The Illinois PaCE Framework was developed with extensive input gathered from stakeholders and subject matter experts to provide guidance to students, families, and educators on what types of experiences and information a student should have in order to make the most informed decision about college and career planning beginning in 8th grade and through high school. The framework is organized around three key areas:
It’s recognized that high schools and communities provide a broad array of college and career readiness activities for students, but they are not always well documented and/or connected to other initiatives within a school, district, or community. The intent of the PaCE Framework is for it to be an organizing tool to help acknowledge and connect areas of success and identify those that may need additional attention or resources. The PaCE Framework was adopted by the Illinois State Board of Education, Illinois Board of Higher Education, Illinois Community College Board, and the Illinois Student Assistance Commission in July 2016.
Examples of activities schools could incorporate to address the three areas include:College Fair Visits
Mock Job Interviews
Career Interest Surveys
PaCE Student Checklist
PaCE + CCRI + CCPE Crosswalk
PaCE + CCRI + CCPE Frameworks
On PaCE to Thrive (PDF)
PaCE Flyer (PDF)
PaCE Support Request Form (PDF)
PaCE Webinar Recording March 22, 2017
Opportunities for employers to engage in supporting PaCE implementation (and college and career readiness in their communities) (PDF)
PaCE Crosswalk for Social Science and Social Emotional Learning Standards Organized by Grade Level (PDF)
PaCE Crosswalk for Social Science and Social Emotional Learning Standards Organized by Standards (PDF)
PaCE Training Opportunities
The Illinois Student Assistance Commission’s (ISAC) Professional Development (PD) staff members have conducted 20 PD events on the Illinois Postsecondary and Career Expectations (PaCE) Framework to date in FY21. Over 500 professionals, including teachers, counselors, principals, superintendents, and other college access staff have attended the trainings for a total of 990 cumulative training hours. ISAC continues to provide support for the implementation of the Illinois PaCE Framework. Upcoming offerings include PaCE Overview and PaCE Implementation Support. PaCE Implementation Support is provided upon request. ISAC will offer these sessions virtually and at no cost to help schools understand and adopt the Illinois PaCE Framework or develop a customized framework to fit their needs.
PaCE Implementation Support
PaCE Implantation Support is a series of three, one-hour meetings, that take a school/district team through the implementation of a PaCE Framework. At each meeting, an ISAC Staff member will go through one of the three implementation worksheets with the school’s implementation team and answers any questions they may have. Upon completion of the implementation support, the implementation team will be equipped to implement their PaCE Framework.
The Pace Overview presentation provides an overview of the PWR Act, an in-depth explanation of the PaCE Framework, the steps involved with developing and implementing your own school or district-specific PaCE aligned framework, as well as available ISAC resources to assist with the development and implementation of your PaCE Framework. This session is recommended for those who would like to build a foundational understanding of the Illinois PaCE Framework. Join us Thursday, May 20, 2021, 12 – 1 p.m. Trainings will be held virtually via Webex. Registration is required. For more information and to register please visit isac.org/pace/Webinars. If you are interested in learning more about Illinois PaCE and related resources, visit isac.org/pace. For additional questions and inquiries please contact firstname.lastname@example.org.
The PWR Act establishes a voluntary system for school districts to award college and career pathways endorsements on high school diplomas. The endorsement will demonstrate students’ readiness for college and careers and completion of instruction and professional learning experiences in a selected career interest area, and incentivize career exploration and development, particularly in high-demand career fields. College and career pathway endorsements require an individualized learning plan, career-focused instruction, career exploration activities and 60 hours of internships or similar experiences. State agencies and employers are coordinating to identify minimum career competencies to incorporate into endorsement programs.
CCPE Technical & Employability Competencies
College and Career Pathway Endorsement Framework
State of Illinois Career Pathways Dictionary
Webinar: An Introduction to Technical and Employability Competencies for College and Career Pathway Endorsements
Webinar: Developing Pathways Using Industry-Aligned Competencies
The Illinois State Board of Education invites interested districts to complete the voluntary process for school districts to award College and Career Pathway Endorsements (CCPE) to high school graduates. To offer the endorsements, districts must submit an application and a report of projected student participation. Visit isbe.net/Pages/College-and-Career-Pathway-Endorsement.aspx to learn more.
New Currency for Endorsements
A growing number of institutions are offering incentives to students who have earned a CCPE, to help attract high school students into the secondary to postsecondary pathways and increase college completion rates for these students.
Model Programs of Study
Public comments are open through June 5, 2021 for the four new Model Programs of Study Guides in Agriculture, Food, and Natural Resources; Architecture, Construction, and Energy; Arts and Communications; and Finance and Business Services. To download drafts of the guides, visit edsystemsniu.org/guides.
The Postsecondary and Workforce Readiness (PWR) Act includes a set of strategies to support Illinois students in their transition from high school to postsecondary education, workforce training, and careers. A major barrier to postsecondary persistence and completion is remedial education, with students enrolling in remedial courses completing approximately 13% less of their courses compared to non-remedial peers, and having substantially lower outcomes related to graduation rate, advancement rate, and credit accumulation. Many Illinois high school graduates require remedial courses in math, reading and communication courses. The State has established a statewide implementation systems for Transitional Math and has recently released Transitional English draft materials for review developed by a Transitional English Competency Development Group.
On Friday, February 19, 2021, representatives for the Competency Development Group presented an overview webinar of the Statewide Transitional English course parameters, competencies, and policies. Watch the recording on YouTube
High School Transitional Math Teachers are invited to the Statewide Transitional Math Summit on June 17, 2021, 8:30 a.m. to noon. The virtual summit is free of charge and offers 3.5 PD hours. Learn more and register by June 10, 2021.
How are these courses different from typical math programs?
These transitional courses are one element of a comprehensive strategy to increase college and career readiness. The career-oriented courses are modeled after successful college and career readiness programs in high schools, like McHenry County College. Additionally, transitional math programs will be delivered through local secondary/postsecondary partnership agreements. The partnership agreements ensure that students receive curriculum on par with local colleges and enable students to develop familiarity with local colleges.
In contrast to an education model focused on “seat time” (the amount of time a child spends in a class), a Competency Based Education (CBE) allows students more flexibility to progress as they demonstrate mastery of concepts. The PWR Act establishes a pilot program for voluntary school district participation in moving from “seat time” graduation requirements to competency based high school graduation requirements. The Act includes a streamlined waiver process for pilot districts of laws and regulations that may restrict the competency based system’s implementation. The pilot is limited to 12 school districts per year in the first two years of implementation, and 15 school districts per year after.
Education Systems Center at NIU and Chicago Public Schools are pleased to announce the launch of the Chicago Equity-Centered Innovation Forum (CEIF). CEIF will promote models of student-centered personalized instruction, competency-based approaches, performance assessments, project-based learning, and other emerging innovations. It will identify, support, and amplify models for addressing systemic inequities that are unlikely to emerge from schools making more incremental changes. Learn more…
Competencies focus more on what students know and are able to do rather than courses or seat time. CBE is one strategy under the larger approach of student centered education.
Student centered education tailors the supports to students’ needs based on the skills and the competencies the student has. This method aims to develop learner independence and autonomy by putting more responsibility in the student’s hands. Student centered education requires students to be active, accountable participants in their own learning and with their own pace of learning.
In contrast to an education model focused on “seat time” (the amount of time a child spends in a class) a student centered, competency based approach allows students more flexibility to progress as they demonstrate mastery of concepts. This model better positions schools to provide individualized support to students at multiple levels of academic achievement. Students in CBE classrooms are better engaged because their course material is personalized and relevant to their abilities.
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