Illinois Pathways to Results Initiative

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Illinois Pathways to Results Initiative

• April 22, 2009
• Metropolitan Chicago Healthcare Council

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Goals and Overview of Agenda

• Mary Ann Kelly
• Metropolitan Chicago Healthcare Council

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What is Pathways to Results?

• Pathways to Results is an initiative of the State
  of Illinois focused on improving student
  transition results for critical career pathways.
  It will do so by developing metrics, methods and
  tools that community colleges can use to
  continuously improve the results obtained by
  students in these career pathways.

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Goals for todays meeting

• Introduce the Pathways to Results continuous
  improvement initiative and explain its
  significance to meeting the challenge of the
  nursing skill shortage.

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Goals for todays meeting

• Provide a background discussion on the
  initiative, including the linkage to
  implementation of Programs of Study (POS), the
  Critical Skills Shortage Initiative (CSSI),
  Shifting Gears and the Illinois nursing
  initiative led by Illinois Center for Nursing,
  MCHC,  and other state agencies.

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Goals for todays meeting

• Discuss the scope and goals of the initiative.
• Provide a practical example of how data could be
  used to investigate a performance issue, and to
  identify potential solutions, to help illustrate
  the process.

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Goals for todays meeting

• Ask for community colleges to become lead
  colleges for the development of the continuous
  improvement model and methods.
• Describe the benefits of participating, discuss
  what is expected, and what support colleges will
  receive.

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Improving Health Care in Illinois One Nurse At A
Time
Michele L. Bromberg MSN, APN-BCIllinois Center
For Nursing
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About The Illinois Center For NursingThe
Illinois Center for Nursing (ICN) was established
as part of an overall strategy to produce more
highly-skilled nursing professionals to meet the
health care needs of the citizens of
Illinois.The ICN is located within the
Illinois Department of Financial and Professional
Regulation. 11
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Mission of The CenterThe mission of the
Illinois Center for Nursing is to advocate and
ensure for the appropriate nursing resources
necessary to meet the healthcare needs of the
citizens of Illinois.12
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Goals of The Center Create public awareness of
the nursing shortage in Illinois Develop
recruitment strategies to stimulate continued
attraction to the nursing profession Maintain
a database on nursing supply and demand within
the state Translate and select Centers
research findings into priorities to be
addressed within the state? Convene groups of
stakeholders to recommend strategies/systematic
changes? Develop statewide access to
capacity-building, life-long learning
opportunities for nursing personnel Promote
innovation that increases workforce retention
and professional satisfaction 13
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Enhance and promote recognition, reward,
and renewal activities for nurses Establish
the Center as a sustainable resource for the
public and healthcare communities Seek
non-state funds to implement nursing policy Ass
ist students in finding a school of nursing and
explore available financial aid Assist nurses
who are returning to school for an advanced
degree Inform students, out-of-state
nurses and internationally educated nurses
of professional standards and licensing requirem
ents 14
Goals of The Center
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• Governors Subcabinet on Economic Development
• Regional Workforce Pipeline Approach
• Initial focus - North East and Southern
  Regions
• Regional Partners
• Metropolitan Chicago Healthcare Council (MCHC)
• Connect SI
• 15

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• Regional Workforce Pipeline Approach
• Estimating Regional Shortages
• Measuring Performance and Identifying Root
  Causes and Potential Solutions
• Developing Diverse Qualified Applicant Pool
• Program Capacity, Progress, and Completion
• Transition of Program Completers to Healthcare
  Employment
• Retention of Experienced Nurses
• 16

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Program Capacity, Progress and
Completion17
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• Education Expansion Team Illinois
• Purpose To engage state teams in a
  solutions-based discussion, to foster action,
  identify best practices, and develop strategies
  to increase the number of nurses we can educate.
• Sponsor the U.S. Department of Labor, The
  Center to Champion Nursing in America (A Joint
  initiative of AARP, the AARP Foundation and the
  Robert Wood Johnson Foundation) and the U.S.
  Department of Health and Human Services, Health
  Resources and Services Administration.
• National meeting was held on June 26-27, 2008 in
  Washington, D.C.
• and February 4-5, 2009, Baltimore, Maryland.
• 47 state teams D.C are now participating
• 18

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• Team Illinois Action Plan - Communication
• Building the Pipeline for Masters-prepared and
  Doctoral-prepared Nursing Faculty by Developing
  the Plan for Communication and Facilitation of
  Articulation Between ADN and BSN Programs
• December 4, 2008 statewide meeting of Deans and
  Directors of LPN, ADN, BSN, BSN
  Completion and Masters-entry programs was held
• Approximately 50 people attended
• Best practices were presented
• SIUE, Edwardsville and Lewis Clark Community
  College, Godfrey, Illinois
• 19

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• Team Illinois Action Plan - Communication,
  continued
• Best practices were presented
• Heartland Community College, Normal, Illinois
• South Metropolitan Education Consortium
• Asset identification and basic evaluation were
  done after individuals broke into regional
  workshops
• MCHC has applied for a grant to provide
  technical assistance for future work
• 20

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• Continuous Quality Improvement
• 21

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• Education Expansion
• Concept of life-long learning
• Improving the workforce pipeline
• Increasing the nursing workforce
• 22

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• Education Expansion
• Support students as they make academic progress
• Promote independent learning
• Mentor adult learners transition to nursing
  career
• 23

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• Education Expansion
• Workforce pipeline nursing school progress and
  completion
• Building on solid pre-secondary science and math
  foundation
• Creating models for best practices
• 24

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• Summary
• 25

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Improving Health Care in Illinois One Nurse
At A Time
www.nursing.illinois.gov 26
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Introduction of Pathways to Results Initiative

• Tim Harmon
• Office of Community College Research and
  Leadership, UIUC

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Introduction of Pathways to Results Initiative

• What are the objectives of this initiative?
• What is the scope of the initiative?
• What is the general strategy?
• What might the Pathways to Results process look
  like?
• Why should my college want to be involved?

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Objectives

• Integrate career cluster-based regional skill
  planning with the implementation of programs of
  study.
• Regional sector-based skill planning (CSSI) was
  based on a continuous quality improvement (CQI)
  model.
• The implementation of Programs of Study has
  emerged as the key element in Illinois strategy
  to address critical skill shortages.

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Objectives

• Develop and implement a continuous improvement
  process that targets opportunities for program
  improvement and enhanced outcomes.
• Metrics
• Methods
• Tools

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Objectives

• Improve key career pathway transition outcomes,
  including student transition outcomes derived
  from the Shifting Gears initiative.
• Recruitment
• Preparation
• Retention
• Progress
• Completion
• Licensure
• Employment
• Employment retention

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Objectives

• Improve access of community colleges to data and
  tools to support continuous improvement.
• How are we doing now (baseline)?
• What data is available to shed light on the
  causes and cures of lower than desired results?
• What is the best means to facilitate access to
  data and analysis of data in a CQI model?

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Initial Scope

• Institutional Focus Community Colleges
• Geographic Focus Northeast Region
• Career Cluster Health Sciences
• Career Pathway Therapeutic Services
• Program of Study Registered Nursing

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Subsequent Scope

• Scope will subsequently be expanded to include
  other health sciences pathways and programs,
  other colleges, and other regions.

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Eventual Scope

• Scope will eventually be expanded to include
  other career clusters and Partnerships for
  College and Career Success, following
  implementation of programs of study.
• Use the pathway development teams (PDTs)
  associated with Perkins Title II

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Strategy

• Select several Northeast region community college
  nursing programs to function as lead colleges to
  develop methods, data and related tools for
  program improvement.

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Strategy

• The Metropolitan Chicago Healthcare Council
  (MCHC) will function as the convening entity, and
  will provide staffing, logistical support and
  reporting back on progress of the initiative.

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Strategy

• The Illinois Center for Nursing (ICN) and the
  Illinois Community College Board (ICCB) will be
  state resources for data and tools, and to ensure
  integration with programs of study.

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Strategy

• ICCB and the Department of Commerce and Economic
  Opportunity (DCEO) will provide funding support
  to the initiative, and ensure integration with
  workforce development programs and regional
  planning efforts for critical skill shortage
  sectors.

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Strategy

• The Office of Community College Research and
  Leadership at UIUC (OCCRL) will be responsible
  for developing methods and tools in collaboration
  with the lead colleges, MCHC and the state
  partners.

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Strategy

• Lead colleges will participate in a structured
  process to assist in the development of the
  Pathways to Results metrics, methods, and tools.

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What might the Pathways to Results process look
like?

• The Pathways to Results process might take any
  number of forms.
• There are many models from which to chose.
• Most continuous improvement processes have
  certain common features, or process steps.

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What might the Pathways to Results process look
like?

• Model the process.
• What is the process of concern?
• Where does it start and end?
• How does the process work?
• How do we know it works this way?

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What might the Pathways to Results process look
like?

• Specify measures for the model.
• At what points in the process do we need to
  measure?
• What measures make sense?
• Example student semester to semester retention
  rate.

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What might the Pathways to Results process look
like?

• Develop results for the model measures.
• What is our performance baseline for each
  measure?
• How frequently do we need to measure?
• How frequently is it feasible to measure?
• How will we know if improvements are taking place?

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What might the Pathways to Results process look
like?

• Determine goals for the measures.
• What level or range of performance for each of
  our measures is consistent with the desired
  overall result?
• Example What do we need to do to gain an
  overall increase in qualified nursing graduates
  by x amount?

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What might the Pathways to Results process look
like?

• Develop a diagnostic statement regarding the
  current state of performance.
• What are the underlying causes of any performance
  shortfall?
• What are the underlying causes of exemplary
  performance?
• To what extent are these causes within our
  control?

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What might the Pathways to Results process look
like?

• Determine the scope of possible solutions that
  might be brought to bear on the underlying causes
  of any performance shortfall, or examples of best
  practices that have resulted in exemplary
  performance.
• How is the solution is intended or expected to
  address the underlying cause?
• Are best practices replicable to other settings?

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What might the Pathways to Results process look
like?

• Identify the specific improvement strategies that
  will be undertaken.
• Is the improvement strategy within the scope of
  what we can address?
• Is it feasible to implement this strategy or
  apply this best practice to other settings?

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What might the Pathways to Results process look
like?

• Implement the improvement strategies and evaluate
  the results.
• What action steps need to be taken?
• Who is responsible?
• When will it happen?
• Was it implemented?
• Did it work?

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What might the Pathways to Results process look
like?

• Consider the implications of these results for
  the next cycle.
• Model specification
• Measurement
• Theory of cause
• Improvement strategies

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What might the Pathways to Results process look
like?

• This is just one example there are many possible
  forms this could take.
• That is why we need lead colleges to become
  involved to make sure that whatever process
  elements are adopted are useful to the colleges.

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Why should I want to become a lead college for
Pathways to Results?

• It may help your college improve its outcomes for
  nursing students.
• It may help your college improve its outcomes for
  students in other programs of study.
• You will influence the development of a process
  for improvement which will eventually be used on
  a statewide basis.

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Why should I want to become a lead college for
Pathways to Results?

• Participating colleges will be recognized in
  state and national conferences for their
  contribution to this initiative.
• It may improve your chances for obtaining funds
  from other sources, such as foundation funding or
  state or federal competitive training dollars.

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Pathways to ResultsA Practical Example of
Continuous Improvement Analysis
Scott J. Parke, Ph.D. Senior Director, Research
Policy Studies Illinois Community College
Board Scott.Parke_at_Illinois.Gov 217-785-0154
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Selected Available Data Points on theFlow of
Community CollegeRegistered Nursing Students

• Registered Nursing (RN) Seats Available.
• RN Qualified Applicants.
• Admitted RN Students.
• RN Students Dropped After 1st Clinical.
• RN Graduates.

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5-Step Program Improvement ProcessAction Research

• Document Performance
• Describe college performance on the identified
  indicators by comparing performance levels
  between colleges, student populations, and
  programs over time.
• Identify Root Causes
• Analyze performance data and use additional
  information and methods to determine the most
  important and most direct causes of performance
  gaps that can be addressed by improvement
  strategies and specific solutions.
• Select Best Solutions
• Identify and evaluate potential solutions to
  performance problems, including both improvement
  strategies and program models.
• Pilot Test and Evaluate Solutions
• Conduct pilot testing and evaluate of solutions.
• Identify Solutions
• Implement fully tested solutions based on plans
  that evaluate the success of the solution in
  reaching the expected performance results.

OVAE Improving Performance A Five-Step Process
Guidebook August, 2002 and National Alliance for
Partnerships in Equity Initiative
Parke ICCB
58
Illinois Community CollegeRN Seats Available FY
2006 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
59
Illinois Community CollegeRN Seats Available
FY 2006 - 2008

• 4,267 seats available at community colleges for
  incoming nursing students in FY 08.
• Up 9.1 percent (N 355) from FY 07
• Up 18.8 percent (N 676) from FY 06
• Averaged 101.6 students per college
• Median 90 students
• Minimum 20 students
• Maximum 335 students
• Standard deviation 64.6 students

Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
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Illinois Community College RN Seats Available FY
2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
61
Illinois Community College RN Seats Available
Two-Year Change FY 2006 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
62
Illinois Community College System RN Qualified
ApplicantsFY 2006 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
63
Illinois Community College RN Qualified
Applicants FY 2006 - 2008

• 7,838 qualified applicants in FY08
• Down 251 from FY 07 (-3.1 percent)
• 191 students per college on average
• Median 138 students
• Minimum 19 students
• Maximum 900 students
• Standard deviation 156.4 students
• 1.9 qualified applicants for every seat available
  in FY08.
• Down from 2.2 in FY 07 and 2.1 FY 06

Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
64
Illinois Community College System RN Qualified
Applicants FY 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
65
Illinois Community College System RN Qualified
Applicants Two Year Change FY 2006-2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
66
Illinois Community College Admitted RN
StudentsFY 2006 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
67
Illinois Community College Admitted RN Students
FY 2006 - 2008

• 3,742 students were admitted to RN programs at
  Illinois community college in FY 08.
• Up 6.2 percent (N 217) from FY 07.
• Up 18.4 percent (N 581) from FY 06.
• Averaged 89 students per college
• Median 90 students
• Minimum 19 students
• Maximum 220 students
• Standard deviation 42.6 students
• Percent of qualified applicants admitted
• 47.7 percent in FY 08.
• 43.6 percent in FY 07.
• 42.3 percent in FY 06.

Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
68
Illinois Community College Admitted RN Students
FY 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
69
Illinois Community College Admitted RN
StudentsTwo Year Change FY 2006 - 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
70
Illinois Community College RN Students Dropped
After 1st ClinicalFY 2006 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
71
Illinois Community College RN Students Dropped
After 1st Clinical FY 2006 - 2008

• In FY 08, 10.1 percent of admitted students (N
  377) dropped after their first clinical.
• Similar to FY07 10.0 percent (N 353).
• Down from FY06 13.1 percent (N 414).
• Averaged 9.7 students per college
• Median 4 students.
• Minimum 0 students.
• Maximum 43 students.
• Standard deviation 11.8 students.

Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
72
Illinois Community College RN Students Dropped
After 1st ClinicalFY 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
73
Illinois Community College RN Students Dropped
After 1st ClinicalTwo Year Change FY 2006 - 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
74
Illinois Community College RN Graduates FY 2006
2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
75
Illinois Community CollegeRN Graduates FY 2006
- 2008

• 2,409 RN graduates in FY 08.
• Up 1.3 percent (N 30) from FY 07.
• Up 6.8 percent (N 154) from FY 06.
• On average 57.4 graduates per college in FY 08.
• Median 55 students.
• Minimum 16 students.
• Maximum 110 students.
• Standard deviation 25.7 students.

Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
76
Illinois Community CollegeRN Graduates FY 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
77
Illinois Community CollegeRN Graduates Two Year
Change FY 2006 - 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
78
Trends in Illinois Community College RN Nursing
Programs FY 2006 2008
Source IDFPR Annual School Survey Board of
Nursing Parke ICCB
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Goal Increase Community CollegeRN Graduates

• Potential steps in the process might include
• Examine local data in greater depth.
• Increase RN Program number of seats available.
• Increase retention.
• Identify gatekeeper courses and attempt to
  increase the pass rates of those courses.
• Gatekeeper courses include but arent limited to
  highest level math prerequisite, highest level
  science prerequisite, clinical experience course,
  etc.
• Tutoring, supplemental instruction, student
  mentoring, etc.
• Identify which sub-populations are lower
  performing
• Age (traditional/nontraditional), Special
  Populations, Test Scores ACT, Admissions
  Financial Aid Status, etc.

Parke ICCB
80
Pathways to Results A Practical Example of
Continuous Improvement Analysis
Scott J. Parke, Ph.D. Senior Director, Research
Policy Studies Illinois Community College
Board Scott.Parke_at_Illinois.Gov 217-785-0154
81
Group Exercise
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Research and Nursing Program Success

• Linda B. Roberts, MSN, RN
• Manager, Illinois Center for Nursing

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Research and Nursing Program Success

• What Works in Student Retention
• Preparation academic
• Preparation career
• Support social
• Support financial
• Targeting critical periods
• Resources NCHEMS (National Center for Higher
  Education Management Systems), ACT (American
  College Testing Program)

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Research and Nursing Program Success

• Center to Champion Nursing in America
• Joint initiative U.S. Department of Labor, Robert
  Wood Johnson Foundation, American Association of
  Retired People
• Goal is to raise awareness about the nursing and
  nursing faculty shortage and to achieve
  permanent solutions to this healthcare crisis

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Research and Nursing Program Success

• Continuous life-long learning
• Career Lattice, not ladder
• Critical Transition points
• Education and service
• Education and education
• Service and precepting, mentoring

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Research and Nursing Program Success

• Data collection projects
• National Minimum Data Set project with the CCNA
• Illinois initiatives
• Multi year individual student nursing school
  project
• Simulation labs, asset mapping

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• Thank You
• Linda B. Roberts, MSN, RN
• Manager, IL Center for Nursing
• www.nursing.illinois.gov

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Academic Quality Improvement Program

• Natasha Jankowski
• Office of Community College Research and
  Leadership, UIUC

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Academic Quality Improvement Program

• Cycles of Improvement Action - Strategy -
  Accreditation
• Fosters a college culture of continuous
  improvement
• Focuses on mission and processes of continuous
  improvement
• For additional information visit
• www.aqip.org

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Overview of AQIP

• AQIP (Academic Quality Improvement Program) is a
  voluntary alternative process through which
  higher education institutions can maintain
  accredited status with The Higher Learning
  Commission of the North Central Association of
  Colleges and Schools.
• Goal is to infuse the principles and benefits of
  continuous quality improvement into the culture
  of colleges and universities in order to assure
  and advance the quality of higher education.

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AQIP Categories

• 1. HELPING STUDENTS LEARN
• 2. ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES
• 3. UNDERSTANDING STUDENTS' AND OTHER
  STAKEHOLDERS' NEEDS
• 4. VALUING PEOPLE

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AQIP Categories cont.

• 5. LEADING AND COMMUNICATING
• 6. SUPPORTING ORGANIZATIONAL OPERATIONS
• 7. MEASURING EFFECTIVENESS
• 8. PLANNING CONTINUOUS IMPROVEMENT
• 9. BUILDING COLLABORATIVE RELATIONSHIPS

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Cycles of Improvement

• Every year Systems portfolio and action projects
• Every four years System appraisal and Strategy
  Forum
• Every seven years Quality checkup and
  Reaffirmation of accreditation

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System Portfolio

• The Systems Portfolio is a public portfolio
  describing fundamental institutional systems.
• The Systems Portfolio covers the nine AQIP
  Categories, describing context, processes,
  results, improvement in each system, and shows
  evidence that the institution continues to meet
  the Higher Learning Commission's five Criteria
  for Accreditation.
• Created once (gradually through the first four
  years of AQIP involvement) the Systems Portfolio
  is continually updated to reflect changes in the
  institution's systems and processes.

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Action Projects

• AQIP asks institutions to always have underway
  and share with AQIP at least three Action
  Projects. If an institution completes a project,
  AQIP assumes it will begin a new one, using the
  knowledge and skills gained from its earlier
  projects to select, shape, and scope the
  replacements.
• To stimulate improvements, AQIP requires
  institutions always to undertake three or more
  public Action Projects of their choosing and
  provides annual feedback on any project that
  lasts more than a year.

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Action Projects Annual Updates

• The Annual Update is a report describing an
  institutions progress on each of its Action
  Projects.
• These Updates serve to keep AQIP informed about
  progress, problems and challenges and any
  outstanding successes and discoveries you have
  made.
• The Annual Update gives reviewers the opportunity
  to identify outstanding practices and
  institutions the opportunity to request help from
  AQIP on any Action Project or when quality
  progress is stalled.

97
System Appraisal

• To help institutions decide where to invest
  energies and resources for improvement, teams of
  trained AQIP reviewers every four years analyze
  Systems Portfolios and provide a Systems
  Appraisal that identifies strengths and explains
  opportunities for improvement

98
Strategy Forums

• To help institutions shape Action Projects that
  can address the challenges they have identified,
  AQIP brings together teams from diverse
  institutions for Strategy Forums that strengthen
  group commitment and gather peers input on
  institutional strategies.

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Quality Checkups

• To assess and accelerate the shift toward a
  culture of continuous improvement, AQIP sends
  teams to each participating institution for
  onsite Quality Checkups that discuss with an
  institution its strategies, pace, participation,
  and commitment, and view its accomplishments
  firsthand.

100
Reaffirmation of Accreditation

• To ensure conformity with accreditation
  standards, AQIP uses all of these formative
  processes to alert institutions to any actual or
  apparent gaps in compliance, and to work with
  them to prevent any condition that might threaten
  their seven-year Reaffirmation of Accreditation.

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Pathways to Results

• Connections to Pathways to Results
• Category connections
• Action project opportunities
• Continuous improvement resources and expertise

102
How to Join

• An institution wishing to join AQIP must
• Spell out its plans for a Preliminary
  Self-Assessment in its application.
• An effective Self-Assessment helps an institution
  demonstrate that it understands process-focused
  thinking and that it has inclusively identified a
  variety of ideas for potential Action Projects.

103
A Plan for Moving Forward

• Brian Durham
• Illinois Community College Board
• Debra Bragg
• Office of Community College Research and
  Leadership, UIUC

104
A Plan for Moving Forward

• Overview of Programs of Study
• Relationship of Pathways to Results to Programs
  of Study
• Next Steps for Lead Colleges

105
Overview of Programs of Study

• Brian Durham, Senior Director for Academic
  Affairs and CTE

106
Perkins Program of Study Accomplishments

• ISBE ICCB
• Other State Partners
• Illinois response to Perkins IV Programs of
  Study
• Adopted the 16 Career Cluster Model - groups of
  occupations and industries that have in common a
  set of foundational knowledge and skills.
• Perkins Programs of Study

107
Perkins Program of Studies Objectives

• Programs of Study support the goals and
  objectives of Perkins IV
• sequences of courses that incorporate a
  non-duplicative progression of secondary and
  postsecondary elements
• include both academic and CTE content
• rigorous content
• curriculum aligned to challenging standards
• lead to a postsecondary degree or certificate

108
Perkins Program of Studies Objectives

• Programs of Study support the goals and
  objectives of Perkins IV
• Reduce remediation
• Programs of Study must adequate prepare
  students to succeed in postsecondary education
• Local colleges and schools must focus on ways to
  reduce the need for remediation
• POS will be used as a primary vehicle for
  reducing remediation, increasing curricular
  alignment, supporting dual credit and improving
  student success.

109
Perkins Program of Studies Objectives

• Programs of Study support the goals and
  objectives of Perkins IV
• Aligned curricula
• Seamless transition
• Dual credit opportunities
• Career development
• Professional development
• Articulation agreements
• Data-sharing agreements
• Partnerships and collaboration
• Continuous improvement

110
Perkins Program of Study Accomplishments

• Agencies have worked collaboratively to develop
  and roll-out initial clusters
• First Phase (in process)
• Health Sciences
• Manufacturing
• Second Phase (in development)
• Information Technology
• Transportation, Distribution Logistics

• Agencies have worked collaboratively to develop
  and roll-out initial clusters
• First Phase (in process)
• Health Sciences
• Manufacturing
• Second Phase (in development)
• Information Technology
• Transportation, Distribution Logistics

111
Perkins Program of Study Future Plans

• Continue to refine the process for Program of
  Study Development at the state level and the
  local level
• Identify other Cluster areas for statewide POS
  development
• Based on critical statewide economic and
  workforce development needs
• Encourage students to prepare for high-wage,
  high-demand careers

112
Pathway Development Teams (PDT)

• Cluster Leaders
• Pathway Leaders
• Teams of stakeholders developing Cluster level
  and Pathway level knowledge and skills

• Cluster Leaders
• Pathway Leaders
• Teams of stakeholders developing Cluster level
  and Pathway level knowledge and skills

113
Overall PDT Goals

• Draft knowledge and skill statements in the
  assigned pathway areas
• Develop a model program of study drawing upon
  local curricula
• Identify gaps and duplications in that curricula
• Identify potential dual credit opportunities in
  the curricula
• Select 3-5 high demand programs of study in
  respective PDT areas in which to develop models

114
Pathway Development Team Product Design Process

• Starting point for mapping out specifics for PDTs
  to follow
• Highlights and defines scope and work of each PDT
  while serving as a guide to further development
• Important throughout process to include
  appropriate stakeholders in the vetting process
• Provide feedback on process and progress made to
  acquire additional support and input on the work
  being developed

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Pathways to Results Next Steps

• Debra Bragg, Office of Community College Research
  and Leadership, UIUC

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Pathways to Results Lead Colleges

• Required Team members
• Proposed Meetings
• How to Apply

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Lead College Teams

• Chief Academic Officer or designee
• Nursing Program Director and Faculty
• Institutional Research Director or designee
• Other partners?
• Student representative?

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Pathways to Results Proposed Meetings

• Preliminary schedule, subject to change as the
  details come together
• Lead college teams will meet with the state team
  three times from June 2009 to March 2010.
• Lead colleges will attend additional learning
  community meetings with other lead colleges.

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How to apply to become a lead college for
Pathways to Results

• Send a letter of intent to Brian Durham
  Brian.Durham_at_illinois.gov
• Specify the proposed team members.
• Indicate your preliminary continuous improvement
  scope and objectives.
• Process focus
• Performance improvement goals/ impact
• Suggest proposed meeting dates.

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Identifying lead colleges

• ICCB reviews letters of intent.
• ICCB/OCCRL contacts colleges.
• State team discusses lead college selection.
• ICCB notifies selected colleges.

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Identifying lead colleges

• If you have questions please contact
• Brian Durham, Senior Director for Academic
  Affairs CTEIllinois Community College Board
• 401 E. Capitol Avenue
• Springfield, IL  62701
• 217-254-5502
• Scott Parke, Senior Director for Research and
  Policy Studies
• Illinois Community College Board
• 401 East Capitol Avenue
• Springfield, IL  62701
• 217-785-0154

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Questions and Wrap-up

• Thank you for your attendance at todays session!
• We are looking forward to working with you on
  this important initiative!