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The SOAR Program of Study - Why Is It Important to Me as a CTE Student?

Lesson Plan

The SOAR Program of Study - Why Is It Important to Me as a CTE Student?

Grade Levels

10th Grade, 11th Grade, 12th Grade

Course, Subject

Career Awareness & Preparation
  • Big Ideas
    Career choice and preparation are lifelong processes based on many influences and using many strategies.
    Change impacts career options and choices.
    Interests, aptitudes, and abilities are unique for each individual and play a key role in career choice.
    There is a definitive relationship between education and career planning and choice.
  • Concepts
    Career plan maintenance.
    Factors that impact personal career choices.
    Factors that support career selection.
    Post secondary career preparation opportunities.
    Relationship between educational achievement and career success.
    Relationship of changing roles in the workplace to new career opportunities.
    Relationship of educational plans to the career choice process.
    Relationship of personal interests, abilities, and aptitudes to career goals.
    School-based opportunities for career awareness/preparation.
    Traditional and non-traditional careers.
    Varied sources of career information.
  • Competencies
    Choose some school-based opportunities for career awareness/preparation that would benefit your career selection.
    Compare your current high school career plan with your current personal goals and make changes where feasible.
    Interview an adult and determine what factors influenced their career choices and how they influenced them.
    Maintain a career planning portfolio.
    Select colleges and college course work that supports your personal career interests.
    Use research and information resources to obtain career preparation information about some of your career choices and compare them.

Rationale

It is important for students to have a career plan. The career plan may include postsecondary training or education. The SOAR program leads students to career pathways that align their high school CTE courses with postsecondary programs for completion of a college degree or certificate. It provides CTE students with the opportunity to earn “free” postsecondary credits by following a specific career pathway.

Vocabulary

Word/Language

Definition

1.  Academic Courses

 

Courses in English Language Arts, Mathematics, Science, and Civics and Government.

2.  Acronym

An abbreviation formed from the initial components in a phrase or word. These components may be individual letters or pats of words or names.

3.  Applied Associate’s Degree

An undergraduate degree granted after completion of about 60 credits usually lasting two years.  Study will include some core General Education courses but most of the study will be in the skilled trades, applied sciences, technologies and career preparation. 

4.  Articulation Agreement

An articulation agreement is a written, formal document that specifies the process by which a high school student may earn college credit through successful completion of certain high school courses where students achieve learning outcomes, skills and abilities comparable to those covered in a college course. The process allows high school students to move smoothly into postsecondary education without experiencing delay or duplication of courses. Generally, the college credit is not awarded until the student is enrolled at the college issuing the articulation agreement.  Because the courses involved are at the high school level, the student pays no tuition. 

5.  Associate’s Degree

An undergraduate academic degree granted after completion of about 60 credits usually lasting two years.  May be transferred to continue study toward a bachelor’s degree.  Most of the study includes General Education courses. 

6.  Bachelor’s Degree

An undergraduate academic degree granted after completion of about 128 credits usually lasting four years. 

7.  Career and Technical Education Courses (CTE) 

Courses that specialize in the skilled trades, applied sciences, modern technologies, and career preparation.

8.  Career Plan

A plan to outline the pathway to a career.  It involves identifying an individual’s career interests, aptitudes and goals and the training and credentials required to achieve the goals.

 

9.  CIP Code

Classification of Instructional Program – classifies education program descriptions and titles. 

10.  College prep academics

Academic courses that prepare high school students for college level work.

11.  Competency

The ability to apply or use a set of related knowledge, skills and abilities required to successfully perform “critical work functions” or tasks in a defined work setting.  Competencies serve as the basis for skill standards that specify the level of knowledge, skills and abilities required for success in the workplace as well as potential measurement criteria for assessing competency attainment.

12.  Competency Task List

A list of knowledge, skills and abilities that will serve as the basis for skill standards that specify the level of knowledge, skills and abilities required for success in the workplace as well as potential measurement criteria for assessing competency attainment. 

13.  General Education Courses

A core curriculum at the postsecondary level that includes study in the liberal arts, humanities, sciences, and political, social and cultural history.  General Education courses are similar to Academic courses in secondary education.  Also referred to as “Gen Eds”.

14.  GPA

Grade Point Average – a calculation of the average of a student’s grades. For SOAR qualification, the Technical GPA must be at least a 2.5.

15.  Occupational

Relating to a job or profession

16.  Postsecondary

Education or training after the completion of secondary education. 

17.  Programs of Study

Programs of Study, as developed by the Pennsylvania Department of Education, incorporate secondary education and postsecondary education elements and include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education. This includes the opportunity for secondary education students to earn postsecondary education credits through articulation agreements with participating postsecondary institutions, which could lead to an industry-recognized credential or certificate at the postsecondary level or an associate or baccalaureate degree. 

18.  SOAR

Students Occupationally and Academically Ready.  A “Programs of Study” initiative in the state of Pennsylvania designed to prepare students for college and careers in a diverse, high-performing workforce.  It is the educational plan that articulates secondary career and technical programs to postsecondary degree, diploma or certificate programs.  SOAR programs lead students into a career pathway that aligns the secondary courses to a postsecondary program to complete a degree or certificate. 

Objectives

Objectives

Method of Summative Evaluation

1.  Students will discuss career plans for after high school (postsecondary) and costs for postsecondary training and degrees.

Teacher Observation

2.  Students will be able to describe the SOAR program and its benefits. 

 

3-2-1 Exit Strategy

Data collected on numbers of students that have used SOAR credits

3.  Students will be able to identify the qualifications needed to earn “free” credits in the SOAR program.

3-2-1 Exit Strategy

Data collected on numbers of students that have used SOAR credits

4.  Students will be able to differentiate the types and requirements of various postsecondary degrees.

 

3-2-1 Exit Strategy

Data collected on numbers of students that have used SOAR credits

5.  Students will be able to access websites that provide important information about the SOAR program.

Data collected on numbers of students that have used SOAR credits

6.  Students will understand that in order to take advantage of the SOAR program, they are responsible to provide documentation to the postsecondary institution.

3-2-1 Exit Strategy

Data collected on numbers of students that have used SOAR credits

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Essential Question(s)

 

How can CTE students benefit from SOAR?

Duration

One 45-minute period

Materials

 

MATERIALS – RESOURCES FOR INSTRUCTIONAL PROCEDURES

 

Type of Resource and Title

Information

Resource #1 - A Guide to SOAR Worksheet.docx

This should be printed in hard copy and handed out.

Resource #2 - The SOAR Program.ppt

PowerPoint

Resource # 3 - Website - College list of PDE Perkins-allocated postsecondary institutions

www.collegetransfer.net/Default.aspx?tabid=943&from=4067

Resource #4 - Website CollegeTransfer.net

College credits by CTE program

http://www.collegetransfer.net/Search/PABureauofCTESOARPrograms/tabid

/3381/Default.aspxwww.collegetransfer.net/Default.aspx?tabid=943&from=4067

Resource #5 - 3-2-1 Exercise.doc

This should be printed in hard copy and handed out.

 

 

 

 

 

 

 

 

 

 

 

 

MATERIALS EQUIPMENT AND SUPPLIES FOR INSTRUCTIONAL PROCEDURES:

 

Equipment/Supplies

Ordering Information

1.  Teacher computer/laptop with internet access

 

Any Supplier
2.  Multimedia Data projector and screen or whiteboard

 

Any Supplier

3.  Student computer/laptop with internet access

 
Any Supplier

Suggested Instructional Strategies

W: The objectives for the lesson will be posted in the classroom and stressed by the instructor.
H: The student will be asked to complete a pre-assessment that involves responding to two questions about their future career goals.
E: The student will be provided with a guided worksheet and an accompanying PowerPoint presentation that explains the SOAR Program of Study.
R: The student will reflect upon their understanding by using the Thumbs Up/Thumbs Down strategy during the PowerPoint presentation.
E: In the future, the student will use the websites provided to explore colleges and credits available to them to evaluate their postsecondary career plan.

The student will be asked to reflect on their learning by completing a 3-2-1 Exit Strategy worksheet that will be collected by the instructor.

T: Students are provided with a guided worksheet and information is presented using visual, auditory and tactile means.  Opportunities to modify the assignment and provide adaptive assistance are available as needed. This lesson will be delivered in accordance with students’ individual education plans and is able to be adjusted for all student backgrounds and needs.
O: The lesson begins with a pre-assessment.  It allows for student and instructor interaction through a question and answer session that facilitates metacognition.  Then a direct instruction PowerPoint provides information necessary for students to interact appropriately with the provided websites.  An additional question and answer session allows for further metacognition reflection, and finally a 3-2-1 exit strategy serves as a summative evaluation to determine the effectiveness of the presentation.

Instructional Procedures

Approach

Outline

Resources/Materials

Related Skills

Objective #1 -

Presentation

Introduction

 

Put objectives as listed on the first slide of the PowerPoint on the board if available.  If no board is available, then show the slide.

 

1 – hand out worksheet

2 – slides 1, 2

CEW 13.1.11 D

Speaking and Listening

C.C.1.6.11-12A

Discussion

What are the options for post high school?

Answers – workforce, military, further training leading to a degree or credential

 

2 – slides 3

CEW 13.1.11 H

Speaking and Listening

C.C.1.6.11-12A

Dicussion

 

What options do you have for further training or degree completion?

Answers- College may be from 1 to 4 years

 

2 – slides 3

CEW 13.1.11 F

Speaking and Listening

C.C.1.6.11-12A

Discussion

 

What does it cost for further training?

Discuss the costs.

2 – slides 3

CEW 13.1.11 F

Speaking and Listening

C.C.1.6.11-12A

Objective #2 -

Presentation

Point out the acronym for SOAR and the SOAR logo.

 

2 – slides 4 - 8

Speaking and Listening

C.C.1.6.11-12C

Activity

 

Fill in worksheet Question 1

 

Speaking and Listening

C.C.1.5.11-12C

Discussion

Discussion

What does “Occupational” mean?

What does “Academic” mean?

 

Vocabulary

Vocabulary

CEW 13.1.11 D

Speaking and Listening

C.C.1.1.11-12B

Discussion

 

Why is it important to be occupationally and academically ready?

 

 

CEW 13.1.11 D

Speaking and Listening

C.C.1.6.11-12C

Presentation/Check for Understanding

Note “thumbs up” in bottom right hand corner of slide 5

2 – slide 5

Speaking and Listening

C.C.1.6.11-12C

Presentation

Define articulation and differentiate between “One to One Articulation” and SOAR “Statewide Articulation”.

Vocabulary

2 - See Notes under slide 5

CEW 13.1.11 F

Speaking and Listening

C.C.1.1.11-12B

Motivational Set

How does SOAR apply to the student?

2 – slide 6

CEW 13.1.11 D

CEW 13.1.11 H

Speaking and Listening

C.C.1.6.11-12C

Activity/Check for Understanding

Fill in worksheet question 2

Thumbs up

1

Speaking and Listening

C.C.1.5.11-12C

Presentation/

Check for Understanding

Other benefits of SOAR

Thumbs Up

2 -Slide 7

CEW 13.1.11 D

CEW 13.1.11 F

CEW 13.1.11 H

Speaking and Listening

C.C.1.5.11-12C

Presentation

What are SOAR credits?

2 - Slide 8

CEW 13.1.11 D

CEW 13.1.11 F

CEW 13.1.11 H

Speaking and Listening

C.C.1.6.11-12C

Activity/Check for Understanding

Fill in worksheet question #3

Thumbs up

 

Speaking and Listening

C.C.1.5.11-12C

Objective #3

 

Activity

Fill in worksheet question #4. The first three answers are on this slide.  The next three answers are on slide 10.

 

2 – Slide 9

CEW 13.1.11 D

CEW 13.1.11 F

Speaking and Listening

 

C.C.1.5.11-12C

 

 

Presentation

Scheduling college prep academics prepares students to be successful with postsecondary schoolwork.  Students should be encouraged to speak with their parents and school counselors to challenge themselves with college prep academic courses.

 

2 – Slide 9

CEW 13.1.11 D

CEW 13.1.11 F

Speaking and Listening

C.C.1.6.11-12C

 

Presentation/Check for Understanding

These qualifications are very achievable.  Set expectations that the SOAR qualifications meet industry standards.

Thumbs up

2 – Slide 9

CEW 13.1.11 F

Speaking and Listening

C.C.1.6.11-12C

 

Activity

 

Fill in worksheet question #4.

 

2 – Slide 10

Speaking and Listening

C.C.1.5.11-12C

Presentation

Encourage students to earn a 2.5 GPA.

Define GPA

Vocabulary

CEW 13.1.11 F

Speaking and Listening

C.C.1.1.11-12B

 

Motivational Set

The NOCTI qualification provides an opportunity to discuss the relevancy of the career assessment to the student.  Discuss how and why the NOCTI/NIMS are important and get “buy-in” so that students will do their best on their program ending assessment.

 

2 – Slide 10

CEW 13.1.11 D

CEW 13.1.11 F

Speaking and Listening

C.C.1.6.11-12C

 

Motivational Set

 

 

 

 

 

 

 

The competency task list is an excellent tool for the students to personally use to track progress toward program completion.  Students should have a copy of the competency task list and know that their CIP code is at the top of the list.  This is one of the documents that the CTE teacher will use to document the students’ progress.  It’s helpful to have a competency task list enlarged and laminated hanging in the classroom.

2 – Slide 10

CEW 13.1.11 D

CEW 13.1.11 F

Speaking and Listening

C.C.1.6.11-12C

 

Objective #4

 

Presentation - Applied Associate’s Degree

  • Students need to make decisions on postsecondary training that fits their career plans. 
  • Some students may desire to study technical courses at the postsecondary level but prefer to minimize the number of general education courses.
  • An AAS degree may also be attractive for a student who only wants to spend two additional years training for budgetary reasons.

 

2 – Slide 11

Vocabulary

CEW 13.1.11 H

 

Speaking and Listening

C.C.1.1.11-12B

 

Presentation - Associate’s Degree

  • Students who have the goal to earn a Bachelor’s degree may choose to start by entering a two-year program at a Community College.
  • Tuition tends to be cheaper and there are transfer agreements from the 2-year college to the 4-year colleges that may offer scholarships and reserved seats in the 4-year degree major.
  • Students need to be cautioned that if they plan to transfer to a 4 year school that they should be aware of the courses in the transfer agreements.

 

2 – Slide 12

Vocabulary

CEW 13.1.11 H

 

Speaking and Listening

C.C.1.1.11-12B

 

Presentation – Bachelor’s Degree

  • Present how a student earns a Bachelor’s Degree and differentiate the pathway from the Associate’s.

2 – Slide 13

Vocabulary

CEW 13.1.11 H

Speaking and Listening

C.C.1.1.11-12B

Objective #5

 

Presentation

  • How to use SOAR.
  • A student will need to know the CIP code (Classification of Instructional Program) of their high school CTE program and/or the CIP code name.  These names are standardized for the statewide articulation.  It’s a good idea to have this number posted in CTE classrooms and challenge students to memorize the number.

 

2 – Slide 14

Vocabulary

CEW 13.1.11 D

 

 

CEW 13.1.11 F

 

Speaking and Listening

C.C.1.1.11-12B

Template

This slide is a template to be used for the specific CTE program receiving the presentation.

2 – Slide 15

 

Speaking and Listening

C.C.1.6.11-12C

Template Example

This slide shows how the template will look when completed with the specific program information.  Slides may be prepared for each program at a school and moved to the end of the slide deck.  This allows for easy access when the presentation changes from program to program.

2 – Slide 16

 

Speaking and Listening

C.C.1.6.11-12C

Activity

Fill in Worksheet question # 5 with CIP code for student’s own CTE program.

2 – Slide 16

 

Speaking and Listening

C.C.1.5.11-12C

Demonstration

  • Teacher clicks on hyperlink in slide to use the internet to search SOAR opportunities by college.
  • Mouse over the number on the right to show the programs available by college.

 

2 – Slide 17

 

CEW 13.1.11 H

Speaking and Listening

C.C.1.8.11-12B

Presentation

SOAR credits must be aligned to the same postsecondary program that the student studied in high school.

2 – Slide 18

CEW 13.1.11 F

CEW 13.1.11 H

Speaking and Listening

C.C.1.6.11-12C

Activity

Fill in Worksheet #6a with the name of a college that the student is interested in attending.

2 – Slide 18

Speaking and Listening

C.C.1.5.11-12C

Demonstration

  • Teacher clicks on hyperlink in slide to use the Internet to search SOAR opportunities by CTE program or CIP code.
  • Mouse over the search tab.
  • Click on the bottom of the drop down menu. “PA Bureau of CTE Soar Programs.
  • Search by CIP number or CIP name and graduation year.
  • Review list of colleges.
  • Choose one school that students can relate to.
  • Click on “View Details”.
  • Left column – PDE
  • Point out POS description, task list, career information
  • Right column – College credit information
  • Point out number of credits in pathway, read course description and relate it to the high school SOAR task list, degree in pathway – AAS, AS, BS.

 

2 – Slide 19

CEW 13.1.11 H

 Speaking and Listening

C.C.1.8.11-12B

Activity

Fill in Worksheet #6b with the name of a college that offers SOAR credit for the student’s CTE program.

2 – Slide 19

Speaking and Listening

C.C.1.5.11-12C

Objective #6

Presentation

  1. What are the steps to take for college admission and using the SOAR credits?
  2. List of SOAR documents on next slide.

 

2 – slide 20

CEW 13.1.11 H

Speaking and Listening

C.C.1.6.11-12C

 

Presentation

Emphasize that the student has the responsibility for the SOAR documents being delivered to the college.

2 – slide 21

CEW 13.1.11 H

Speaking and Listening

C.C.1.5.11-12C

Discussion

Teacher led discussion.

  1. Discuss how to build a career pathway.  It requires students to assess their personal interests, aptitudes, have a desire for additional training, plan for financial resources to afford the extra training and create a plan.
  2. Discuss with students how they are consumers when they choose a postsecondary institution – that the institution should fit their needs just as if they were purchasing a pair of sneakers.  Sneakers need to fit their feet, their budget and the purpose that they will be worn for.  Just as a degree choice needs to fit their career plan and their budget.

 

2 - Slide 22

 CEW 13.1.11 D

CEW 13.1.11 F

CEW 13.1.11 H

Speaking and Listening

C.C.1.6.11-12C

Review

Review the list for understanding.

2 – Slide 23

CEW 13.1.11 D

CEW 13.1.11 F

CEW 13.1.11 H

Speaking and Listening

C.C.1.6.11-12C

Quiz

3-2-1

4

Speaking and Listening

C.C.1.4.11-12C

Formative Assessment

Thumbs-up/Thumbs-down

Related Materials & Resources

Author

Jane Fraschilla, Mame Linford, Cheryl Everett, Lea Scott, Chester County Technical College High School

Date Published

October 29, 2015
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