Framework

The Development of Pennsylvania Programs of Study (POS)

The Carl D. Perkins Career and Technical Education Improvement Act of 2006 required the development and implementation of career and technical programs of study (POS). Programs of Study incorporate elements of secondary and postsecondary education 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. To review the POS template, and the components and definitions of POS, please go to the following phrase: 

• POS Template and Components and Definitions of POS (PDF)

The development of statewide POS satisfies the requirements of the 2006-2013 Perkins IV Act related to the Classification of Instructional Program (CIP) Codes that align to the Pennsylvania Department of Labor and Industry High Priority Occupations list. Currently, 42 POS have been developed by the Bureau of Career and Technical Education (BCTE) and are available for access below. Each local recipient of funds under the Perkins IV Act will be required to offer the relevant courses of all POS.

For each POS, a committee was established which included statewide representation from business and industry, instructors and administrators from secondary and postsecondary education, and other interested parties. A blended competency list was developed from submissions of competency lists from career and technical education programs across the state. Then national competencies were included from sources such as Career and Technical Education Consortium of States (VTECS), Multistate Academic Vocational Curriculum Consortium (MAVCC) and Occupational Information Network(O*NET). The POS committee validated and aligned these materials to an end of program assessment.

The POS were aligned to high priority occupations, as established by the Pennsylvania Department of Labor and Industry. As POS were being developed, it became necessary to organize them into groups, called phases. Five phases were defined, each containing a specific number of POS. The initial organizational framework of each POS task list was labeled as version A, and encompassed a three year graduation period for secondary school students. Version B will continue to represent a three year graduation period for secondary school students.

Important Links

To review the manner in which Pennsylvania meets the 10 federal components for developing POS, please go to the following phrase:   Resources Used for Developing POS (PDF)

• VTECS (Career and Technical Education Consortium of States)
• MAVCC (Multistate Academic Vocational Curriculum Consortium)
• NIMS (National Institute for Metalworking Skills, Inc.)
• NOCTI (National Occupational Competency Testing Institute)
• Occupational Outlook Handbook
• O*NET (Occupational Information Network)
• Industry-Recognized Certifications for Career and Technical Education Programs
  
• Pennsylvania Department of Labor & Industry High Priority Occupations
• SOAR Program Career and Industry based websites (PDF)

Instructions on the POS Framework

1. Introduction. Each POS is represented by an introduction. These documents specify the nature of the POS, the skills necessary to perform the accompanying occupations, the level of training and education required to attain various occupational levels, and the variety of occupations which are associated with the POS.
   
2. CIP Code. This number is used by schools and postsecondary institutions to categorize the POS, which will outline the scope and sequence of educational offerings for the student.
   
3. Task list. The task list is a secondary school instructional tool used to measure the technical competency of a student in a specific program of study. Task lists are arranged for each program of study, according to the student's year of graduation from a secondary school. Students should refer to the task list version which correlates to their year of high school graduation.
   
4. Crosswalks to Academics. These documents contain important information that demonstrates proper linkages between task lists and Pennsylvania Core Standards. By examining each crosswalk, it is possible to observe individual tasks and the corresponding Academic Standard in reading, writing, and mathematics. The National Common Career Technical Core Standards are also linked to many of the tasks on each task list.
   
5. Instructor's Guide: Linking PA Core Standards to Career and Technical Education Programs of Study (PDF)
   
6. Secondary schools are accountable for the fulfillment of academic standards. The academic standards are available on the Pennsylvania Department of Education, Standards Aligned System (SAS) website at www.pdesas.org.
   
7. Secondary School Partners. These documents exhibit the secondary schools which have approved POS. Additional information listed includes the school's address, the year of POS approval or deletion, and the CIP code.

PA Programs of Study

Phase I

 Phase II

 Phase III

 Phase IV

 Phase V

 Phase VI