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)
The Illinois Student Assistance Commission (ISAC) is pleased to announce new dates for the PaCE Overview and PaCE Implementation Leader Training, and new supports. ISAC will offer these sessions virtually and at no cost. The goal is to help schools understand and adopt the Illinois PaCE Framework or develop a customized framework to fit their needs.
*NEW* 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 review one of the three implementation worksheets with the school’s implementation team and answer 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.
PaCE Implementation Leader Training
The PaCE Implementation Leader Training will provide an in-depth perspective on the Illinois PaCE Framework and the implementation process for those who wish to serve as implementation leaders in their schools. Attendees of this training will be equipped to serve as PaCE Implementation Leaders in their schools or organizations. Upon completion of this training, implementation leaders will have a better understanding of how to assist their schools in implementing the Illinois PaCE Framework or can serve as a liaison between their school and ISAC, if the school wishes to create their own customized framework. This session is recommended for those who are already familiar with the Illinois PaCE Framework or are currently implementing a framework in their school or district.
|10 AM – 12 PM||PaCE Implementation Leader Training|
|12 – 1 PM||PaCE Overview|
|1 – 3 PM||PaCE Implementation Leader Training|
|12 – 1 PM||PaCE Overview|
Trainings will be held virtually via WebEx. Registration is required. For more information and to register please visit https://www.isac.org/pace/Webinars/. If you are interested in learning more about Illinois PaCE and related resources, visit www.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
NIU College of Education/SEPI Partnership
Northern Illinois University’s College of Education and Education Systems Center at NIU announced new incentives for Illinois students graduating with the College and Career Pathway Endorsement (CCPE) in Education. Starting immediately, accepted students with the endorsement are automatically advanced as finalists to receive select scholarships and to participate in the college’s innovative Educate and Engage program. Download the fact sheet for students and families.
This announcement makes NIU the first postsecondary institution in the state to offer currency to high school students for the CCPE. In December, EdSystems announced a similar partnership with Golden Apple Scholars of Illinois, which is automatically advancing any applicants who have earned or are on track to earn the CCPE to the final stage of the application process. Additionally, HB2170, also known as the Education Omnibus bill, includes an update to the Illinois’ Minority Teachers of Illinois Scholarship to offer funding to students graduating with any of the pathway endorsements (Article 120).
Funding Opportunity for College and Career Pathways
The Department of Commerce and Employment Opportunity (DCEO) has put out a Notice of Funding Opportunity (NOFO) which sets forth the requirements for 2021 WIOA Statewide Youth Career Pathways Initiative. On their webpage, they are specifically listing out the College and Career Pathway Endorsement as potential model for the funding opportunity, as long as it pertains to the target populations of the NOFO—i.e. WIOA-eligible In-School Youth or regions specifically targeted by the initiative.
If you are seeking to serve WIOA populations and are looking for ways to integrate more equitable access into College and Career Pathways, we encourage you to consider applying for this grant. While highly competitive, there is precedent for Illinois school districts receiving funding: Peoria Public Schools applied for and received funding in 2017 for a program targeting 25 youth students with occupations in the construction sector.
To learn more, register to attend the upcoming information sessions and technical assistance webinars at illinoisworknet.com/2021youthnofo.
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.
The Illinois State Board of Education, Illinois Community College Board, and Illinois Board of Higher Education recently adopted the Statewide Transitional English Course Parameters, Competencies, and Policies. This document will guide local partnerships between high schools and community colleges necessary to implement Transitional English instruction successfully. Transitional English courses can be used as a fourth-year Language Arts class to meet State and local high school graduation requirements, either as a new course offering or through the transformation of an existing English 4 course. Learn more.
This Spring, stage agencies will designate a panel to approve Transitional English courses for statewide portability, and kick-off a workgroup to advise on curriculum and professional development supports. This workgroup will build from materials currently used by sites implementing Transitional English, including recipients of the ICCB English Pilot Grant awards, to support teachers in aligning their resources with the statewide competencies.
Join EdSystems on Friday, February 19, 10:00–11:00 a.m., for an overview webinar of the Statewide Transitional English course parameters, competencies, and policies. Register Now.
At the 60 by 25 conference on Wednesday, February 24, 1:00–2:00 p.m., Ginger Reynolds and Heather Penczak from EdSystems will host a conversation with representatives from Sauk Valley Community College and Illinois Central College on insights, promising practices, and lessons learned from their Local Advisory Panels for Transitional Instruction.
For students to receive the full benefits of Transitional Math, the correct Illinois State Board of Education Student Information System (SIS) course code and Illinois portability codes must be utilized. The Transitional Math SIS codes can be found below and are also within the provided portability document templates as well as the policies document, which can be found on the Illinois Transitional Math website
Please note that there are different ISBE SIS course codes and portability codes for each of the distinct Transitional Math courses that are offered. As always, school districts should ensure that they are uploading the correct course codes in ISBE SIS to accurately report students’ course completions.
Additionally, portability codes should be placed on the high school transcripts of students who have successfully completed a Transitional Math course. Community Colleges across Illinois utilize the portability code from the high school transcript to identify students who should be correctly placed in college credit-bearing mathematics courses.
Implementation of Transitional Math is now entering the second semester of the second year of implementation. We currently have over 200 approved courses across the state of Illinois. We are excited to see the progress that school districts and students are making with the implementation of Transitional Math. Approved courses can be found on the Illinois Transitional Math website.
As a reminder, the next opportunity for Transitional Math portability submission is March 1, 2021, and those submissions will be considered at the Spring Portability Panel meeting on April 14, 2021.
Questions regarding transitional courses? Please email TRInstruction@isbe.net.
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.
Is your team working on remote learning plans for this fall? Have you considered implementing competency-based practices to help your students meet their full potential? Hear from national experts Karin Hess, Rose Colby, and Daniel Joseph in Shifts Happen: Covid-19 “Disruptions” Can Offer New Opportunities for Moving Toward Personalization and Competency-Based Approaches, a pre-recorded webinar presented by EdSystems. Plus, learn best practices from Illinois educators whose competency-based approaches helped students survive and thrive in remote learning this past spring. Watch now.
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.
Newsletter recipients will receive periodic updates, resources and more on the Postsecondary & Workforce Readiness Act.