Business and Industry
Labor
Government
Education (secondary and postsecondary)

10. The 16 Career Clusters
Represent the entire world of work
Flexible!

11. Illinois Cluster Model

12. What are Career Clusters?
Career Clusters are groups of occupations and industries that have in common a set of foundational knowledge and skills. There are 16 nationally recognized clusters, within which are multiple career pathways.
Career Clusters are groups of occupations and industries that have in
common a set of foundational knowledge and skills. There are 16 nationally
recognized clusters within which are multiple career pathways.
Cluster Level Knowledge and Skills: The cluster level knowledge
and skills set is built on a common core required for career success
in the multiple occupations included in the cluster. This shared core
consists of the following elements: academic foundations; communication;
problem solving and critical thinking; information technology
applications; systems; safety, health, and environment; leadership and
teamwork; ethics and legal responsibilities; employability and career
development; and technical skills.

13. What is a Pathway?
Career Pathways are multi-year programs of academic and technical study that prepare students for a full range of postsecondary options within each of the 16 clusters. Currently, there are 81 nationally recognized pathways, each with specific pathway knowledge and skills.
Clusters Pathways
Career Pathways are multi-year programs of academic and technical
study that prepare high school students for a full range of postsecondary
options within each of the 16 clusters. Currently, there are 79 nationally
recognized pathways, each with specific pathway knowledge and skills.
These pathways provide a context for exploring career options at all levels
of education and a framework for linking learning to the knowledge
and skills needed for future education and employment.
Pathway Level Knowledge and Skills: The pathway level knowledge
and skills set is built on a common core of knowledge and skills
required for career success in all programs of study aligned with the
pathway. This core is specific to the pathway and consists of elements
selected by secondary and postsecondary educators with input
from business and industry and other stakeholders.

14. What is a Program of Study?
Programs of Study are sequences of courses that incorporate a non-duplicative progression of secondary and postsecondary elements which include both academic and career and technical education content, and lead to the attainment of an industry recognized credential, certificate, or degree.
Programs of Study (POS) are sequences of courses that incorporate
a non-duplicative progression of secondary and postsecondary elements
which include both academic and career and technical education
content. Programs of study should start no later than the ninth grade and
continue through at least two years of postsecondary education. Programs
of study include opportunities to earn college credit (dual credit)
in high school, an industry-recognized credential or certificate at the secondary/postsecondary level, and an associate or baccalaureate degree.

15. Building on our strong foundation.
Build on and transform existing programs
Develop new programs
Benchmark to national and international standards
Implement career clusters, pathways, and programs of study

16. Illinois Cluster Model
The Illinois’ Career Cluster Model shows the relationship between:
One of Illinois’ five, secondary career and technical education areas (Health Sciences Technology)
The related career cluster (Health Science)
The five pathways within that cluster
Sample programs of study within the pathway.
It also illustrates:
Essential knowledge and skills
Cluster level knowledge and skills
Pathway level knowledge and skills
Programs of study
Career development
Adult Bridge Programs
This example of the Illinois Career Cluster Model shows the relationship
between one of Illinois’ five secondary career and technical education areas
(Health Sciences Technology), the related career cluster (Health Science),
the five pathways within that cluster, and sample programs of study within
the pathway. It also illustrates the essential knowledge and skills that are
shared by all clusters, the cluster level knowledge and skills shared by all
occupations within the pathways in the cluster, the pathway level knowledge
and skills specific to each of the five pathways, and the programs of
study which represent courses that are taken at multiple education levels
which lead to employment in related pathway occupations. Career exploration
and development are infused at all levels of the model. The model also
shows an entry point for adults by including bridge programs that infuse
cluster level knowledge and skills with adult education and remedial education
course content.
Highlight Essential Knowledge and Skills

17. Career Cluster: Health Science Career Cluster
At the career cluster level , students are exposed to the breadth of essential and cluster level knowledge and skills needed for multiple careers. The career cluster framework provides multiple entry and exit points for students as they progress through a program of study. For example, a K-12 student may participate and acquire cluster level knowledge and skills and dual credit while in the secondary system, and adults may acquire cluster level knowledge and skills as they progress through an adult bridge program.
Career Pathway
At the career pathway level, students make choices about occupations in terms of their career interests, and start to acquire pathway level knowledge and skills at either the secondary or postsecondary levels of the educational system. Pathway level knowledge and skills are more specialized than those at the cluster level, preparing students to enter occupations that they have identified in their individualized plan of study. This means students become more specialized in their pursuit of occupational and career areas.
Program of Study
Through the program of study, students are provided with the opportunity to receive stackable credentials, secure credentials aligned with segments of the curriculum, and acquire certificates and degrees at multiple completion points from secondary school through the baccalaureate degree. Career clusters and career pathways offer the knowledge and skills required to complete a program of study that leads to the community college and/or university level and provide students with opportunities for certification and degree attainment.

18. Career Cluster: Agriculture, Food, and Natural Resources
The POS relationship between the secondary Agricultural Education area; Agriculture, Food, and Natural Resources Cluster; seven Career Pathways; and sample Illinois’ Career and Program Options.
Illinois’ Programs of Study Model
How Programs of Study Connect Secondary CTE Areas, Career Clusters, Career Pathways, and Career and Program Options
The following figures represent Illinois’ POS Model. Each figure provides an example of the relationship between one of Illinois’ five secondary CTE Areas, the related Career Cluster, the Career Pathways within that Cluster, and the Career and Program Options within the Career Pathway. These figures also illustrate the essential knowledge and skills that are shared by all Clusters, the Cluster level knowledge and skills shared by all occupations within the Pathways in the Cluster, the Pathway level knowledge and skills spe­cific to each of the Pathways, and a sample of the Career and Program Option level knowledge and skills that are linked to each Pathway. Career exploration and development are integrated throughout all levels of the Illinois’ POS Model. The POS Model also includes an entry point for adults by including bridge programs that infuse Cluster level knowledge and skills with adult and developmental education course content. Illustrated in each figure is the POS process by which students have access to and opportunities in a sequence of courses, taken at multiple levels and leading to academic achievement, career development, and employment.
Note that in each figure, the lines separating each section are blurred. This indicates flexibility among Clusters, Pathways, and Career Options; students have the ability to move between the different areas and students in secondary education have opportunities to access postsecondary level coursework through dual credit and dual enrollment options. In addition, the arrow labeled Programs of Study extends beyond the border of the figure, denoting the idea that education and career development through POS are continuous throughout an individual’s lifespan. The POS arrow also illustrates that individuals can earn education credentials that go beyond associate and bac­calaureate degrees. Also note that several Pathways and Career and Program Options are faded, illustrating that those particular Pathways and Options are not currently available in the Illinois Community College system. Where a Career and Program Options section is empty, no Options have been developed as of yet in the Illinois Community College system.

19. Components & Subcomponents
Align Secondary and Postsecondary Educational Elements
Rigorous Academic and Technical Standards and Assessments
Credit Transfer Agreements
Partnerships Among Education, Business and other key stakeholders
Legislation and Policies
Guidance Counseling and Advisement
Professional Development
Accountability and Evaluation
Sustainable Leadership and Shared Planning
Innovative Teaching and Learning Strategies
Department of Education, OVAE

20. Six Guiding Principles
Leadership, Organization and Support
Access, Equity and Opportunity
Alignment and Transition
Enhanced Curriculum and Instruction
Professional Preparation and Development
Program Improvement and Accountability
Build in a transition to Partnerships and their relevance

21. Incorporation of the Expectation Tool into the Perkins Guidelines

22. Overview of the Tool
The Illinois Programs of Study Expectation Tool is designed to…
Be Interactive
Meet federal requirements
Meet Illinois standards –support six guiding principles
Guide the users in designing and implementing programs of study
Provide examples of evidence
Suggest examples of supporting materials
Monitor status
With the onset of Perkins IV – it is required of all states to create secondary to postsecondary sequences of academic and career and technical (CTE) coursework that lead students to attain a postsecondary degree, or industry recognized certificate or credential.
At a minimum, Perkins IV mandates that POS at a minimum:
Incorporate and align secondary and postsecondary education elements
Include academic and technical content in a coordinated, non-duplicative progression of courses
Offer the opportunity , where appropriate, for secondary students to acquire postsecondary credits; and
Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.
Illinois has responded to this charge from the federal legislation and continues to assist local areas in the development and implementation of programs of study. The tool became a concept as continued questions came in from local areas requesting guidance on programs of study and how to proceed with the development process and work with partnerships to make those POS a reality.

23. The Format Reference to the OVAE Components
Reference to the Principles
The Format
Reference to the POS requirements from Perkins IV
EXAMPLES of materials a partnership could use to show alignment
Reference to the design elements
POS Principle being addressed is located at the top left and becomes the focus of the page in which the review team is completing. Immediately below is the OVAE POS Component in which the principle and design elements have been crosswalked to and the Perkins IV legislation in which the principle and design elements correspond with.
Design Elements highlight the supporting components of the principle in which is being reviewed. Becomes the foundation for the review team to explore since these design elements should be part of the POS in which is being reviewed. Building block of the POS in order to generate supporting materials.
Evidence of what aspects of a program of study align with this principle
Ability to rate your Program of Study

24. Minimum Expectations
Minimum Expectations are the fundamental building blocks of a Program of Study
They meet federal requirements and Illinois grant guidelines
At a minimum, these expectations should be met within the program of study in order to be in compliance with what is federally expected in terms of a developed POS. They coincide with the federal legislation and the overall grant guidelines presented by the state in which a local area is applying to for funding.

25. Quality Evidence
Quality Evidence are those elements which indicate advanced implementation
Would include examples of advanced implementation exceeding just those outlined in the minimum expectations. Could be higher level areas of implementation that could be demonstrated by a local site.

26. Examples of Acceptable Supporting Materials
Examples of Supporting Materials are a list generated by the ICCB to demonstrate the design elements represented under each Guiding Principle have been incorporated into the POS in which is being reviewed by a local partnership. It is just an example of materials and in no way is representative of the entire spectrum of materials that a local area would be able to produce to show evidence that design elements components have been incorporated into the POS. It is merely a guide to use and we welcome any and all new ideas and examples to show on this list.
This list will be a guide also for the regional consultants to assess or determine the level of implementation as they assist sites in this process. Will better help explain if a site is above, meeting, or working towards each element.

27. Determining Status of POS
Does the program of study comply with the various compliance items of the tool AND any or all of the quality items?
Partnership must have significant knowledge of the program of study being analyzed and the Programs of Study approach in general.
Time and resource dedication from entire partnership needed.
The user of the tool is asked to determine whether or not the POS project complies with the various compliance items and if the project has achieved any or all of the quality items.
It requires significant knowledge of the POS being specifically analyzed, and the Illinois POS approach in general.
Completion of this tool is not a simple task and it cannot be accomplished without a significant investment of time and resources to examine the entire scope of the project.

28. Examples of Acceptable Supporting Materials
What is a partnership able to demonstrate that can be used to verify implementation?
Do supporting materials have to be submitted to the ICCB for review or approval?
Supporting materials should be made available or kept on file as documented evidence of compliance and quality components outlined in the Tool.
Can supporting materials be items not listed within the set of examples provided within the tool?
Provides examples of specific materials that can be used to verify implementation.
Review of these materials may be done on consultant visits or as a component of any future grant applications processes.
Need to demonstrate the work that has been done in each local area specifically in programs of study development and implementation and overall use by students in these program areas.

29. Building Stronger Partnerships

30. What is a Partnership?
“A cooperative relationship between people or groups who agree to share responsibility for achieving some specific goal.”
Alliance
Union
Association

31. Why Talk about Partnerships?
Essential to Programs of Study
State Perceptions of Partnerships
Because these ongoing relationships are KEY!!!
Partnerships are key to the development, implementation and evaluation of POS. They will ultimately lead to improved POS.

32. Perceptions of Partnerships
CORD Survey Found:
Partnership section had the highest level of “don’t know” responses
Administrators had more confidence than faculty members or counselors that partnerships were developed and operating.
ICCB partnered with Center for Occupational Research and Development to conduct research on what professional development was needed to implement Programs of Study in Illinois. CORD conducted a statewide survey that collected information from secondary and postsecondary faculty, administrators, counselors, etc.
SO…if there is a partnership people in the field don’t know about it.
The Center for Occupational Research and Development's Final Report to the Illinois Community College Board. (January 2011). Illinois Programs of Study Professional Development Project: Assessment and Recommendations.

33. How to Form a Partnership
Establish a “Lead Agency”
Check for Existing Structures
Deb Mills from CORD – examples across the nation show that partnerships are very successful when Community colleges take the lead because they are closely connected to Business and Industry and Secondary institutions.
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

34. Connect to Existing Partnerships
Programs of Study
Community Based Organizations
Secondary
(K-12)
Postsecondary
Adult Education/ Re-entry
Business & Industry – employers and workforce entities
Partners to consider for each area include:
K-12 (high schools, technical centers, EFE system, etc.)
Adult Education (AEFL program at community colleges, secondary ABE, Individual providers)
Community colleges and University (career services, AEFL, occupational programs, developmental ed., continuing ed., workforce, financial, support services)
Business and Industry

35. Partnership Members Begin with core group from key organizations
Secondary
Postsecondary
Business & Industry
K-12: high schools, technical centers
Community College: Career Services; Adult Basic Ed; Occupational Programs; Developmental Ed; Continuing Ed; Workforce Development; Customized Training; Financial Aid
Business & In
Must also include appropriate economic and workforce agencies, faculty/teachers and administrators from the secondary and p
postsecondary institutions that are familiar with the elements of POS.
dustry?????
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

36. Secondary and Postsecondary Partners
Are you:
Communicating/Collaborating?
Reviewing Transition?
Offering Dual Credit/Dual Enrollment?
Facilitating conversations between faculty?
Communication: are you collaborating and sharing information between high schools and colleges (about the success of students entering college)
Transition: are there smooth transitions from high school to college
Dual Credit/Dual Enrollment: are there opportunities for students to participate in dual credit/dual enrollment.
FACILITATING: bring secondary and postsecondary faculty together. That is the key to POS. Administrators should be there to facilitate, take notes and follow-up. Squeeze faculty for their knowledge.

37. Business and Industry Partners
Are you:
Utilizing Existing Advisory Councils?
Incorporating Industry Standards?
Providing Work-Based Learning, etc. ?
Seeking Funding Opportunities?
NEED to have a focused role for B & I
Be specific. Tell them what you want from them. Have them come to in when you need them and leave when they are finished.
Have to know what role you want them to play.
1-If Advisory councils already exist, become a part of them.
2-Industry Standards– are they recognized and incorporated into the career cluster and/or pathway? Have local employers reviewed and revised the standards to fit the local situations?
3-Are students provided with work-based learning opportunities in and out of the classroom. Are there mentors and opportunities for job shadowing and internships?
4-Opportunities for business to provide funding, equipment or other resources to program area

38. Recruit Other Partners from:
Adult Education
Employers
Community-Based Organizations
Workforce Entities
Ultimately, these partnerships need to be broad-based. Should expand to include:
Adult Education: Secondary ABE; AE programs at Community Colleges
Employers: Chamber of Commerce; Economic development organizations; labor unions
Community-Based: Faith-Based orgs; Social Service Agencies
Workforce Entities: P12 councils????; One-stop centers????
Also, may want to think about parent and/or student advocacy groups???
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

39. Formalize the Partnership
Define the Partnership
Common Vision
Commitment
Responsibility
Accountability
Determine Roles and Responsibilities
FORMALIZE: In order to be sustainable. If the partnership is not formalized, what will happen when someone retires or changes jobs. The partnership may very well end without some type of charter or by laws.
DEFINE: Needs to be consistent with the community/POS goals and expectations.
ConnectEd: The California Center for College and Career. Guide to Building a Broad-Based Coalition: Supporting the Development and Sustainability of a System of Pathways

40. Additional Roles and Functions of the Partnership
Choose a Program of Study
POS Review
Review Teaching and Learning Strategies
Counseling and Career Services
Professional Development
Evaluation

41. Choose a POS What are your local labor market needs?
Do you need to develop new programs of study?
What are the entry and exit points for your chosen POS?
Look at labor market needs and workforce trends in order o provide the training for employment in high-wage, high-skill, and high-demand occupations.

42. POS Review Is there Alignment between Secondary and Postsecondary?
Does the POS reduce Remediation and Redundancy?
Are there opportunities for Dual Credit/Dual Enrollment?
Alignment—
Want to Reduce remediation
Ensure there are no gaps or overlaps

43. Review Teaching/Learning Strategies
Contextualized Instruction
Provide Professional Development for:
CTE Instructors
Academic Instructors
Work-Based Learning Opportunities
Contextualized instruction: are students being taught in a way that provides them with an understanding of how the information is useful in the real world?
Professional Development
CTE Instructors: are they given training to support and stress academics in CTE courses
Academic Instructors: are they given training to make academic courses applicable to the world of work
Work based learning—do students get to experience work-based learning in the classroom and in the workplace?

44. Counseling and Career Services
Is Career Planning available?
Are Counselors being Trained?
Systems in place for career planning beginning in high school and continuing through college?
Are counselors receiving necessary professional development; that includes information regarding Business and Industry, and current labor market needs.

45. Professional Development
Identify the needs of your:
Faculty
Administrators
Counselors
Provide training on the Integration of Academic and Technical Instruction
Disseminate Information about Career Clusters
1-Identify the needs of your faculty, administrators, and counselors.
Focus on further developing the integration of academic and technical instruction and any other additional professional development that may be needed.
2-DISSEMINATE--Use workshops/meetings that are already scheduled to distribute information about the career cluster framework.

46. Evaluation Know what data is being collected
Data-driven Decision Making
Continuous Program Improvement
1- Know and Understand what data is currently being collected; educational, labor market data, community
2-Use the Data, let it help guide planning and decision making; and use it to make program improvements.

47. Knowledge and Skill Statements What I need to know to get where I want to go?

48. Essential Questions What are Knowledge and Skills Statements?
How are the K&S statements organized?
What expectations are outlined in the K&S statements?
What are the components of a K&S statement chart?
Why are the K&S statements important?
How do you use the K&S statements?
What is their relationship to the Common Core?
Knowledge and Skill Statement Template

49. What are the Knowledge and Skill Statements
Comprehensive collection of industry- validated expectations of what students should know and be able to do after completing instruction in a career program area.
These statements reflect the expectations of postsecondary education and business and industry for entering into a career in a given area – and are used to guide curriculum development, assessment and program planning.

50. Background of Knowledge and Skills Statements
1999
Career Clusters Model adopted
2002
First full set of K&S completed
2006
First content review and revision of K&S
2008
Revision of K&S for presentation consistency
2011
Began another content review and revision of K&S
The 2008 Knowledge and Skills statements incorporated some of the content updates recommended by a few of the Career Cluster National Advisory Committees after the 2006 version was released. They were also revised for a more consistent look and feel in terms of breadth, depth of knowledge, and formatting across all 16. Also in 2008, those knowledge and skills that are essential in any employment situation were organized into a set of “Essential Knowledge and Skills.” These are the starting point and should be contextualized within any career pathway and plan of study.
The names of two career clusters were changed in the 2008 version.
Marketing, Sales and Service is now Marketing
Comma deleted from Business Management and Administration
Pathways title changes and/or consolidation in the Business Management and Administration Cluster, Finance Cluster, Marketing, and Information Technology
Number of career pathways was reduced from 81 to 79
Currently the knowledge and skills are undergoing revision.

51. How are the Knowledge and Skill Statements Organized?
Order of Knowledge and Skill Statements
Foundation Academic Expectations
Essential Knowledge and Skills – added in 2008
Cluster (Foundation) Level Knowledge and Skills
Pathway Level Knowledge and Skills

52. What Expectations Are Outlined by the Knowledge and Skill Statements?
Pathway Knowledge and Skills
Cluster (Foundation) Knowledge and Skills
Essential Knowledge and Skills
Foundational Academic Expectations
All secondary students are expected to meet state academic standards
Some knowledge and skill statements at the Essential and Cluster (Foundation) levels identify additional applications of academic knowledge and skills
Essential Knowledge and Skills apply to careers in all clusters and pathways
There are four levels of knowledge and skills outlined in the career clusters body of work. The first level is Foundational Academic Expectations. All secondary students should meet their state’s academic standards. The other levels are predicated on the assumption that foundational academic skills have been attained. Some knowledge and skill statements will further define critical linkages and applications of academics in the cluster and/or pathway.
The second level is Essential Knowledge and Skills. These are expectations for performance that apply to all careers. While the skills apply to any career, they are best learned in context of a cluster or pathway.

53. Expectations of Knowledge and Skill Statements
Pathway Knowledge and Skills
Cluster (Foundation) Knowledge and Skills
Essential Knowledge and Skills
Foundational Academic Expectations
Cluster Knowledge and Skills apply to all careers within a particular cluster
Pathway Knowledge and Skills apply to all careers within a particular career pathway
The third level is Cluster, or Foundation, Knowledge and Skills. These are expectations that apply to all careers within a particular cluster. The fourth level is Pathway Knowledge and Skills. These knowledge and skill statements apply to all careers within a particular pathway.

54. Knowledge and Skill Statements Outline
Each Knowledge and Skill Statement (has three levels of detail. The Knowledge and Skill Statement is a broad statement of expectation that describes a set of knowledge and or skills applicable to the cluster and, or, pathway. These statements are not intended to be measureable. You’ll note that the statements begin with a description of a set of knowledge and skills and end with a statement that explains how those knowledge and skills are applied within the context of the cluster or pathway.
The next level of detail within a Knowledge and Skill Statement is the Performance Element. The Performance Elements serve to outline specific and measureable outcomes related to each Knowledge and Skill Statement. The Performance Elements are not sequenced or leveled. Decisions about sequencing and leveling are to be made at the state or local level and will depend upon resources, program structure and a variety of other factors.
Another level of detail provided for each Knowledge and Skill Statement are the Sample Indicators. These statements provide examples of activities or products that may indicate proficiency with each respective performance element. Note that not all Performance Elements will list Sample Indicators at this time. Additional Sample Indicators will be added in future revisions.
Knowledge and Skill Statement – broad statement of expectation
Performance Elements – specific and measureable outcomes
Sample Indicators – example activities or products that may indicate proficiency

55. Components of a Knowledge and Skills Chart
Description provides overview of careers within the pathway
Foundational Academic Expectations are noted

56. Components of a Knowledge and Skills Chart
Cluster (Foundation) Knowledge and Skills
Organized in 10 topic areas
Cluster Knowledge and Skills Topics
Academic Foundations
Communications
Problem Solving and Critical Thinking
Information Technology Applications
Systems
Health, Safety and Environmental
Leadership and Teamwork
Ethics and Legal Responsibilities
Employability and Career Development
Technical Skills
The latest knowledge and skill statements are available for all careers in the 16 Career Clusters

57. Components of a Knowledge and Skills Chart
Pathway Knowledge and Skills
Organized in topics that vary from pathway to pathway
Depending on the Career Cluster, the number of pathways for a given career cluster can vary from two to seven.

58. How do you use the K&S charts?
Use in course/curriculum design for secondary and post-secondary courses.
Articulation between secondary and post- secondary programs in a region or state.
Program of study development.
Assist with academic and career integration efforts.
Communicating expectations to students and parents.
Crosswalk against state and national standards.

59. Connection to Common Core State Standards
Shared purpose – that students be college and career ready
Shared belief that career preparation requires a foundational academic experience
Some crossover between the two collections
Proficiency in a Common Core Standard is implied when working towards proficiency in a statement from the cluster knowledge and skills

60. Opportunity to integrate CTE content and practices
Programs of Study – integrated academic and CTE curricula offered through comprehensive POS
Embedded Credit – meeting academic standards requirements through CTE courses and CTE focused POS
Align Learner Levels – align standards to requirements expected at postsecondary and workforce levels
Accelerated Learning – college level work through dual credit or dual enrollment
POS gives students the opportunity to learn, retain, and apply core academic content more effectively.
Aligned learner levels allows for a more seamless transition for all students by setting expectations for students to be college and career ready as they transition through the educational pipeline

61. Next Steps
Common Career Technical Core (CCTC) is being developed to align and support the CTE standards alongside the CCSS in Mathematics and English-Language Arts

62. Knowledge and Skills Template
Developed and utilized with Nursing Pilot Site Grants
Allows for faculty-to-faculty discussion across educational levels
Able to address what knowledge and skills are taught within the courses being taught in a given cluster or pathway
GO OVER TEMPLATE AND DISCUSS ITS USE AT THE TIME OF THE NURSING PILOT SITE GRANTS
DISCUSS THE COMPOSITION OF THE TEMPLATE AND HOW TO BEST INCORPORATE TEACHERS AND FACULTY INTO DISCUSSIONS
IDENTIFY SIX COLUMNS AND THE SAMPLE DOCUMENT PROVIDED.

63. Understanding the relevance to Programs of Study
CIP Codes
Understanding the relevance to Programs of Study

64. Essential Questions? What is a CIP Code? Who assigns CIP codes?
What do CIP codes help us do?
Who do I contact at my institution or ICCB regarding a CIP code for a particular program?
What is the relevance of a CIP code to Programs of Study?

65. What is a CIP Code?
Classification of Instructional Programs developed by the USDOE-National Center for Education Statistics
Help states identify the content of wide range of academic and CTE instructional programs at the secondary and postsecondary levels.
Every approved credit program (i.e. AAS degree or career certificate) offered by a community college has a 6-digit CIP code assigned to it, i.e Welding Technology

66. CIP Code Quiz? Which one of these numbers represents a CIP code? ABC 1

67. Who assigns a CIP Code?
Secondary CIP codes are reviewed and assigned through local EFE regions
Community College programs are assigned CIP codes by community college staff and are approved by ICCB staff.

68. CIP Codes Help Us To…….
Categorize instructional offerings consistently statewide;
Track student enrollments and completions at the program level, and;
Connect secondary offerings with postsecondary offerings.

69. Who to Contact to Obtain a Program CIP Code
Institutional Research Department
ICCB program staff: Tricia Broughton

70. CIP Codes and Programs of Study
CIP codes are linked to a specific Career Cluster and Pathway at the national level
Knowing CIP code and local title of program helps alleviate questions regarding its placement within the Career Cluster/Pathway/POS structure
Identifying appropriate cluster and pathway for the program will assist in development of knowledge and skills

71. Resources and Support

72. Illinois Programs of Study Website
Provide ongoing information to interested stakeholders regarding Illinois CTE Programs of Study and the broader career cluster framework.
The purpose of this website is to provide ongoing information to interested stakeholders regarding the implementation of Illinois CTE Programs of Study and the 16 Career Clusters. This site also directly supports the administration of the Illinois Partnerships for College and Career Success Grant and the Perkins Postsecondary Grant.
Main sections:
Key concepts and definitions
Career cluster framework
Guiding principles and design elements
Pathways to Results
PODS
Grant Resources
Web Resources
Publications
FAQs
Event Calendar
Directory of Programs
Newsletters
Contact Information

73. Illinois Center for Specialized Professional Support

74. Office of Community College Research and Leadership

75. Career Clusters www.careertech.org
Federal initiative aimed at providing resources as they relate to the career clusters initiative.
Identification of 16 career clusters.
Resources associated with clusters/pathways/POS.

76. Illinois Programs of Study Guide
Provides an understanding of Illinois’ framework for implementation and evaluation.
Makes connections to federal, state, and local level activities.
Introduction of guiding principles and design elements
This guide begins with background information useful to understanding Illinois’ framework for implementation and evaluation of Programs of Study. We start with a visual depiction of the relationships between activity at the federal, state and local levels that evolved to the creation of Illinois’ Career Cluster Model. This Model, which is based on the States’ Career Clusters Initiative, is also discussed, along with a visual depiction of the relationship between the 16 career clusters, the 79 career pathways, and numerous Programs of Study. An example of this relationship is provided using the Health Science cluster since this cluster is one of the first tapped for statewide implementation in Illinois.
Following the introduction, we present the six guiding principles for implementation and evaluation of Programs of Study. Each principle has its own section with the following information: • The guiding principle statement: A brief, straightforward statement of the principle • A principle overview: The what, why and how of implementation relevant to the principle • An “In Practice” example: A promising practice in Illinois pertaining to the principle • An “In Perkins IV” statement: Legislative language that is aligned with the principle • “Design Elements at a Glance”: Design elements associated with the principle • Tools and Resources: Selected tools and resources for implementing the principle • Appendices: A copy of one selected tool or resource, reprinted with permission of the publisher or author
The concluding section of this guide, titled Moving Forward, presents some activities planned for Illinois’ journey with Programs of Study.

77. Illinois’ Career Clusters Model
Extension to Introduction pamphlet.
Outlines:
Perkins IV
Key Concepts
Career Cluster Framework
Illinois’ Career Cluster Model
Implementation
Acronyms
Resources
The Illinois’ Career Cluster Model booklet provides information to multiple stakeholders on the implementation of career clusters in Illinois. This booklet is an extension of the previous edition titled An Introduction to Illinois CTE Programs of Study (2008), and provides a resource for partners to understand Illinois’ Career Cluster Model as its own adaptation of the States Career Cluster Framework. It is intended for individuals familiar with career clusters and programs of study and those beginning to learn about them. We encourage readers to share this resource with all partners for implementation of the framework.
The booklet is divided into seven sections: • Perkins IV - main themes of the Carl D. Perkins Career and Technical Education Improvement Act of • Key Concepts – terms, definitions and benefits of the career cluster approach, to help partners become familiar with the States Career Cluster Framework. • Career Cluster Framework - graphic representation of the essential knowledge and skills, the 5 career and technical education areas at the secondary level, the 16 career clusters, and the 79 career pathways. • Illinois’ Career Cluster Model - visual example of the Health Science cluster and how different elements of the States Career Cluster Framework fit together in Illinois. • Implementation – information useful to preparing partners to implement programs of study, including the six guiding principles and partner roles in the process. • Acronyms – list for reference and ease of communication between multiple partners on programs, initiatives, and organizations. • Resources - links to tools, research, and national organizations related to Perkins IV, career development, career clusters, and other information specific to Illinois.

78. Directory of Programs
Paper and online searchable database that includes information on what degree and certificate programs are offered by the 48 public community colleges in Illinois.
Can search by college or program type
CTE programs are organized according to the 16 Career Clusters.
The ICCB Directory of Programs Online Searchable Database includes information on what degree and certificate programs are offered by the 48 public community colleges in Illinois. You may search the database by choosing a Community College or by choosing a Program. Selecting a College will allow you to see all programs offered by a specific institution. Selecting a Program will allow you to see what institutions offer programs in a broad instructional area, such as Baccalaureate/Transfer programs, Career & Technical Education (CTE) programs, Remedial Education programs, or Adult Education & English as a Second Language programs. CTE programs are organized according to the 16 National Career Clusters. Select CTE programs for a list of Illinois Career Clusters. Options for searching the database in greater detail, such as by Career Pathway and Program of Study, are also available. For more specific information regarding program entry and/or completion requirements, please contact the community college directly or visit For questions regarding information presented in the database, please contact ICCB Program Staff for assistance:

79. Illinois Programs of Study Fan Graphics
Snapshot of each career cluster and associated pathways
Identifies connection between 16 career clusters to (5) CTE secondary areas
Outlines career and program options based upon community college program offerings
At the center of the Career Clusters framework is the essential knowledge and skills that applies to all of the Career Clusters, Career Pathways, and related employment. Building from a foundation of essential knowledge and skills, the framework consists of Pro­grams of Study that include secondary CTE Areas, Career Clusters, Career Pathways, and Career and Program Options.
What are Programs of Study?
Programs of Study (POS) are sequences of courses that in­corporate a non-duplicative progression of secondary and postsecondary elements that include academic and CTE content. According to the Carl D. Perkins (Perkins IV) federal legislation, POS should start no later than the ninth grade and continue through at least two years of postsecondary education. POS include opportunities to earn college credit (dual credit) in high school, industry-recognized credentials or certificates at the secondary/postsecondary level, associate and bac­calaureate degrees, and beyond. This POS definition was developed and adopted by the Illinois State Board of Education and Illinois Community College Board specifically to address the implementation of Perkins IV POS in the K-12 and community college contexts. Illinois’ POS Model is comprised of secondary CTE Areas, Career Clusters with their Career Pathways, and Career and Program Options.
What are Secondary CTE Areas?
Secondary CTE Areas provide organization and structure for sequencing courses in which students can begin to develop knowledge and skills. At this level, students have opportunities for orientation and preparation by taking courses that are categorized as falling within one or more of these five CTE Areas. Illinois’ five secondary CTE Areas flow into the 16 Career Clusters and the Career Pathways within each Cluster leading to the Career and Program Options at the postsecondary level.
Secondary CTE Areas Level Knowledge and Skills: The academic skills gained at the secondary CTE Areas level are foundational and serve as a springboard to exploring a broad range of postsecondary career options. At this level, students develop knowledge and skills common to many occupations and industries. Students build flexible skills that form the basis for further knowledge and skills development at the Cluster, Pathway, and Career and Program Option levels.
What are Career Clusters?
Career Clusters are groups of industries that have in common a set of foundational knowledge and skills. Within each Career Cluster are multiple Career Pathways. At the Cluster level, students explore their career interests while developing their academic knowledge and skills. The Career Cluster level supports the broad growth of students’ knowledge and skills with various entry and exit points to support students’ access, equity, and opportunity.
Cluster Level Knowledge and Skills: The Cluster level knowledge and skills set is built on a common core re­quired for academic and career success. This shared core consists of the following elements: academic foundations; communica­tions; problem solving and critical thinking; information technology applications; systems; safety, health and en­vironmental management; leadership and teamwork; ethics and legal responsibilities; employability and career development; and technical skills.
What are Career Pathways?
Career Pathways are multi-year programs of academic and technical study that prepare students for a full range of options within each of the Career Clusters. Currently, there are 79 nationally recognized pathways, each with spe­cific pathway knowledge and skills. Career Pathways provide a context for further gains in students’ academic knowledge and skills integrated with career exploration. Pathways are designed to link learning to the skills and knowl­edge needed for further education, career development, and employment.
Pathway Level Knowledge and Skills: The Pathway level knowledge and skills set is built on a common core of knowledge and skills required for academic and career success in all POS aligned with the Career Pathway. This core is specific to the Pathway and consists of elements selected by secondary and postsecondary educators in partnership with business and industry and other key stakeholders.
What are Career and Program Options?
Career and Program Options are specific opportunities for study that stem from previous development through the secondary CTE Areas, Career Clusters, and Career Pathways. These options allow students to apply knowledge and skills gained in other levels to a desired career. Many Career and Program Options provide on-the-job experience that can serve as a foundation for building job skills and an impetus for pursuing further postsecondary education.
Career and Program Level Knowledge and Skills: The knowledge and skills set gained at the Career and Program level is more specific than the knowledge and skills gained at the secondary Area, Cluster, and Pathway levels. This specific knowledge and skills set is most readily applied to employment and further study stemming from the same Pathway. Ideally, however, these skills can also open doors to other careers and study building from the same secondary CTE Area and Career Cluster. At this level, specific knowledge and skills lead to certificates and degrees in a given Career and Program Option.

80. Websites Association for Career and Technical Education
Illinois Career Resource Network
Illinois Department of Employment Security
National Career Pathways Network
National Research Center for Career and Technical

81. Individual Career Plans

82. Questions
We will now open the floor up to any questions

83. Thank You! This presentation will be
available online at &