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)
In the third quarter of FY20, the Illinois Student Assistance Commission’s (ISAC) Professional Development (PD) staff provided five PaCE Framework Development Workshops, two PaCE Implementation Leader Trainings, and two PaCE Overview presentations. They served 148 professionals including teachers, counselors, principals, superintendents, and other college access staff.
ISAC’s PD staff will continue to offer PaCE support options in the form of webinars. The PaCE Overview is an introductory presentation to PaCE that is available by request. A recording of this is also available on the ISAC website. The PaCE Implementation Leader Training will also continue to be offered 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 or to request a PaCE Overview webinar visit www.isac.org/PaCE.
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
A paper application is now available for districts interested in getting authorized for a College and Career Pathway Endorsement (CCPE) this year to grant a pathway endorsement to graduating students from the Class of 2020. The materials are available here. They include the FY2020 Application and FY2020 District Projections forms. If this is of interest, complete the forms as soon as possible and inform firstname.lastname@example.org at EdSystems about the pathway you are submitting for approval so he can review it against the online platform that is part of the authorization process.
A special shout out to North Chicago SD 187, Township District D214, and Ridgewood D234 for submitting their CCPE applications for this school year!
ISBE RFP for Education Pathways
ISBE has released an RFP for communities interested in implementing a CTE Education Pathway, and it aligns with the College and Career Pathway Endorsement. The deadline is May 22nd and the application is open to the following entities: an administrative agency of a regional vocational system formed under a cooperative agreement; a public community college; a technical institute operated by a state university; or a state agency having administrative control and direction of a program of vocational education. More information can be found here.
Updates to Recommended Technical and Employability Competencies for CCPE Approved
The Interagency Implementation Team tasked with supporting implementation of Executive Order 2019-03 (Strengthening the State’s Commitment to Workforce Development and Job Creation) and aligned efforts including PWR implementation approved the updates to the document in February, 2020. You can find the updated report here.
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.
Transitional Math Webinar in June
Planning is currently underway for a webinar that will take place in June. If you would like to receive information about the webinar please add your name here.
Registration for Transitional Math Workshop in June is Now Available
A virtual workshop is being offered free of charge for administrators, teachers and counselors to help you prepare for implementation of transitional math and state portability submission. Each session will feature a different aspect of preparation, including: an overview of the PWR Act and transitional instruction; state policies and protocols for transitional math; preparing for transitional math at the building or district level; developing local partnerships with community colleges; tools needed to get started and free tasks that have been developed for use by Illinois teachers. These tasks support the active learning emphasis of transitional math with the use of authentic contexts. Educators will learn about the organization of the units and competencies, as well as how to use task-based instruction effectively.
The workshop consists of three synchronous virtual sessions that will run from 1:00-2:30 p.m. on June 11, 18, & 25. The remainder of the learning will be asynchronous through Google Classroom. Administrator Academy Credit is available.REGISTER HERE
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.
Learning from the Competency-Based Education Pilots in the Shift to Remote Learning
On April 30, EdSystems virtually convened over 30 representatives of the competency-based education (CBE) pilot sites from across Illinois to discuss how CBE systems have impacted the transition to remote learning, how CBE will impact their approach to learning loss, and lessons they can share with other districts to implement CBE-related concepts. Participants shared that flexibility in scheduling and learning environments, project-based learning, and clear learning targets for personalized learning were all useful components of CBE as they shifted to remote learning. Almost all the pilots are viewing their CBE work as a core part of their strategy for dealing with learning loss next year. Read more about the lessons from the CBE pilot sites, suggested approaches to support these districts, and recommendations for expanding CBE in the EdSystems blog post, It’s Time to Elevate the Leadership of Our Competency-Based Education Districts in the Shift to Remote Learning.
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.