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’s (ISAC) Division of Capacity Development and Training continues to provide support for the implementation of the PaCE Framework. If you are looking for a general overview, you can request a virtual PaCE introduction via webinar. A recording is also available on ISAC’s PaCE Website.
ISAC also offers the PaCE Implementation Leader training via webinar. This training is for professionals interested in gaining a better understanding of how to assist their schools in implementing the Illinois PaCE Framework or serve as a liaison between their school and ISAC, if the school prefers to create and implement a customized framework. For more information on when the PaCE Implementation Leader Trainings will be offered, to request a PaCE Overview webinar, or if you are interested in learning more about Illinois PaCE and related resources, visit isac.org/pace. For questions and inquiries please contact email@example.com.
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
EdSystems’ Partners Receive ISBE CTE Education Career Pathway Grants
Last month, ISBE announced that it awarded Career and Technical Education (CTE) Education Career Pathways Grants totaling nearly $2 million to eleven regional entities to recruit and support future educators at high schools and vocational centers across the state. Four of the eleven regional entities benefitting from these new grants are part of the initial Scaling Education Pathways (SEPI) in Illinois and College and Career Pathway Endorsement (CCPE) cohorts.
Leading up to the announcement, Education Systems Center (EdSystems) presented to ISBE information on the SEPI Model and advocated for the alignment of the RFP to the College and Career Pathway Endorsement Framework, which includes strategic dual credit, work‐based learning, and postsecondary partnerships.
Join us in congratulating the following pathway partners for continuous statewide leadership and initiative.
New CCPE Pathway Partners
This past spring, EdSystems sought out districts willing to commence implementation of the State’s College and Career Pathway Endorsement and continue over the next three years. Currently, EdSystems is steering a network of over 100 high schools and dozens of school districts across the state that are implementing endorsement systems aligned to the PWR Act. This network provides a foundation for future scaling through continued alignment of funding, policy, and support at the State level.
Five new districts across the State have stepped up to lead on the CCPE. These districts will implement pathway endorsements in six of the seven statewide endorsement areas and represent 21 high schools across the state. These new districts are:
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.
Public review for the Postsecondary Workforce Readiness Act (PWR Act) Transitional English Course Parameters and Competencies closed on July 31, 2020. Public feedback collected will inform the final version of the Transitional English Course Parameters and Competencies that will be adopted by State agencies later this year. Designation of a portability panel and development of portability panel documentation requirements will occur after State adoption. For a deeper dive into the background and development process of the Transitional English Course Parameters and Competencies, an informational webinar recording and presentation are available.
New resource for Transitional Math placement guidance: The Illinois Board of Higher Education has released a Transitional Math site with information on university acceptance of Transitional Math pathways. Each university listed on this site includes a direct link to their placement resources.
Professional learning updates: The most recent Transitional Math Professional Learning Series occurred as a 3-day virtual workshop offered free of charge for administrators, teachers, and counselors to help them prepare for implementation of Transitional Math and state portability submission. Attendees met one day per week and focused on a different aspect of preparation each week, including an overview of PWR and documentation, community college partnerships and the approval process, and resources, instructional shifts, and tasks. You can now visit the PWR Transitional Math site to access webinar materials and curricular resources. New training opportunities will be made available in the fall. For additional information or to request a professional learning experience from ISBE, please e-mail 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.