Who We Are Dr. Paula Compton

Who We Are
Dr. Paula Compton
Associate Vice Chancellor for Articulation and Transfer, Ohio Board of Regents and Executive
Director of the Ohio Articulation and Transfer Network.
Responsibilities include providing leadership and direction for all aspects of Ohio’s Articulation and
Transfer initiatives, including statewide councils and committees, the Articulation and Transfer
Clearinghouse, policy development and implementation, as well as communication and marketing.
Dr. Ike Kershaw
Assistant Director, Office of Career Technical Education
Responsibilities including the administration of initiatives related to standards, assessment and program
design for the Office of Career Technical Education
Jamilah Jones Tucker
Director, Career Technical Initiatives, Ohio Articulation and Transfer Network, Ohio Board of Regents
Responsible for the operations and administration of the Career-Technical Initiatives of the Ohio
Articulation and Transfer Network.
Back Ground
What are the drivers for Collaboration
and Creation of Statewide Agreement?
• Approximately 1 in 4 high school students will choose CTE in Ohio
• Meeting the current needs and anticipating the future workforce
demands of the economy is important, and creating career
pathways for high school students is a key component of:
– 2005: H.B. 66 (ORC 3333.162) – Career-Technical Credit Transfer (CT)2
– Compliances with federal Carl D. Perkins IV Act, which provides
funding for an Ohio CTE plan that sets direction for leading, working
and experiencing the changing realities of education, policy
development, resource management and society
– Ohio’s Completion Agenda
Want to know more, view these links:
Ohio Board of Regents Transfer Site: https://www.ohiohighered.org/transfer
Ohio Revised Code: http://codes.ohio.gov/orc/
Carl D. Perkins: http://www2.ed.gov/policy/sectech/leg/perkins/index.html
CTE Ohio Report Card: http://education.ohio.gov/Topics/Career-Tech/CTE-Performance-Data-and-Accountability/Career-Technical-Education-ReportCard
Complete College Ohio Report: https://www.ohiohighered.org/completion
How is Ohio Organized?
How is Ohio Organized?
• The Ohio Department of Education, Office of
Career-Technical Education is responsible for
administering secondary CTE.
http://education.ohio.gov/Topics/Career-Tech
• The Ohio Board of Regents, which acts as an
advisory board to the Chancellor, governs the
University System of Ohio.
https://www.ohiohighered.org/board
Organizational Snapshot
Does the state have CTE
Standards?
Secondary
Post-Secondary
Secondary/PostSecondary
Alignment
Programs and/or course level;
Ohio Career Field Technical
Content Standards
No Statewide Standards;
common learning outcomes
articulated in CTAG
documents
Alignment achieved through
the Secondary Career
Technical Alignment Initiative
http://education.ohio.gov/Topic
s/Career-Tech/Career-Technical
Who has authority in
standards creation?
State Board of Education
https://www.ohiohighered.org/t
ransfer/ct2/ctags
Chancellor, Ohio Board of
Regents/University System of
Ohio
N/A
How is alignment between secondary
and post-secondary CTE achieved?
Secondary Career Technical Alignment
Initiative (SCTAI)
Partners:
– The Ohio Department of Education(ODE) and Vendors
– Ohio Board or Regents
– Member Institutions of the University System of Ohio
Purpose:
By building upon the strengths of the CTAG creation process (5
Steps to Equivalency) and the Career Field Technical Content
Standards Revision process SCTAI aims to:
– Build successful college pathways to encourage Secondary CareerTechnical students to purse higher education
– Ensure secondary students earn post-secondary credit for
secondary career-technical education through statewide articulation
agreements, rather than duplicating learning.
– Expand statewide secondary agreements.
Want to know more about the creation of Career Technical Assurance Guides (CTAGS)? Listen Here:
https://oh-tech.webex.com/oh-tech/ldr.php?AT=pb&SP=MC&rID=8570872&rKey=11e3da7494ea9a37
(CT)²: Career-Technical
Assurance Guides (CTAGs) – Current
1.
2.
Automotive Technology
Culinary and Food Service
Management
3. Education
4. Electrical Engineering Technology
5. HVAC/R Technology
6. Mechanical Engineering Technology
7. Medical Assisting Technology
8. Nursing-Practical Nursing to
Associate Degree
9. Police Officer Training - Basic
10. Welding
11. Phlebotomy
Emergency Medical Technology
12. EMT- Basic
13.EMT- Intermediate
14.EMT-Paramedic
15.First Responder
Fire Science Technology
16.Fire Fighter I
17.Fire Fighter II
18.Volunteer Fire Fighter
19.Fire Safety Inspector
20.Fire Service Instructor
Information Technology
21. Networking
22. Information Support Services
SCTAI’s goal is to expand current offerings …
Communicating our efforts to the field
(students, parents, and institutions)
through technology
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Vis it these pages to learn ho w your c redits can transfer.
C ol le-ge and Un iversitv Credit
High Sch ool Ad'lan eed Place-ment Cred it
t.iilitarv Cred it
Car!O'er Tech nical Cred it
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Transfer Career-Technical Credit
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d:-;r:-: pro--;ram:s.
Vis it these pages to learn how your c redits c.an transfer.
Col l ge and Univ ersity Credit
High Scho ol Adv anced Place-ment Credit
t.ti l itarv Credit
Career-Teehnical Credit
STEP 1
STEP2
* What was your program?
1-S.Sis ct A l l·
* W hat scho ol distri ct did you attend?
1-s s lsct A II·
Unsure of your scho ol district?
STEP3
W hen did you take the program ?
STEP4
W hat col lege w i l l you attend?
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What we have learned?
•
Both processes; Standards Development and the CTAG Development
Process have imbedded best practices, those in common are:
–
–
–
–
•
•
•
•
Both focus on the future direction of the field and research
Both focus on what is essential for students to know and “demonstrate”
Demonstration (or validation of learning) must be a part of the process
Involving SME’s: faculty and instructor involvement in the process of research leads to
success in identification of learning outcomes, strong alignment, and system adoption
Collaboration of institutions, faculty, and both agencies is key to success
Validation of learning is central to student success and buy-in.
The credit must be “right and reasonable”
Avoid disconnects in content: by widening faculty and subject matter expert
involvement in content/courses development, assessment, and research
process.
Format for our Upcoming Panel
• Overview and Introductions (5 minutes)
• Then we want to hear from you! Please
prepare questions in advance!