1. Career Cluster Grids Train the Trainer Presentation

2. PART 1 What are Career Clusters?

3. Career Clusters: Focusing Education on the Future Michigan’s Career Clusters Initiative

5. Workforce Development and Education System Benefits Provide a common theme for communication from state to state Enhance academic achievement Provides basic benchmarks for current Career and Technical Education programs Prepare students for entry into college/university and the workplace

6. Student and Community Benefits Help develop workplace, academic and technical skills Build links to future training, college, and the workplace Add relevance to the high school curriculum

7. A Career Cluster represents a grouping of occupations and broad industries based on commonalities.

8. The Sixteen National Career Clusters Agriculture, Food & Natural Resources Architecture & Construction Arts, Audio/Video Technology & Communications Business, Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety & Security Manufacturing Marketing, Sales & Service Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics

10. PART 2 Michigan Initiatives

11. Career Cluster Alignment with All CTE Programs Program Mastery Level Grids Trainings Web Site Support OCTP Consultant Support … and more…

13. Section #1 Represents the knowledge and skills, both academic and technical, that all students within the cluster should achieve regardless of pathway. 1.Academic Foundations 2.Communications 3.Problem Solving and Critical Thinking 4.Information Technology Applications 5.Systems 6.Safety, Health and Environmental 7.Leadership and Teamwork 8.Ethics and Legal Responsibilities 9.Employability and Career Development 10.Technical Skills

15. Section #2, 3, 4 … Cluster Pathway represents the knowledge and skills, both academic and technical, necessary to pursue a range of career opportunities from entry level to professional.

17. Career Specialties  Represents a sample of specific career opportunities within a cluster pathway.  Michigan CIP Codes

18. Assessment Grids HELP: Find the gap between the instructional program and the workplace requirements. Identify what is OR is not taught in a course. Identify the level at which a performance element is taught

19. SCHOOL: ______________________________________DATE: ______________________ PROGRAM: __________________________________TEARCHER: ____________________ 4321N N=Not exposed to task, 1=Exposed to the task, 2=Accomplishes task with help, 3=Accomplishes task to criterion, 4=Exceeds expectations and/or Able to teach task CLUSTER FOUNDATIONS 4321NI ACADEMIC FOUNDATIONS 1Apply fundamental knowledge of psychology to enhance learner achievement. 1.1 Employ fundamental knowledge of developmental theory to enhance learner achievement 1.11Identify major theorists 1.12Explain major theories using real-world examples 1.13Critique major theories 1.14Use theory to predict and explain individual and group behavior 1.2Employ fundamental knowledge of learning theory to enhance 1.21Identify major theorists 1.22Explain major theories using real-world examples 1.23Critique major theories 1.24Use theory to predict and explain individual and group behavior 1.3Employ fundamental knowledge of motivation theory to enhance learner achievement 1.31Identify major theorists 1.32Explain major theories using real-world examples EDUCATION & TRAINING CAREER CLUSTER PROGRAM MASTERY LEVEL

20. Web Sites www.michigan.gov/mdcd Go to Google and type in “Michigan Career Cluster Grids”

21. 4321NIICOMMUNICATION course 1 course Cours ePost HS 1Comprehend and use reading strategies to learn meaning, technical concepts and vocabulary. 1.1Determine and use reading strategy (skimming, reading for detail, reading for meaning and critical analysis) to determine purpose of text. 1.11Use reading strategy to achieve intended purpose. 1.12Identify complexity of text. 1.13Evaluate and explain relevance, accuracy and appropriateness to purpose. 1.2Understand content, technical concepts and vocabulary to analyze information and follow directions. 1.21Identify issues and questions. 1.22Analyze information presented in a variety of formats, such as tables, lists, figures, etc. 1.23Identify key technical concepts and vocabulary. 1.3Interpret, transcribe and communicate information, data, and observations to apply information learned form reading to actual practice. 1.31Interpret technical materials used. 1.32Summarize overall meaning of text. 1.33Identify strategies for applying information learned to task or new situation. 2Locate, organize and reference written information from various sources to communicate with coworkers and clients/participants. 2.1Locate written information to communicate with co-workers and clients/participants. 2.11Conduct search of information on topic using card catalog, keywords, and/or search engines. 2.12Locate variety of resources such as books, journals, and electronic forms including the Internet. 2.13Select the resources that best relate to the topic. 2.2Organize information to use in written and oral. 2.21Read and take notes from selected resources. 2.22Prepare outline that emphasizes major points with supporting data. 2.23Present information in organized, easy-to-follow manner. 2.3Document the source and proper reference for written information.

22. Assessment Grids Design is the same for all 16 Grids III TOPIC (FOCUS AREA) 1 Knowledge and skill statement (GOALS) 1.1 Performance Element (OBJECTIVE) 1.112 Measurement Criterion (TASKS)

23. How to rate your level success? N = Not exposed to task 1 = Exposed to task 2 = Accomplishes task with help 3 = Accomplishes task 4 = Exceeds Criteria and/or Able to teach task

24. Resources Career Clusters Pathway Model Knowledge & Skills Components O*Net Crosswalk Report Validation Overview/Results Assessment Protocol Brochures www.careerclusters.org www.nchste.org www.michigan.gov/dleg

25. Teacher Training  Give an overview of the National Career Cluster to your teacher  Print out the Clusters Grids related to state approved program CIP Codes that your agency offers  Review the Career Cluster Grid directions that are provided on the web site with your teachers

26. Teacher Training Option #1 Have all the classroom teachers complete the levels on the grids for the program/courses that they teach Any programs with multiple teachers and/or courses should have the teachers meet and determine the mastery level for the program

27. Teacher Training Option #2 Have the teachers meet and determine the mastery level for each career cluster performance element within the approved program Then have the teacher determine in which course/program the performance element will be taught

28. Teacher Documentation The educational agency must keep on file, all resources used to document the mastery level determination of the performance elements for their approved programs

29. CONTACT INFORMATION: GLENNA ZOLLINGER-RUSSELL 517-241-2072 zollinger-russellg@michigan.gov KAREN POHJA 517-335-0381 pohjak@michigan.gov PATRICIA TALBOTT-DILLS 517-335-0359 talbott-dillsp@michigan.gov RANDY SHOWERMAN 517-355-6580 showerma@msu.edu CAROL CLARK 517-241-4355 clarkcarol@michigan.gov MIKE BURLEY 248-425-0522 mburley@wideopenwest.com

30. Why change the grids? To meet local needs To develop class syllabi To reduce the number of pages for local use To create new documents without re-typing Etc..

31. 4321NIICOMMUNICATION course 1 course Cours ePost HS 1Comprehend and use reading strategies to learn meaning, technical concepts and vocabulary. 1.1Determine and use reading strategy (skimming, reading for detail, reading for meaning and critical analysis) to determine purpose of text. 1.11Use reading strategy to achieve intended purpose. 1.12Identify complexity of text. 1.13Evaluate and explain relevance, accuracy and appropriateness to purpose. 1.2Understand content, technical concepts and vocabulary to analyze information and follow directions. 1.21Identify issues and questions. 1.22Analyze information presented in a variety of formats, such as tables, lists, figures, etc. 1.23Identify key technical concepts and vocabulary. 1.3Interpret, transcribe and communicate information, data, and observations to apply information learned form reading to actual practice. 1.31Interpret technical materials used. 1.32Summarize overall meaning of text. 1.33Identify strategies for applying information learned to task or new situation. 2Locate, organize and reference written information from various sources to communicate with coworkers and clients/participants. 2.1Locate written information to communicate with co-workers and clients/participants. 2.11Conduct search of information on topic using card catalog, keywords, and/or search engines. 2.12Locate variety of resources such as books, journals, and electronic forms including the Internet. 2.13Select the resources that best relate to the topic. 2.2Organize information to use in written and oral. 2.21Read and take notes from selected resources. 2.22Prepare outline that emphasizes major points with supporting data. 2.23Present information in organized, easy-to-follow manner. 2.3Document the source and proper reference for written information.

32. Develop a Class Syllabus 1.Highlight the rows that are shaded on the grid by going to the beginning of the row and left clicking on your mouse 2.Now right click on your mouse 3.Go to “Delete” and left click 4.Repeat until all shaded rows are gone

33. 4321NII COMMUNICATIONS 1.1Match communication strategies to the situation (individual and group) and context. 1.2Use forms of technical writing appropriately to communicate clearly. 2.1Use forms of technical writing appropriately to communicate clearly. 3.1Apply and/or interpret nonverbal communication techniques to receive complete significance of messages. 4.1Recognize barriers and use alternative communications (e.g., sign language) or other languages to match the communication needs of the individual. 5.1Choose appropriate strategy to resolve conflicts. 4321NIII PROBLEM AND CRITICAL THINKING SKILLS 1.1Use several approaches to identify and evaluate alternatives. 2.1Use planning strategies to develop a plan. 4321NIV INFORMATION TECHNOLOGY APPLICATIONS 1.1Use appropriate software applications to prepare documents and presentations. 2.1Use technology to channel data according to classification systems. 3.1Summarize, compare and contrast information to make informed decisions. 4321NV SYSTEMS 2.1Design program or activities to meet specific organizational needs. 3.1Identify and align human resources to meet team objectives. 4321NVI SAFETY, HEALTH AND ENVIRONMENT 1.1Implement procedures to protect the health and safety of all individuals. 2.1Manage the physical & social environment to reduce conflict & promote safety of participants, workers 3.1Follow regulations and organizational policies and procedures to assure a safe and healthy environment.

34. Next, Delete columns 1.Go to the top of the column and left click to highlight 2.Right click on your mouse 3.Go to “Delete” and left click 4.Repeat until all the columns you do not want are gone

35. II COMMUNICATIONS 1.1Match communication strategies to the situation (individual and group) and context. 1.2Use forms of technical writing appropriately to communicate clearly. 2.1Use forms of technical writing appropriately to communicate clearly. 3.1Apply and/or interpret nonverbal communication techniques to receive complete significance of messages. 4.1Recognize barriers and use alternative communications (e.g., sign language) or other languages to match the communication needs of the individual. 5.1Choose appropriate strategy to resolve conflicts. III PROBLEM AND CRITICAL THINKING SKILLS 1.1Use several approaches to identify and evaluate alternatives. 2.1Use planning strategies to develop a plan. IV INFORMATION TECHNOLOGY APPLICATIONS 1.1Use appropriate software applications to prepare documents and presentations. 2.1Use technology to channel data according to classification systems. 3.1Summarize, compare and contrast information to make informed decisions. V SYSTEMS 2.1Design program or activities to meet specific organizational needs. 3.1Identify and align human resources to meet team objectives. VI SAFETY, HEALTH AND ENVIRONMENT 1.1Implement procedures to protect the health and safety of all individuals. 2.1Manage the physical & social environment to reduce conflict & promote safety of participants, workers 3.1Follow regulations and organizational policies and procedures to assure a safe and healthy environment.

36. Remove lines on grid 1.Highlight the columns that remain 2.Go to “Borders” on the top of the page 3.Select the box without borders and left click

37. II COMMUNICATIONS 1.1Match communication strategies to the situation (individual and group) and context. 1.2Use forms of technical writing appropriately to communicate clearly. 2.1Use forms of technical writing appropriately to communicate clearly. 3.1Apply and/or interpret nonverbal communication techniques to receive complete significance of messages. 4.1Recognize barriers and use alternative communications (e.g., sign language) or other languages to match the communication needs of the individual. 5.1Choose appropriate strategy to resolve conflicts. III PROBLEM AND CRITICAL THINKING SKILLS 1.1Use several approaches to identify and evaluate alternatives. 2.1Use planning strategies to develop a plan. IV INFORMATION TECHNOLOGY APPLICATIONS 1.1Use appropriate software applications to prepare documents and presentations. 2.1Use technology to channel data according to classification systems. 3.1Summarize, compare and contrast information to make informed decisions. V SYSTEMS 2.1Design program or activities to meet specific organizational needs. 3.1Identify and align human resources to meet team objectives. VI SAFETY, HEALTH AND ENVIRONMENT 1.1Implement procedures to protect the health and safety of all individuals. 2.1Manage the physical & social environment to reduce conflict & promote safety of participants, workers 3.1Follow regulations and organizational policies and procedures to assure a safe and healthy environment.

38. To change “Headers” and “Footers” 1.Go to “View” at the top of the page and left click 2.Go to “Headers and Footers” left click 3.Select “Custom Header” or “Custom Footer” and left click 4.Make changes or delete them

39. Change Print Setup 1.Go to “File” at the top of the page and left click 2.Go to “Page Setup” and left click 3.Go to “Portrait” and left click

40. Select “Performance Elements” 1.Review the Performance Elements to identify those taught in the class 2.Delete those not taught 3.You now have a class syllabus

41. Other Possible Changes Curriculum recording Parent/Teacher Conference Information Student Career Self- Evaluation Student Skills Check-Off Sheet Articulation Documentation

42. CONTACT INFORMATION: GLENNA ZOLLINGER-RUSSELL 517-241-2072 zollinger-russellg@michigan.gov KAREN POHJA 517-335-0381 pohjak@michigan.gov PATRICIA TALBOTT-DILLS 517-335-0359 talbott-dillsp@michigan.gov RANDY SHOWERMAN 517-355-6580 showerma@msu.edu CAROL CLARK 517-241-4355 clarkcarol@michigan.gov MIKE BURLEY 248-425-0522 mburley@wideopenwest.com