The SOAR Program of Study - Why Is It Important to Me as a CTE Student?
The SOAR Program of Study - Why Is It Important to Me as a CTE Student?
Grade Levels
Course, Subject
Rationale
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
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 - |
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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 - |
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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 |
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 |
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Presentation - Applied Associate’s Degree |
|
2 – Slide 11 Vocabulary |
CEW 13.1.11 H
Speaking and Listening C.C.1.1.11-12B |
Presentation - Associate’s Degree |
|
2 – Slide 12 Vocabulary |
CEW 13.1.11 H
Speaking and Listening C.C.1.1.11-12B |
Presentation – Bachelor’s Degree |
|
2 – Slide 13 Vocabulary |
CEW 13.1.11 H Speaking and Listening C.C.1.1.11-12B |
Objective #5 |
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Presentation |
|
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 |
|
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 |
|
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 |
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Presentation |
|
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.
|
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 |