2024 CTE Works! Summit

Join us for breakfast in the Scandinavian Ballroom located on the lower level.

REGISTRATION: The registration table will be open for you to grab your name badge. Our registration coordinator, Jared Reise, and SCHED App Leader, Sheri Hutchinson, will be available to assist you with any questions you have.

There are no folders to pick up. Everything you need will be available in two formats:

1. Website: Go to https://2024cteworkssummit.sched.com/. You can access this from your laptop, phone, or tablet without downloading any apps. However, it would work better if you download the SCHED app.
2. Download the SCHED App:
   1.  Download the SCHED app from the App Store or Google Play on your phone (iPhone or Android).
   2. Search within the SCHED App to find the event: 2024 CTE Works! Summit
   3. Sign up or Log in to access the CTE Summit event.  

If you need help, stop by the registration desk, and a staff member will assist you.

M.C.: Yingfah Thao
Welcome: Karl Ohrn and Michelle Kamenov
Welcome: Liz Williams
Welcome: Heidi Johnson
Keynote Introductions: Sue Selland-Miller

The world of work is changing, and traditional career pathways are too. What does this mean for students and career exploration? This interactive workshop will provide hands-on experience in using new technologies and human centered design hand-in-hand to lead to deeper, more actionable insights in Career and Technical Education program design and implementation to help move collective strategies forward.

The world of work is changing, and traditional career pathways along with it. Where can we use technology differently to organize ideas, identify partners, and move collective strategies forward in Career and Technical Education? In this interactive workshop, participants will have the opportunity to explore strengths and challenges that consortia are experiencing around topics of their choosing (such as AI and emerging technology, CTE educator recruitment and credentialing, student performance gaps, and more) and create a “mini action plan” to move forward. RealTime Talent will facilitate the group through use of a live polling platform, generative AI tools geared toward career exploration, and the process of Focused Conversation to provide participants with deeper insights about the future of CTE and a set of practical tools to take back to their own consortium teams.

You'll leave this session knowing how to:

• Explore common strengths and challenges faced by Minnesota CTE Consortia with regard to the future of work
• Identify promising practices for improvement of CTE planning
• Experiment with live polling software, generative AI career navigation tools, and an interactive facilitated approach to collaborative action planning

Shop class demonstrations can be improved and I’ve adopted an outside the box approach to get my students more engaged and more efficient in their learning. Utilizing video technology to supplement instruction has worked wonders in my class to increase engagement, rigor, choice, and enjoyment of my students.

I use specialized woodworking plans that cater to student reading/comorehension level. I’ve developed a series of woodworking plans learners can chose from at their appropriate level. My plans include QR codes at each unique step of their project that link to video demonstrations they can access on their device of me completing that step they’re on. I let them know what tools to use, where to find them in my shop, how to complete the step with their correct parts. I use these plans as a supplement to live demonstrations because I’ve found it’s always longer to show live(student management, machine malfunction, no fast forward abilities). It’s also more advantageous to reach students exactly when they are ready for this step. This allows for complete diversified instruction because it is truly student led. Students have also complained to me over the years that they couldn’t see the demo or that they’ve already completed that step. My high flyer students no longer have to wait for me give a demonstration because the information is at their fingertips. Additionally, students can also access the demo several times if they need additional support. I’ve done this with several levels of success/failure over the past few years and would like to walk through how other classes can utilize this teaching method. I would like to share my triumphs and failures on how to use this method successfully in your class.

You'll learn: 

1. Increased Student Engagement through Technology: Participants will be able to implement video technology to supplement live demonstrations in shop classes, resulting in higher student engagement and enjoyment.
2. Differentiated Instruction with Customized Learning Materials: Attendees will learn to create and utilize specialized, scaffolded woodworking plans that cater to students' reading and comprehension levels, allowing for individualized learning experiences.
3. Streamlined and Flexible Demonstration Techniques: Educators will be able to employ video-based QR codes linked to project steps, providing students with instant access to demonstrations and tools, fostering independent, self-paced learning and reducing downtime in the classroom.

With Perkins funding eligible for use down to the 5th grade, it can be challenging to find approved ways to work with middle schoolers. This session will focus on how the Rochester/ZED Consortium has designed and successfully implemented a Middle School Career Camp for grades 6 and 7 for CTE career exploration. We will share our experiences and the key elements, including industry partnerships, that have contributed to the success of our camp.

This presentation is designed to get you thinking about how you can use Perkins funding to work with middle schoolers. It aims to help you understand the importance of a middle school program, such as a career camp, and how you can remove barriers to participation and offer it at little to no cost for families.

You will hear from three Perkins Coordinators who are successfully running a free middle school career camp heading into its third year. You will see that feedback from families, students and staff has been overwhelmingly positive with many comments asking for more days to be offered, increasing the number of hours, and welcoming returning students and staff.

See an example of a timeline for planning a summer career camp, including marketing six months prior and month-to-month tasks up to the week of and individual days of the camp. You will also receive resources, tools, and tips on what has worked and what has not to make our program sustainable and successful. Examples of activities and the role of the teachers will also be shared. Additionally, you will hear stories and examples of our engaging partners. You will learn about the location, and why we have utilized the facilities at Rochester Community and Technical College.

Learn how the camp evolved from year one to year two, from gaining a better understanding of student needs and interests. Middle school students thrive with hands-on experiences and learning activities.

Hear how we decided which pathways to provide and their relevance to our CLNA, and our region, and why running such a camp can benefit the high school CTE program. Additional topics will include teacher incentives for working in the summer, and the amount of staff and industry partners needed to operate such a program. There will be an opportunity for questions and group sharing of experiences with Perkins funded middle school programming.

After this session, you will be able to:

1. Understand the importance of middle school programs and how they can serve as feeders for high school CTE programs. 
2. Build business relationships to support an engaging camp.
3. Gain knowledge of the experiences used to run a successful camps. 

Join us for an interactive session about Elevate Teaching, a movement to inspire the next generation of teachers, and equip current educators and community partners with resources to help shift how we view, talk about and relate to the profession, ultimately, bringing reverence back to the profession, starting in MN. We will discuss how the CTE community can be champions in this movement, and ways you can leverage the communication resources available for you to use in your local context.

This session will introduce participants to inclusive postsecondary education and its alignment with Minnesota State's Equity 2030 initiative and the Perkins V State Plan, with a focus on expanding Career and Technical Education (CTE) pathways to include students with intellectual and developmental disabilities (IDD). Additionally, the session will address the technical assistance and financial resources available through the Office of Higher Education and the Minnesota Inclusive Higher Education Technical Assistance Center (TA). The TA Center provides support to students with IDD, their families, educators, and higher education institutions in creating access to postsecondary education opportunities.

Did you know college is possible for students with intellectual and developmental disabilities (IDD)? This session will introduce participants to inclusive postsecondary education and its alignment with Minnesota State's Equity 2030 initiative and the Perkins V State Plan. The discussion will focus on expanding Career and Technical Education (CTE) pathways to include students with IDD. The most under-represented demographic on college campuses are students with IDD. In Minnesota, less than 3% of students with IDD have access to college. In 2023, the Minnesota Inclusive Higher Education Act was passed into law that established a TA Center and competitive grant funding. This session will provide an overview of the technical assistance and financial resources available through the Office of Higher Education and the Minnesota Inclusive Higher Education Technical Assistance Center (TA). Financial resources include competitive grant funding, which eligible Minnesota colleges and universities can apply for and use to offer enrollment to students with intellectual and developmental disabilities (IDD). The TA Center supports students with IDD, their families, educators, and college faculty and staff in making higher education accessible to students with IDD. The Center's vision is to establish, expand, and sustain inclusive higher education initiatives that enroll and support students with IDD throughout the state of Minnesota.

You'll leave this session knowing how to:

1. Understand the Alignment: Participants will be able to explain how inclusive postsecondary education for students with intellectual and developmental disabilities (IDD) aligns with Minnesota State's Equity 2030 initiative and the Perkins V State Plan. 
2. Identify Resources and Support: Participants will be able to identify the technical assistance and financial resources available through the Office of Higher Education and the Minnesota Inclusive Higher Education Technical Assistance Center (TA) for expanding CTE pathways to students with IDD. 
3. Recognize the Importance of Inclusion: Participants will understand the significance of including students with IDD in postsecondary education, particularly in CTE pathways, and the impact of the Minnesota Inclusive Higher Education Act on creating more opportunities.

We know employer engagement and partnerships is vital in career exposure and exploration, but how do we do this in a way that is scalable, replicable and accessible to all? The Explore Essentia Career Pyramid is a model designed to walk education and employer partners together through the process of building a concrete framework of experience and exposure. Utilizing lessons learned from both education and employer perspectives, this session is an opportunity to try out building your own pathway for partnerships that can be used with any employer/education partner.

How can we ensure that students are prepared for success in the professional world, and that employers are prepared to receive students and their learning curve ahead? Together in this interactive session, we will explain a step-by-step methodology that employers and education partners can use to ensure students are exposed to a broad range of career options, develop professional skills and workplace readiness, and apply those skills in meaningful career-enhancing learning experiences. A former college career counselor (Andrea) and Marketing professional (Kathy) now engaged in Workforce Development for an expansive healthcare system, the Essentia team has worked to design a model utilized to walk students from broad exposure to specific career development opportunities and eventually into roles as future educators and mentors for the next generation to come. This session will take you from interest to implementation, providing a framework that can be used to create equitable and just career exploration, exposure, and experience building opportunities. Learn, reflect and grow together as we examine lessons learned and create pathways for success for all students across all industries.

By the end of this session, you will be able to: 

1. Understand the scope of careers in healthcare for all skill levels.
2. Plan a cadence of engagement opportunities in order to expose students to careers across industries.
3. Identify ways to better prepare students to be successful in navigating the trends and gaps in the current job market and application process.

Teacher Externships: A key to reaching more students with effective pathways programming

Teachers have a great influence on the decisions students make about their futures, from the courses they select to college and career decisions. Yet, many educators are using outdated paradigms of the opportunities and requirements for the new economy in which we live. Teacher externships expose teachers to in-demand, high wage career options and the skills needed for success while building relationships with local employers. The knowledge and networking gained through an exciting summer externship is one of the best ways to motivate staff (and employers!) and prepare more of your students with avenues for success after high school.

This is a practical session that encourages interaction, sharing of ideas and knowledge. You will learn what a teacher externship is, how it can inspire teachers and local employers to collaborate on career readiness programming in both core and CTE classrooms and provide your pathways programming at scale.

Session Objectives:

1. Discover how externships can help connect more students to employers and pathways programming
2. Gain a framework, tools and templates you can apply to your teacher externship program
3. Learn strategies for connecting and communicating with employers and teachers
4. Be inspired and prepared to create your own awesome summer teacher externship program!

Black youth in Minneapolis/St. Paul currently face the highest disparities in racial wealth gaps, employment, and educational attainment due to systemic challenges that have yet to be dismantled. What do solutions to close these racial equity gaps look like when young adults are not only the center of this work, but co-designers using their lived experience to inform the systems and structures that should be altered to ensure they are not only able to reach their academic and career goals, but thrive. Join this discussion and learn about efforts to create positive, impactful, measurable change.

After this session, you will:

1. Understand how to bring diverse stakeholders across a complex ecosystem together with common vision.
2. Understand ways and methods to having young adults at the center of co-designing solutions as active participants in the process.
3. Understand key insights to the research and the process of prioritizing solutions with young adults."

Looking for innovative ways to engage your students in STEM and engineering? This session is designed to show CTE educators how Chain Reaction Machines can be a powerful, cross-curricular tool for sparking student interest and creativity across all backgrounds and interests. Unlike many STEM-related projects that often appeal more to boys, Chain Reaction Machines provide an inclusive platform that captivates a diverse range of learners. Learn how to seamlessly integrate these projects into your curriculum to inspire students of all demographics to explore engineering and STEM career pathways. We’ll also introduce the Engineering Machine Design Contest (EMDC), an accessible, low-cost competition that brings real-world context into the classroom. Join us for a hands-on activity where you’ll build your own Chain Reaction Machine and walk away with practical strategies and resources to implement immediately in your classroom.

This session presents an innovative approach for CTE educators to integrate Chain Reaction Machines into their curriculum, fostering student engagement in engineering and STEM fields. Chain Reaction Machines, which consist of simple actions triggering subsequent steps, are a dynamic, low-cost way to teach engineering and technology principles while promoting critical thinking and teamwork.

Participants will learn how to implement these projects in their classrooms, connecting them to relevant career pathways. The session will also introduce the Engineering Machine Design Contest (EMDC), which provides students from all backgrounds and interests with a real-world platform to apply their skills in a low-cost, competitive setting.

Attendees will participate in a hands-on activity, using provided materials to build their own Chain Reaction Machine, mirroring the student experience. This practical exercise will equip educators with the tools and strategies to bring this engaging project to their students, inspiring interest in engineering and technical careers across all student demographics.

The session is designed to be practical and immediately applicable. It offers educators new methods to engage students in cross-curricular engineering design while preparing them for future success in STEM careers.

After this session, you will be able to:

1. Understand how to integrate Chain Reaction Machines into the CTE curriculum to engage students in cross-curricular engineering design.
2. Explore career pathways related to engineering and technical fields using Chain Reaction Machines.
3. Gain knowledge of the Engineering Machine Design Contest (EMDC) and its role in motivating students and applying classroom learning.
4. Participate in a hands-on activity to build a Chain Reaction Machine, developing practical skills for classroom implementation."

The question of what constitutes a "quality credential" is gaining attention across state systems, colleges, think tanks, and government leaders. There's growing advocacy for financial aid to encompass micro-credentials, industry-recognized credentials, low-credit and non-credit credentials. Many state's quality models emphasize return-on-investment (ROI), focusing on wage and labor market demand. Minnesota is developing a framework that not only includes ROI but also evaluates the effectiveness and inclusivity of teaching, learning accessibility, support systems, and credential stack-ability. Minnesota is also unique in our efforts to develop one framework relevant to all types and levels of post-secondary education, training and workforce development.

A cross-agency work team has drafted a framework to define Credentials of Value (COV) for Minnesota's post-secondary programs, ranging from work-based training and non-credit courses to all levels of college/university degrees. The Minnesota P-20 Education Partnership has prioritized this initiative, aiming to adopt a statewide definition of high-quality credentials, create an inventory of credential programs, align education with industry needs, and develop a public information campaign on the importance of high-quality credentials.

This initiative is crucial for Career and Technical Education (CTE) programs, which align closely with labor market demand and the stacking of work-based credentials. The session presenting this framework will allow attendees to understand the framework, challenge assumptions, provide feedback, and influence the implementation plan.

The session will explore implementation opportunities and collect feedback from potential stakeholders.

After this session, you will be able to:

• Understanding of Credentials of Value (COV)
  • Define what is meant by credentials of value and discuss purpose of having a framework that outlines a quality credential
  • Present the Minnesota framework and explore the conversations and decisions unique to Minnesota

• Provide comparison COV definitions in other states
  • Identify the scope of the COV
• Importance and Benefits
  • Discuss the impact of a values framework for CTE programs at all levels
  • Develop an understanding of potential impact on stakeholders, including those who provide credentials, those who are consumers and those who pay for them
• Implementation, Evaluation and Data
  • Explore potential opportunities for implementation of the COV
  • Collect feedback from those who might be impacted by implementation"

Two work-based learning systems in Minnesota participated in Phase 2 of the US Department of Education Career Z Challenge. This session will focus on key take aways from several months of learning and collaboration with other work-based learning programs across the nation.

Curious about the Career Z Challenge? Join us for an insightful session featuring the two Minnesota programs that advanced to Phase II, along with their Cohort Lead. Discover why they chose to participate in this U.S. Department of Education initiative and their key take-aways from the experience. By collaborating monthly with programs nationwide, Career Z Challenge participants exchanged best practices, gained insights from inspiring speakers, and tackled their most difficult work-based learning challenges together. These programs continue to integrate what they learned in expanding their work-based learning ecosystems to benefit students, education systems, and local employers. There's still time to get involved—you can join the Career Z Challenge community online! Don't miss this opportunity to hear directly from Minnesota participants about their experiences and key takeaways.

After this session, you will be able to:

• Understand the motivations behind joining the Career Z Challenge and the format of the Challenge.
• Explore the collaborative practices and insights gained through the Career Z Challenge.
• Discuss direct application of knowledge from the Challenge being implemented to expand work-based learning ecosystems"

Creating authentic youth work experiences require deep partnership between schools, employers and intermediaries. In 2023, Greater Twin Cities United Way partnered with the Minnesota Chamber Foundation to support 11 local chambers of commerce working closely in their communities to offer supportive and career aligned work experiences for young people to grow their local talent workforce. This session will feature a panel of leaders from Owatonna, Redwood Area Chamber and the Winona Area Chamber of Commerce who will share more about the growth of their programs, how they create authentic employer partnerships and guidance on working with schools.

Greater Twin Cities United Way set out in 2015 to re-shape how our schools prepare students for success. We founded Career Academies to provide more youth a path toward a meaningful career, while ensuring key industries have the skilled workers they need.

With support from the Pathways to Prosperity Network and Jobs for the Future (JFF) out of the Harvard School of Education, we have aligned school districts, colleges and employers behind a powerful vision: to unite public education and employment systems so that all students in Minnesota have pathways to wealth-building and purpose driven careers.

Partnering with school districts, post-secondary partners, employers and workforce intermediaries across Minnesota, Career Academies provides specialized funding, technical assistance and coaching, and a platform for peer-to-peer support focused on building sustainable career pathways alongside local businesses.

Together, we work to ensure students have equitable access to college credits, rigorous and relevant curriculums, and meaningful and supportive work experiences.

Minnesota Chamber Foundation Business Education Network
Career Academies is proud to partner with the Minnesota Chamber Foundation and their Business Education Network (BEN) which is a private-sector solution to employers’ urgent need to find skilled, qualified and ready workers for jobs across our state. The BEN is employer-led, connecting students with high-demand careers in their community and region. Local chambers of commerce are the linchpin to the success of the BEN. They drive these programs and connect area employers with K-12 and higher education leaders.

Future Ready Workforce Fund
A critical part of a successful career pathways strategy is high-quality work experiences for youth that are aligned and stackable within a specific pathway, allowing for youth to advance in one career field or transition to another, increasing pay or experience. Since our work started in 2015, the education field has made significant progress toward offering career pathways aligned work experiences for youth. And yet, currently, our system of internships and youth work experiences are disconnected from career pathways and miss an opportunity for academic and work experiences to be aligned around a student’s individual interests, strengths and career aspirations.

Through the Future Ready Workforce Fund, United Way will catalyze school-business partnerships to fill the gaps that exist in our current educational system toward all students in Minnesota accessing wealth-building, purpose driven careers.

Moderator: GTUCW / MN Chamber
1. Owatonna
The SteeleCo Works program is a collaborative between the Owatonna Chamber, Workforce Development Inc and the United Way of Steele County. The partners are planning to focus on students in grades 10-12 who are unsure what they want to do after high school, all students are part of career pathways at Owatonna and they are continuing to expand this program. In this pilot program, they will extend work experiences/internships into the summer (8 weeks) and provide support to address barriers (transportation). Work experiences will be identified based on the interest of the students and take place in the summer. Typically, this will be in either manufacturing or mechanic work in diesel mechanic industries. Other work experiences will be tailored to individual student interest in veterinarian work, or health care.

2. The Winona Area Chamber of Commerce has partnered with Minnesota State College Southeast to create Synergy Academy, a career academy focusing in in demand career pathways for students in grades 10-12. This program features 9 different pathways, including Computer Aided Drafting Technologies, CNC Machine Tool, Electronics Technology, Mechatronics, Welding Technology, Construction Technology, Automotive Technology, Health & Human Services bundle, and General Education bundle. Among those include several that offer a credentialed certificate for completion of the required programming. This program also includes a Power Skills Certification to help students prepare for career placement but also help them as they navigate the workforce into the future. Additionally, Synergy Academy is bringing CEO's and leadership into 8th grade classrooms to help them see different opportunities available as they plan for their high school classes and prepare for their futures. This program began as a one that served only two industries in one school with 32 students to serving over 200 students from 30+ schools and many industries. Through this expansion, we are proud of the increase in internship offerings and program support by our private sector. As we prepare for our growing workforce needs, this Academy approach is educating students in the most high-demand careers in our region.

After this session, you will be able to:

1. Understand Key Strategies for Building Effective Partnerships: Participants will learn about the essential strategies and best practices for establishing and maintaining successful partnerships between schools, employers, and community organizations/intermediaries to enhance youth work experiences.
2. Identify and Address Common Challenges in Partnership Development: Attendees will be able to recognize common barriers to creating and sustaining partnerships, such as misaligned goals or resource constraints, and develop actionable solutions to overcome these challenges.
3. Design and Implement High-Quality, Collaborative Youth Work Programs: Participants will gain the skills to collaboratively design, implement, and evaluate youth work programs that meet the needs of both young people and employers, ensuring meaningful and impactful experiences for all stakeholders involved.

This session will address the issue of CTE teacher shortages and the impact on CTE programming for workforce development. Utilizing up-to-date proven techniques with a skill-based focus and creative approaches for recruiting and hiring, we will discuss and explore how to apply them to attract and retain CTE talent.

According to many sources including the Association for Career & Technical Education (ACTE) and the National Center for Education Statistics*, almost one-third of public schools have reported difficulties in filling CTE teacher vacancies - to the extent that some are simply not able to fill them. The ripple effect has a profound impact on students, CTE programming and workforce development.

In this session we will engage in discussion on the processes that get in the way and how to improve them. We will explore trends and changes, including utilization of AI, and explore solutions you can start implementing today and pipeline partnerships you can develop for the future.

You will hear from an experienced recruiter and CTE expert how to:
1. Hire, attract, and retain candidates for CTE programs.
2. Find and engage talent pipeline sources.
3. Write a skill-based job posting for a career and technical education teacher.
4. Develop and utilize skill-based interview questions.

You will leave with tools and templates you can customize for your own use.

*Data retrieved from https://ctepolicywatch.acteonline.org/2023/07/analysis-of-national-data-illustrates-cte-teacher-shortages.html

After completing this activity, participants will be able to:

1. Create skill-based job postings for CTE positions.
2. Construct skill-based interview questions.
3. Organize talent development pipeline partnerships.
4. Assess and re-design effective hiring processes."

This presentation will outline the Equity 2030 Framework for Minnesota State and explain how it guides our work as a system. The presentation will include the key metrics to assess the system’s progress towards Equity 2030 goals, tools and resources that are available systemwide to support this work, and highlight promising practices that help to reduce equity gaps.

This presentation will outline the Equity 2030 Framework for Minnesota State – this was presented to the Board of Trustees in June, and is being rolled out this fall. This will include an overview of the primary goal of Equity 2030, the 6 dimensions that constitute the initiative, and how this work is relevant to everyone, in all roles and functional areas.

The four key metrics will be outlined (student success outcomes including: completion, persistence, course success and co-curricular/campus climate), as well as how this data is disaggregated to examine the equity gaps of key demographics (race/ethnicity, socioeconomic status, first-generation status). Insights will also be shared about the progress our system has made in the first five years of Equity 2030, and reflections on next steps for the remaining five years.

This will be followed by an overview of select systemwide tools, resources and datasets that are available to our system community to leverage in their Equity 2030 work. This will include the Equity Scorecard, Equity by Design, Terms of Equity and Inclusion, Campus Climate assessments, and integrating equity considerations into campus-level evaluation.

The final portion of the presentation will highlight examples of Equity 2030 Promising Practices that have been identified by Minnesota State institutions and leveraged across each of the 6 dimensions of Equity 2030: Enhanced Access, Academic Success, Student Engagement, Evidence-based, Financial Resources, as well as Workforce and Talent Diversity.

By the end of this presentation, audience members will be able to:

1. Understand the objective of Equity 2030, how progress towards the goals of the strategic initiative is being measured, and how this is relevant to their work.
2. Be able to locate and access Equity 2030 tools, resources and data sources that can inform their work.
3. Identify an Equity 2030 promising practice that can be integrated into their own work/role.

This session is canceled. Please select another session. 


Maybe You Should Fly a Jet, Maybe You Should Be a Vet. Dr Suess emphasized nontraditional occupations more than 40 years ago! …but so much has changed. This interactive session details the results of a comparative study on the motivational influences of nontraditional career seekers in Wisconsin. Topics for this session include the impacts of stereotypes on career choice, real and perceived barriers to entering a nontraditional occupation, and what can schools do to incentivize youth into nontraditional gender programs and vocations. Also, this session seeks to understand what impacts nontraditional gender roles have today on secondary students.

The target audiences for this presentation are secondary and post-secondary teachers, administrators, school counselors, career guidance personnel, and other post-secondary and career advocates curious about motivational factors and passionate about understanding the challenges students face today with career choice.
This interactive session will allow participants to discuss their current practices in incentivizing students into nontraditional programs and vocations. This session will also allow participants to analyze their current practices and identify strategies to engage students interested in nontraditional pathways.

Attendees will be given advanced graphic organizers to triangulate strategies and identify institutional barriers to engaging students interested in nontraditional pathways. Attendees will also be provided with an infographic detailing the results of the study.

After this session, you will be able to:

• Discuss occupational gender stereotypes.
• Describe some of the barriers to students entering nontraditional programs and vocations, and
• Develop strategies to incentivize students into nontraditional gender programs and vocations.

Earth Forward Group provides research, advisory, and sustainability management services to public, private, and non-profit sector organizations. In this presentation, we will show how to provide hands-on technical training in Weatherization, Green Building, and Sustainability to students from both traditional and technical high schools. Attendees will learn how to integrate these programs into their curriculum and what steps they can take to get students ready for the workforce.

With energy efficient buildings and weatherization at the forefront of many federal, state, and local energy and emission goals, we are starting to look to education as a way to aid our current environmental crisis and to protect our future. In our programs in the Northeast, technical high schools have an integrated approach in the classroom. They implement project-based learning alongside science and math to educate on sustainability, while also training our future workforce. Partnering with local utilities and Earth Forward Group, students design model net-zero houses that provide students with training and hands-on exposure to real-world construction; in which the design and construction promotes efficient and environmentally friendly building practices. In-class lessons allow students to participate in building science curriculum and receive technical training with the latest emerging technology such as blower doors, duct blasting, geothermal energy, heat pumps, electric vehicles, charging stations, solar photovoltaic and hot water systems, and more. Students and teachers also earn industry-recognized credentials such as Building Science Principles, Healthy Housing Principles, Building Analyst-Technician, and Infiltration and Duct Leakage certifications from the Building Performance Institute; GPRO Fundamentals of Building Green certification from the Urban Green Council; and LEED Green Associate certification from the U.S. Green Building Council. These certifications and training sessions not only support their academic careers, but also position students as top candidates when they enter the workforce.

We offer certification courses and technical training sessions both in the classroom and virtually, including after-school and school break programs during summer and winter. Our after-school and school break courses feature a unique paid-to-train model, where students receive stipends at the minimum wage rate for all training and testing time. This approach serves two purposes: encouraging student participation and addressing financial barriers for students who might otherwise miss work to attend training. By providing our courses in online, hybrid, and in-person formats, we enhance the flexibility and accessibility of our programs, allowing us to reach more students across a wider range of schools.

While our instructors are busy teaching this content year-round, we recognize the need for Train-the-Trainer style professional development programs to create lasting impact in areas where our team cannot be physically present full-time. These programs aim to increase the capacity of schools, regions, and even entire states. For example, our recent successful Train-the-Trainer program in the Northeast provided participants with a Building Science Principles certification, completion of our Weatherization and Blower Door technical training, and participation in “teach back” sessions to equip participants with the skills to implement this content in their own classrooms. To minimize costs and travel, the two-day Building Science Principle certification course was conducted virtually, followed by in-person technical training and “teach back” sessions, which allowed for hands-on activities and networking opportunities.

As our programs are majority focused in disadvantaged communities, we have found increased program success by offering additional support such as providing Spanish instruction and translated materials on request, teaching resume writing and interview preparation courses to improve placement rates, and addressing other barriers to careers such as transportation.

Join our session as we give an overview of programs we have developed and the impact they have on students, teachers, and their surrounding communities. We will discuss our approach to partnership, lessons learned, best practices, and provide examples and guidance for others to integrate similar programs in their communities.

You'll learn:

• What course material can be integrated into their curriculum to prepare students for a career in weatherization, energy efficiency, and green construction.
• How to understand the current state of the sustainability landscape and what solutions can be implemented locally to support the growing industry.
• How to understand the different pathways available to students in energy and sustainability related careers and education post-graduation.
• How to integrate best practices, workforce strategies, curriculum, and training ideas that can be implemented in Minnesota.

We noticed not all of our students were engaging in our larger career exploration events such as Career Navigator and Career Expo. Students who were not attending the larger events are our special education kids. We set out to find out why and how to correct the problem.

Focus Area: Expose all secondary learners to CTE and help them identify postsecondary pathways, specifically through the Uniquely Abled Academy.

The Uniquely Abled Academy (UAA) is a program offered through South Central College (SCC). UAA is a program designed to provide individuals with autism with the hands-on training and high-tech skills needed to prepare for a career as a computer numerical control (CNC) operator. Offered by SCC’s Customized Workforce Education division, UAA programs were developed nationally through The Uniquely Abled Project. This program isn’t well known in our South Central Perkins districts. Our goal is to connect with each district to explain UAA and provide some hands-on learning opportunities for interested districts. This could include school-sponsored campus visits, open house-style events for students and their families, and UAA representatives visiting our secondary classrooms.

A planning team was created and included:

• Holle Spessard, SCSC Special Education Director
• Gwenn Wolters, SCSC CTE Coordinato
• Lynn Waterbury, SCC Navigator Assistant
• Kristin Underwood, SCC Director of Customized Workforce Education

The planning team created an outline of the event, identified dates for the Campus Visits, found industry partners, created appropriate language to go out on the invite to districts, created a survey for the participating districts, and implemented that plan.

Throughout this project, we served 12 school districts that brought 96 students to explore career fields at SCC and at one of our 3 industry partner sites.

Of the 12 participating districts, we received 7 survey responses. Our take aways from the survey results:
1.The registration process was very easy, no complaints.
2.Campus Experience Feedback
a.Great interactions, loved being able to spend more time in the CTE area, very welcoming and
friendly, less intimidating for students due to the smaller group size.
b.“It was awesome! I've attended many career days throughout my career and this is hands
down one of the best I've attended. I loved having the small groups and targeted to our specific
students with different learning needs. I would absolutely attend again!”
3.Industry Site Feedback
a.It was great to learn about someplace that we had no idea existed. It would be fun to see
two industry sites next time.
b.Very impressive, students thought it was cool.
c.It was good, felt a little rushed at the end of the day.
d.Some parts of the tour were hard to hear.
e.We liked seeing things “in action”.
4.Feedback from Students
a.Students seemed excited for something related to college and job goals. There were a lot of positive comments. Students thought it was worthwhile, “it was really good to see that some more accommodating examples of higher education exists!”

Our next step for sustainability is to provide this opportunity next year as a part of our career exploration outreach in the South Central Perkins Consortium. Funding has been set aside for transportation.

After this session you'll learn:

1. How to engage special education teachers, coordinators, and students in rural districts.
2. How to motivate industry partners to participate.
3. How to inspire college faculty to participate in the exploration.

This presentation reviews Sourcewell’s cohort model approach to supporting career and college readiness programming in Minnesota’s Region 5 schools. We’ll explore two common questions within high school career readiness programming: “How can schools create equitable opportunities for students and where should we prioritize our time to maximize impact?” Specifically, schoolwide course mapping, engagement of local workforce, and data-informed action planning.

Sourcewell is a service cooperative created by the Minnesota legislature as a local unit of government and is governed by local elected municipal officials and school board members. Central to Sourcwell’s mission is its Education Solutions arm which works closely with Region 5 school districts. The career pathways program, now in its 4th year, is a cohort-based support with 8 career pathways specialists who visit a combined 18 high schools weekly throughout the school year to support administrators, teachers, and counselors achieve their career and college readiness goals.

The School Superintendents Association’s (AASA) “Redefining Ready!” is a research-based metrics program that tracks and aligns the ongoing work high school’s implement to better prepare students for post-secondary opportunities.1 This session will share how regional programming, guided by Redefining Ready!, utilizes SchooLinks, data protocols, and coursework design supports school partners in their work towards equitable progress in career and college readiness.

In this session, Sourcewell consultants will provide an overview of how to leverage SchooLinks to engage students in career and college exploration. The development of meaningful student portfolios (Personal Learning Plans), Course Planner features, and Experience Tracker data analysis will be shared. Additionally, the SchooLinks platform will highlight the process for efficiently engaging business connections.

School Districts participating in the cohort explore and share their career readiness impact data to create a community of transparency and accountability. The Redefining Readiness metrics serve as “North Stars”. The data protocol section will address how to orient schools in the beginning of the school year towards data goals, how data informs early school year actions, and the conversations and troubleshooting needed for continuous improvement. Closing out, communication strategies and our year-end data protocol will be shared with the group.

Lastly, this presentation highlights the ways the cohort supports schools to creatively reconfigure high school pathway course offerings. This includes opportunities through Youth Skills Training to provide coursework opportunities in both Healthcare and Agriculture through a collaborative, multi-district effort. Integration of the core subject areas within each pathway will be addressed.

The Career Pathways Program and the cohort of school professionals work closely together throughout a school year to share best practices, celebrate accomplishments, and increase the opportunities available to Region 5 students. Pivotal in this work is the deployment of SchooLinks, collaboration on coursework design and schedule, and accountability through reliable career and college readiness data. The cohort model allows schools to share methods and lessons learned with the belief that shared engagement leads to continuous improvement and growth.

1 Redefining Ready. (2024). National college and career readiness indicators. Redefining Ready. Retrieved from https://www.redefiningready.org/career-ready

You'll learn:

• How to get creative with the master schedule to provide more opportunities for students
• Ideas for how to maximize the use of SchooLinks in your district
• Strategies for data collaboration and examination  

K-12 Career Connected learning starts with great community partnerships! Join us to learn how Junior Achievement North and Minneapolis Public Schools are designing a long-term, sustainable partnership to prepare ALL MPS students for life beyond high school graduation through career-focused, hands-on opportunities and high-quality experiences related to work readiness, financial literacy and entrepreneurship.

Minneapolis Public Schools (MPS) is dedicated to providing a high-quality education for every student. As part of this commitment, the MPS Career and Technical Education (CTE) department has outlined an ambitious vision for the 2024-25 school year aimed at expanding career opportunities and integrating real-world learning experiences into its curriculum.

During the 2024-25 School Year MPS aims to:
•Expose students to diverse career opportunities.
•Provide hands-on, real-world career learning experiences.
•Incorporate these experiences into the students' overall learning journey.
•Offer high-quality instruction in work readiness, financial literacy, and entrepreneurship.
•Build a multi-year, district-wide partnership to ensure equitable access to Junior Achievement (JA) programs.
•Develop students' career readiness skills year over year.

MPS has established a robust partnership with Junior Achievement North (JA North), a leading organization dedicated to preparing young people with the skills and mindset necessary for thriving communities. JA North's programs are designed to empower students from kindergarten through 12th grade through experiential learning.

JA North provides curriculum delivered by grade-level teachers in classrooms, complemented by the support of volunteers—both virtual and in-person. These volunteers, who are local professionals, offer students direct insights into various career paths and help them develop essential skills. JA North’s accessible learning models significantly enhance the students' educational experience by making learning practical and engaging.

Through this partnership, MPS ensures that all students have equitable access to comprehensive JA programs. By embedding these programs into the education system, MPS is committed to building important career readiness skills in students, preparing them for a successful future.

Join us in exploring how this visionary partnership is transforming career and technical education at MPS and learn how you can be part of similar initiatives to equip our students with the skills they need for a thriving future.

Session participants will:

• Leave with knowledge that will inspire them to leverage community partnerships in their school district’s career readiness initiatives.
• Learn about free and low-cost experiential learning options available through Junior Achievement North that align with MDE’s career readiness domains and competencies.
• Understand funding opportunities and limitations associated with Perkins V, CTE Levy and Minnesota Integration funding.

Junior Achievement North programs are offered and available to educators throughout Minnesota.

Walking a mile in someone’s shoes may help you see and experience what they do, but it may not give you insight into the full experience. Afterall, it’s only a mile – not a lifetime. From this lens, Beth Pitchford will discuss the first person experiences of neurodiverse students, staff, and faculty.

Learning what these challenges are can help lead the way to identifying solutions that actually work and increase confidence. To support students with executive dysfunction, we must go beyond the standard recommendations of planners, lists, and reminders to identify creative, individualized solutions. Meanwhile, lack of access to credible diagnosis continues to be a devastating barrier especially to people of color. Faculty and staff who are neurodiverse have the potential to be the strongest advocates for neurodiverse students as they have first-person experiences of many of these challenges. Yet, they also face the same challenges as the students often needing better executive function support, access to diagnosis, and empathy.

This session will educate you about neurodiverse learners among us, share creative solutions, identify barriers these individauls face, and present how Dakota County Technical College is addressing this with the intent of improving access for students. The Double Empathy Problem will be introduced.

The convergence of STEM and CTE offer an opportunity to equip students for future success. This session will explore a groundbreaking collaboration aimed at preparing high school students for careers in emerging technology career fields. The partnership creates interconnected initiatives designed to align educational outcomes with the skills needed for in-demand career pathways. By sharing best practices, the session aims to inspire attendees to pursue cross-sector collaborations.

Full Description:
This session will provide an in-depth look at a collaborative effort between the Minnesota STEM Ecosystem, the MN State Engineering Center of Excellence, and High Tech Kids. Funded by a single grant opportunity, this partnership focuses on expanding competitive robotics, providing internships in emerging technology career fields, and introducing students to in-demand careers through a LEAN module-based curriculum. Participants will gain insights into how these initiatives are integrated to create a cohesive program that aligns educational outcomes with workforce needs. The discussion will cover the successes and challenges faced in implementing these initiatives, particularly in reaching and engaging underserved populations.

The session will also provide a platform for exploring how similar cross-sector collaborations can be developed and implemented. Attendees will leave with practical knowledge and inspiration to initiate or enhance their own efforts in aligning educational outcomes with workforce development, ultimately contributing to the preparation of students for high-wage, high-skill careers in emerging technology fields.

•Robotics Expansion and Support: Led by High Tech Kids, this initiative focuses on expanding competitive robotics across the state, especially in rural and underserved communities. By providing resources, mentorship, and support, this effort not only introduces students to robotics but also fosters essential in-demand career skills such as coding, engineering, and problem-solving. The program is designed to be inclusive, ensuring that all students, regardless of background, have the opportunity to participate in and benefit from hands-on STEM learning.

•STEM-Based Internships: The Minnesota STEM Ecosystem is spearheading a program that offers both micro and immersive STEM internships, in cooperation with several of the education cooperatives across the state. These internships are tailored to provide real-world experience in emerging technology career areas, allowing students to apply classroom knowledge in professional settings. The focus on rural areas and underserved populations ensures that these opportunities are accessible to a wider range of students, helping to bridge the gap between education and the workforce.

•STEM Career Exploration and Employability Skill Development: The MN State Engineering Center of Excellence has developed "An Introduction to STEM Careers," a LEAN Curriculum designed as a "Train-the-Trainer" model. This curriculum equips educators, program providers and employers with the tools to teach critical workplace skills such as team-building, organization, critical thinking, and communication through activities based on LEAN principles. The curriculum not only introduces students to fundamental employability skills but also aligns these skills with in-demand careers.

You'll learn how to:

• Demonstrate the Power of Collaboration: Showcase how cross-sector collaborations between nonprofits and academic institutions can align STEM education with workforce development goals, creating stronger learning outcomes and better preparing students for future careers.
• Highlight Successes and Challenges: Discuss the successes and challenges of implementing these initiatives, particularly in reaching underserved populations and creating equitable opportunities.
• Provide Actionable Insights: Offer participants actionable insights and strategies for developing similar collaborations, emphasizing scalability and sustainability.

Target Audience:
Educators, nonprofit leaders, industry partners, policymakers, and others interested in expanding access to workforce readiness initiatives.

The Minnesota State Advanced Manufacturing Center of Excellence has partnered with Marvin (Warroad, MN) and Wells Technology (Bemidji, MN), to assist in the development of HS Internship programs, targeting Native American and rural Minnesota students. This session will review the important partnerships that have been forged between the Center, the employers, and the high schools, as well as a brief overview of the curriculum, and the credentialing the students may earn at the conclusion of the internship.

You'll learn how to: 

• Develop partnership engagement and walk away with best practices
• Identify skills and curriculum alignment to manufacturing needs
• Work with MSSC to become an MSSC testing center

Are you new to Career and Technical Education (CTE)? If so, this session is for you!

We will be examining foundational information within CTE policy, terminology, funding, and partnerships. There will also be an emphasis on reviewing various resources available to those within CTE – including leadership, professional development, and teaching and learning.

The main objective for this session is to equip attendees with baseline knowledge in CTE for the purpose of more fully engaging within CTE as a learner and leader – no matter your role.

After this session, you will be able to:

• Define and contextualize CTE terminology and resources.
• Recognize and reflect on the relationship between and among various CTE organizations and resources.
• Synthesize CTE information in a way that positively impacts their CTE program.  

This session addresses the continual challenge of supporting ESL/ELL students to succeed in healthcare careers, particularly in nursing assistant programs. The focus is developing pre-training programs that enhance English proficiency tailored to healthcare. Participants will explore innovative strategies to align career and technical education with ESL/ELL students' unique needs, ensuring they are well-prepared to enter high-wage, high-skill, and in-demand jobs. The session will highlight best practices, technology integration, and community partnerships that contribute to improved outcomes for these learners.

Due to language barriers, high schools and higher education institutions face ongoing challenges in preparing ESL/ELL students for success in nursing assistant programs. This session presents a comprehensive approach to pre-training these students, equipping them with the necessary English proficiency to thrive in healthcare careers.

Participants will explore:

1. Targeted Language Instruction: Developing healthcare-specific English language curricula that address the vocabulary, communication skills, and cultural nuances critical for success in nursing assistant roles.

2. Innovative Use of Technology: Leveraging Virtual Reality (VR), Mobile Applications (Apps), and Artificial Intelligence (AI) to create immersive language-learning environments that simulate real-life healthcare settings, providing ESL/ELL students with practical, hands-on experience.

3. Supportive Learning Environments: Strategies for creating inclusive and culturally responsive learning environments that accommodate the diverse needs of ESL/ELL students.

4. Partnerships and Resources: How to build and sustain effective partnerships with community organizations, Adult Basic Education (ABE) programs, and healthcare employers to provide comprehensive support, including language assistance, job placement, and ongoing mentorship.

This session is designed for educators, program administrators, and community partners in K-12 and higher education who want to develop or enhance programs that support ESL/ELL students in achieving healthcare career readiness. Attendees will gain actionable insights and resources to implement in their institutions.

After this session, you will be able to:

• Develop pre-training programs that effectively enhance English proficiency for ESL/ELL students in healthcare, with a focus on nursing assistant roles.
• Incorporate VR, mobile apps, and AI technologies into ESL/ELL language instruction to create engaging and practical learning experiences.
• Implement culturally responsive teaching strategies that address ESL/ELL students' unique needs in healthcare education.
• Foster partnerships that offer comprehensive support to ESL/ELL students, from language development to job placement in healthcare careers.

Please bring your device to this interactive session.

This session provides CTE educators with an introduction to AI and its applications in the classroom. Participants will learn what AI is, explore real-world examples, and reflect on meaningful ways to integrate it within their unique teaching contexts. The session emphasizes the importance of purpose-driven AI use, engaging teachers and communities in the process to create ethical, inclusive environments. Through guided discussions and hands-on activities, educators will begin developing personalized AI implementation plans. By the end, they’ll be equipped to create meaningful connections between their content areas and AI.

What:

• Learn: Understand what AI is, including its capabilities and potential applications within CTE classrooms.

• Explore: Engage with real-world examples and applications of AI in CTE, spanning industries from healthcare to engineering, and how these tools can prepare students for future careers.

• Reflect: Consider how AI integration could look within your specific teaching context, thinking through the needs of students, the available resources, and the ethical implications.

Why:

• AI’s Dual Role: Recognize that AI, like any powerful tool, can support or hinder learning based on how it’s applied, underscoring the need for thoughtful integration.

• Relevance to Industry: With AI shaping every industry, learning to use it is a critical life and career skill that will serve both students and educators.

• Empowering Educators: This session provides strategies for creating AI integration plans grounded in purpose, community support, and teacher agency.

Through learning, exploring, and reflecting, participants will gain the skills to integrate AI in their programs, creating environments where all students are prepared for an technology driven futures.

This session will outline multiple facets of the partnership between the Spring Lake Park High School Opportunities in Emergency Health Care (OEC) Program, and the Fridley Fire Department. FFD's contributions include: in-class presentations, skill evaluators, storage and training space, advisory committee presence, an explorer post, ride-along opportunities and paid internships for Emergency Medical Responder and Emergency Medical Technician students. The Fridley Fire Department gives Spring Lake Park OEC students interested in the Health and Human Services pathway, an opportunity to directly see what a career in Emergency Medical Services, the fire service or healthcare really looks like when you're part of the squad.

This session is designed to assist attendees with a road map to help generate valuable CTE-industry partnerships. The relationship between the Fridley Fire Department and the Spring Lake Park H.S. OEC Program goes back to the early 2000's. The relationship started with station tours and ride-alongs, but has evolved to the point that the fire department provides the following services/opportunities to students:
-In-class lecturers and presentations
-EMS evaluators including; skill testing, scenario evaluation, EMS and HOSA competition judges and volunteers. This includes curricular and extracurricular training.
-Advisory committee members. Currently there are two and Chief Zikmund is the current SLP OEC committee chair.
-Evening continuing education sessions for Fridley Fire personnel and OEC students. Fridley FD provides instructors for these seminars designed to mix professionals and the high school students.
-Training space. This includes classroom and tower space for OEC's Fire Rescue and Firefighter 1 courses taught at the fire station during the school day.
-Storage space for OEC's rescue truck used for training and community events
-Opportunity for students to join their Firefighting Explorer Post accredited through the Northern Star Council
-Ride-along opportunities for OEC EMT students on the rescue squad. Students are mentored by FFD firefighters and assist on medical and trauma 9-1-1 calls.
-Paid internships for students who become certified Emergency Medical Technicians. The 2023-24 school year was the first year of the internship. One student was hired in the fall of 2023 and still works for the department.
-A grant allowed four additional students to be hired in the summer of 2024, two for the summer, the other two will continue for the 24-25 school year as they will be high school seniors.

The presentation will focus on how schools can reach out to industry to connect students with real-world opportunities.

After this session, you will be able to:

• Identify one industry partner in their community who can be contacted about partnering with their school CTE program.
• Identify three potential industry members to tap for an advisory committee.
• Create a list of ways to develop a constructive partnership.

This presentation explores innovative, research-based approaches to overcome pandemic-related gaps by focusing on relevant real-life and employability skills. Also, by shifting from traditional lectures to dynamic activities, educators can create immersive learning experiences that resonate with today's students. This session will showcase the strategies that worked for us to successfully eliminate gaps across all subgroups at the Anoka-Hennepin Secondary Technical Education Program.

Full description:
In a July 1, 2024 article, the New York Times referred to the situation facing schools today as “a pandemic tsunami”. Many educators feel like the water just continues to rise. Worldwide, students acquired gaps in academic, physical, and social skills at no fault of their own. Rather than complaining about this lack of skill, we need to address how to fill those gaps overtly. This presentation explores innovative, research-based approaches to achieve this goal by focusing on relevant real-life and employability skills. Also, by shifting the focus from traditional lectures to dynamic, participatory activities, educators can create immersive learning experiences that resonate with today's digital-native students. This session will showcase the strategies that worked for us to successfully eliminate gaps across all subgroups at the Anoka-Hennepin Secondary Technical Education Program. Attendees will leave equipped with actionable insights and inspiration to transform their teaching practices, fostering a more engaging, equitable, and collaborative learning environment that will help students “catch up” and take the lead.

This presentation is intended for educators, instructional designers, and educational leaders interested in proactively and overtly addressing the gaps created by the pandemic. The goal of this presentation is to explore research about learning gaps created by the COVID-19 pandemic and share innovative approaches to overtly address the missing skills. We will share research from around the world and suggest instructional strategies to best take advantage of the research. We will focus on the intentional teaching and design of a classroom environment with conditions and supports that will help students prepare for real-life application of the skills necessary for success in school and beyond. We will share what these relevant real-world and employability skills are and how we overtly addressed them at STEP. This structure is designed to help teachers support students to understand the role that these skills and behaviors play concerning their academic achievement, self-worth, well-being, self-regulation, and ability to collaborate with others.

Coe, Erica with Jenny Cordina, Kana Enomoto, Raelyn Jacobson, Sharon Mei, and Nikhil Seshan, "Addressing the unprecedented behavioral-health challenges facing Generation Z." McKinsey and Company. 14 January 2022.

Guryan, Jonathon and Jens Ludwig. "Overcoming pandemic-induced learning loss." Aspen Institute. 8 November 2023.
Kyles-Smith, Kristina, "To Address Learning Gaps, Go Deeper." ASCD Ed Leadership. 1 September 2023.

Ross, Elizabeth M. "Despite progress, achievement gaps persist during recovery from the pandemic." Harvard Graduate School of Education. 31 January 2024.

Zhang, Linfeng with Qingyun Li, Peter Duffy, Zhongyang Zhang, Junyi Xu, and Jingming Cai, "Assessing the impact of the COVID-19 pandemic on graduate learning experiences in higher education: insights and recommendations." Sage Open. April-June 2024.

Zhou, Yong and Jim Watterson, "The changes we need: Education post COVID-19." Journal of Educational Change. 18 February 2021.

What you will learn:

• Participants will gain a deeper understanding of the research being done to identify what the gaps are. 
• They will see data that demonstrates the benefits of using interactive, relevant, and rigorous strategies to enhance student engagement and collaboration. 
• They will leave with actionable strategies that are research-based and proven to work, practical tools, and renewed enthusiasm to integrate interactive elements into their teaching practices, thereby creating more dynamic and inclusive learning experiences for their students that will eliminate the gaps that were created by the pandemic.

K-12 educators were funded to engage in 30+ hours of industry-based work experiences with the goal to enhance an element of their curricula and apply trades skills in the classroom. Learning from their time in the field educators were challenged to build connections with local industries and new experiences for all students.

Rob Sleezer from Minnesota State University Mankato led the professional development in experiential learning and inclusive student education design. Each educator developed and created their own curricula to meet various standards.

Educators in this project are:
Margy Schipper
Jeff Ponto
Stephanie Salisbury

 After this session attendees will be able to:

• Understand the value of hands-on working experience for classroom educators
• Identify ideas for implementing trades skills in their own classrooms
• Motivate the development of local partnerships with local industry and careers

Whether your are getting started with work-based learning or looking to expand your impact, this session will help you create transformational experiences for students. Discover how to develop effective work-based learning program structures that connect seamlessly with existing educational infrastructure. Let’s revolutionize how educational institutions, local businesses, and communities support student learning for long-term success. This workshop offers a simplified approach to leveraging key educational initiatives, covering the why and how with practical application. Attendees will leave with a solid understanding of how to effectively utilize experiences and infrastructure for meaningful change. Together, we can make a difference!  
After this session, you will be able to:

• Understand the basic elements (tied to research) to build a quality work-based learning experience.
• Apply the learning to improve existing work-based learning experiences.
• Decipher a simple plan to progress work-based learning at your institution.

This session will provide attendees with an overview of strategies that have been used in Florida to help students with intellectual disabilities earn certifications, complete CTE programs, and gain employment in field. The session will also explore how Perkins V funds can be used to offset the cost of a comprehensive transition program (CTP) to increase completion, placement, and licensure rates for special population learners. We will end with a few brief stories of students who have completed CTE programs and the difference that it continues to make in their lives.

We will begin our presentation by briefly reviewing the Higher Education Opportunity Act, before moving on to explore the ways in which Perkins V funding can be used to fund comprehensive transition programs (CTP) for career and technical education (CTE) centers. From there, the presenters will share strategies that have been used to increase completion, placement, and licensure rates for students with intellectual disabilities (ID) in Florida; this will include Universal Design for Learning, peer mentors, student interest surveys, and accommodations on industry certification exams. We will then explore a wide range of credentials and industry certifications that students have earned in their inclusive CTE programs, which will then lead to strategies that have assisted student with ID in finding competitive integrated employment. Driving this presentation will be data that has been collected by the Florida Center for Students with Unique Abilities (FCSUA) and that has been published in FCSUA’s annual reports to the Governor (FCSUA, 2024). The presentation will then move on to look at two or three -depending on time- stories of students who completed CTE programs and are now working full-time jobs, in field. We will conclude the presentation with a question-and-answer session. In addition to presenting, both presenters will be available for ongoing technical assistance for anyone who is interested or who may want to start a CTP on their campus. Technical assistance will be done in conjunction with the Minnesota Inclusion Higher Education Technical Assistance Center and Think College.

Reference
FCSUA. (2024, July 5). FCSUA Annual Reports. Retrieved from fcsua.org: https://fcsua.org/aboutfcsua/aboutfcsua.php

You'll learn:

• Strategies that have worked to support students with intellectual disabilities in career and technical education courses.
• How Perkins V funds can be used to support a comprehensive transition program for special population learners on their campuses .
• Techniques that have been used to assist students with intellectual disabilities in finding competitive integrated employment.

My Path is a CARF accredited Community Partner with Vocational Rehabilitation Services (VRS) of MN. Through this partnership, we work with individuals with disabilities to establish and accomplish their employment related goals. Through this work, we have developed several partnerships with businesses and schools throughout the state. Learn more about the services we provide and the opportunities to partner with My Path.

Our mission is simple, “Build confidence and independence in individuals with disabilities while fostering the courage and perseverance to accomplish their goals.” We accomplish this in several ways. At the core of everything we do is creating opportunities and experiences for the individuals we serve.

When we get a referral from VRS, there is no cost to the participant. The state of MN covers all costs associated with a client working with My Path. We can provide a variety of individualized services which are delivered 1 on 1 with the client and a My Path Employment Specialist. These services can include, Workplace Readiness, Career exploration, Post-Secondary Exploration, Self Advocacy, Introductory Work Activities, Permit Prep, Post-Secondary Support, INdependent LIving Skills, Social Coaching, Public Transportation Training and assistance with job searching for both short term jobs and long term careers. We are able to start working with individuals while they are in high school and can continue to work with them throughout their career journey. There is also no age limit to clients we can work with. With each client we work with, we establish long term goals and short term objectives to make concrete progress on the goals.

Another service we are able to provide is called a “Work Experience.” When a client completes a Work Experience, they work at a business we have established a partnership with, but they are not a former employee of the business. They are employees of My Path, are paid by My Path but work a set and agreed upon schedule at the business. We have partnered with companies across the state including, Walgreens, Caribou Coffee, Fanatics, HyVee, Coborns, TPI Hospitality, Twist Ease, Dedicated Networks, Asmodee, YMCA, and others. We are always looking to establish new partnerships relative to the interests and strengths of our clients.

Aside from Work Experiences, we also offer informational interviews, job shadows, company tours and other ways to increase the understanding of a variety of industries and careers. For example, we have worked with several clients to explore the trades. Some clients have come in with interest and others developed interest after working with us to explore all the trade related careers. Once we have established partnerships, we can work with our clients and VRS offices to help identify clients that would be a good fit for a given industry. In a sense, we can work with companies to recruit qualified candidates.

Through our work with clients, we complete a lot of Postsecondary Exploration and research. This research can include 4 year programs, 2 year programs, certificates and on the job training. Much like our business partnership, we look to establish positive relationships with schools and training opportunities across the state.

My Path hopes and would appreciate the opportunity to present at this year's Career and Technical Education Summit. We want to increase the knowledge and understanding of what we do at My Path, but also how VRS operates and the role they can play in helping individuals find meaningful, long term careers.

After this session, you will be able to:

• Increase understanding of My Path, the services we provide and the opportunities we provide to our clients.
• Increase understanding of how VRS operates and the role they play in helping individuals with disabilities find long term meaningful careers.
• Increase understanding of the variety of ways local businesses, training centers and educational institutes can partner with My Path to increase their enrollment and qualified applicants. 

MN State and the University of Minnesota partnered together to assist Upsher-Smith and their employees in assessment and delivery of an Occupational English training program. CTE at Hennepin Technical College leveraged MJSP grant funding to employ PhD students in the College of Education & Development (CEHD) at the University of MN on this project. The process included recruitment of potential students interested in improving their practical training skills through CEHD’s Workforce Development and Research Lab. Next, under the supervision of a faculty member, the students conducted a needs analysis at Upsher-Smith followed by the development of a training outline, inventory for employees to take so they would be placed in the proper course, and finally onsite course delivery.

The project helped develop training skills for academic practitioners at the University of MN, but ultimately delivered valuable professional development for entry level employees whose first language was not English to increase their value at work. Through this experience, we propose a model of three partners: government, organization, and university. The collaborative model brought up some unique challenges and presents an opportunity for future partnerships.

After this session, you will be able to:

• Articulate a model for collaboration and how this could be utilized in their work. 
• Identify their own potential partnerships in leveraging resources. 
• Visualize how university graduate students can be employed in practical ways on technical education projects.

Demand for workers in the skilled trades is growing, and these careers offer stability and good pay, which make them desirable for many students. This session will review stories and examples from dozens of CTE classrooms that are using these tools. You’ll walk away with actionable ways that you can use these emerging technologies to empower your school to start or strengthen their construction trades program while creating flexible, safe, and customizable learning experiences for your students.

The skilled trades, such as HVAC, electrical, solar, and more, offer stable careers and good pay, which make them desirable for many students. Learn how incorporating AI, VR, and 3D simulations into your classroom can expand access to these in-demand, well-paying jobs.

Hear how instructors are already using these tools and how you can as well. For example, some teachers are using these technologies to more easily differentiate their curriculum. Others are taking advantage of 3D simulations to increase safety by allowing students to practice on equipment in a virtual environment first.

Additionally, you will learn about research showing the effectiveness of VR and 3D simulations for students, such as a 2022 study by PwC that showed learners using VR are 3.75 times more emotionally connected to the material and 275% more confident in applying skills after training.

What you'll get from this session:

• You’ll walk away with a better understanding of how you can use these tools to start or strengthen your CTE trades program.
• Discover the possibilities of AI and how it can be used as a 1:1 teaching assistant to promote critical thinking and problem-solving skills.
• Learn how tools like online 3D simulations make it easier for instructors to build a more flexible learning environment that caters to a diverse range of learners.
• Understand how AI and simulation-based learning can be leveraged to create impactful skilled trades CTE programs with limited space and resources.

In today’s digital age, technology skills are essential beyond the IT department, impacting everyone’s ability to enhance their lives and work. This presentation will discuss resources, training, and strategies that can impact your students, staff, or employees, most at little to no cost!

The need for technology skills and knowledge goes beyond the IT Department.  Everyone can benefit from understanding how technology can improve lives. But with benefits comes risks. There is no shortage of 'bad guys' trying to engage and steal information. Join the MN State IT Center of Excellence as we provide you with an overview of our role in increasing opportunities and decreasing risks. We offer programs for K-12, Adult Learners, New to IT, and Seasoned Professionals. This presentation will list additional resources, training, and strategies that can impact your students, staff, or employees, most at little to no cost! Our collaborative nature allows us to partner with well-known companies and training providers to bring many options to benefit and protect you and your clients.

You'll learn about:

• Access to Cyber Savvy content
• K-12 IT Exploration
• Career Highways
• Cyber Training for Employees
• Bootcamps and Hack-a-thons

Explore how the Minnesota State Engineering Center of Excellence, supported by Perkins funding, is transforming STEM education through the Siemens STEM Curriculum. This free, project-based program equips educators with the skills to teach Industry 4.0 concepts, while offering students opportunities for college credit. Discover insights from the recent Siemens Summer Teacher Training, supported by a Perkins grant, which brought together educators from diverse and underserved communities. Attendees will also receive a hands-on activity, ready to implement in the classroom, to bring Industry 4.0 to life for their students.

In the dynamic world of career and technical education (CTE), mental health literacy is paramount both in the classroom and as students transition to their careers. This session will introduce participants to the foundational concepts of Mental Health First Aid and provide practical strategies for integrating this training into CTE programs. Attendees will learn how Mental Health First Aid is inherently culturally responsive and inclusive. The session will highlight the importance of teaching students’ mental health literacy for their personal lives and future careers.

K-12 educators were funded to engage in 30+ hours of industry-based work experiences with the goal to enhance an element of their curricula and apply trades skills in the classroom. Learning from their time in the field educators were challenged to build connections with local industries and new experiences for all students.

Educators:
Tracy Bockbrader
Josten Coleman
Rachel Steil

After this session attendees will be able to:  

• Understand the value of hands-on working experience for classroom educators
• Identify ideas for implementing trades skills in their own classrooms
• Motivate the development of local partnerships with local industry and careers 

Perkins legislation expects comprehensive local needs assessments to include engagement with partners most impacted by local planning. However, the methods of that engagement are left to the discretion of each consortium. How can CTE leaders maximize the input and guidance of students, educators, and industry leaders to strengthen programming?

This session will feature a dialogue on equitable engagement by Minnesota State, RealTime Talent, and session participants.

You'll be able to:

• Spark creative thinking about new approaches to engaging key community partners that influence or benefit from CTE programming.
• Activate consortia leaders to apply engagement strategies effectively and get useful results.
• Experiment with engagement openers and closers that spark collaboration and promote inclusive spaces.

Highly skilled early childhood educators are important to the children, families, and profession. Some educators are being left out of higher education institutions due to English not being their primary language. Offering college courses in other languages is possible and can help grow the field!

The barriers to transition from an all-English track for awards in Early Childhood Education to adding a second language can be challenging within a State System of Colleges and Universities. The presenters will share what the barriers were and how they overcame them to establish the first Spanish Language award at their college.

You'll learn how to:

• Outline the process to determine if a different language track for program courses is viable.
• Identify barriers to adding different language tracks at an institute of higher education.
• Chart a path to higher award levels in different languages or adding multiple languages to a program. 

Whether you think of them as employability, professional, or soft skills, these are the skills employers, colleges, and teachers desire in the workplace and classroom. Discover how you can integrate employability skill development into your curriculum. Through the development of these skills, students gain practical experience and confidence, making them more competitive in the job market, and/or better prepared for college.

Learn how one high school leveraged its advisory boards to identify the skills most valued by employers. With the help of work done by others (State of Indiana Employability Skills and MyWays Competencies Domains), a group of teachers, administrators, and community/business representatives worked together to further develop the 10 employability skills of emphasis: adaptability, communication, critical thinking, independence, initiative, perseverance, problem solving, professionalism, team work, and time management. Teachers are encouraged to embed some or all of these skills into their classrooms and assess student achievement using a grading rubric for each skill. Those who are successfully embedding the skills are finding not only surprising results, but are also happy to have a common language to use with students. Each employability skill is accompanied by two “Can You…?” questions. Consistent exposure to these skills helps students not only build a stronger foundation of skills, but also equips them with the language to use when describing their skills.  

After this session, you will be able to:

• Follow a process for developing employability skills of emphasis leveraging advisory board and teacher input.
• Examine how employability skills can be integrated into classroom instruction.
• Systematize assessment of employability skills in their students.

After an inspiring day of sessions, join us for an evening of connection and conversation at the Fireside Reception, proudly sponsored by Greater Twin Cities United Way and ECMC Group. We invite you to turn down the volume and tune in to the voices that matter most—the students we serve.

In addition to light refreshments, we’re excited to feature Question the Quo, a public awareness campaign developed by ECMC Group. Based on surveys of Gen Z teens, these national surveys gathered insights from teens ages 14-18 to uncover how high school students are thinking about and planning for their future education and careers amidst an ever-changing environment.

Whether you want to unwind, share insights, or spark new collaborations, this relaxed setting provides the perfect opportunity to deepen your connections. Don't miss this special event — the ideal way to wrap up your first day at the summit!

Registration Desk Opens
Stop by the desk if you have any questions and to pick up your name badge.

Breakfast in the Scandinavian Ballroom (lower level)
PLEASE NOTE: Breakfast will be cleared by 8:00 a.m. 
Kick off Day #2 with a delicious hefty breakfast and head up to the Regency Ballroom at 7:40 a.m. for the general session which will begin promptly at 7:45 a.m.

ECMC Group is empowering young adults to design solutions to help them engage in the education and workforce ecosystem deeper. Come to breakfast to learn more about the two ideas currently being developed and piloted, and share your ideas and perspectives. 

This session will build on the information shared during our session on Tuesday, Using Youth-centered Design to Improve Racial Equity Gaps (participation is not a prerequisite). It will be a casual, open discussion where we can share breakfast and ideas. 

Explore the benefits of the Child Development Associate® (CDA) credential™ —a nationally recognized certification that boosts professional development and educational quality in early childhood settings. By embedding the CDA® Credential into secondary Early Childhood Education programs, educators can equip students with valuable qualifications that offers a direct pathway to both employment and higher education. Attendees will gain a thorough understanding of how to integrate the CDA® Credential into their programs, along with the benefits it offers and the steps needed to support students and staff.

The Child Development Associate® (CDA) credential™ is the most widely recognized credential in early childhood education (ECE) and a key stepping stone on the path of career advancement in ECE. The CDA® credential is based on a set of Competency Standards that guide ECE professionals as they work toward becoming qualified teachers of young children.

In this session, participants will explore the benefits of embedding the CDA® credential within ECE programs at the secondary level. Learn how to integrate the CDA® into educational frameworks, establish partnerships with local childcare centers, and supporting students in meeting the 480-hour work experience requirement.

By integrating this credential, you’ll contribute to higher standards of care and education within your community. Join us to learn how you can help shape the future of early childhood by enhancing student employability and expertise while elevating the overall quality of the ECE career pathway.

After this session, you will be able to:

• Understand the benefits of the CDA® Credential and its role in Early Childhood Education.
• Learn how to integrate the CDA® Credential into secondary CTE programs, creating a structured pathway that aligns with industry standards and prepares students for employment and further education.
• Acquire strategies on how to support students in meeting the CDA® requirements.

Discover innovative strategies to spark student interest in healthcare careers. This presentation provides CTE leaders with practical tools and insights to inspire and guide students towards rewarding careers in the healthcare industry. Learn how to integrate career exploration into school programming and create meaningful pathways for student success in the dynamic field of healthcare. Hands-on activities and friendly competition included!

In a fast-paced environment where it is challenging to keep up with all of the advancements in the field, Trade and Industrial Technology (T&I) teachers seek to keep their skills and knowledge base up to date. Many T&I teachers are also asked to teach in more than one program area, which requires additional training beyond their primary expertise.

This session is offered as an opportunity for members of the Trade & Industry community to contribute the development of additional, targeted professional development experiences.

The session will principally be a chance for attendees to provide perspective to the topics to be pursued, the optimum delivery methods of those topics, and suggestions for potential partners from high education and industry.

By the end of this session,participants will be able to contribute feedback and share best practices for the Trade & Industry community around student-built structure programs. They will have the opportunity to

• Contribute input to the resource
• Help develop professional development opportunities
• Build a cohort of teachers running house building programs.

The purpose of this session is to inform the community about the resource, improve and expand this and additional resources, and help new programs to be established. The information gathered will be used to enhance the resource, identify new assets, and expand the districts offering programs.

K-12 educators were funded to engage in 30+ hours of industry-based work experiences with the goal to enhance an element of their curricula and apply trades skills in the classroom. Learning from their time in the field educators were challenged to build connections with local industries and new experiences for all students.

Educators:
Doug Androli
Issac Ydstie
Cindy Jacobs

After this session attendees will be able to:  

• Understand the value of hands-on working experience for classroom educators.
• Identify ideas for implementing trades skills in their own classrooms.
• Motivate the development of local partnerships with local industry and careers 

Everything You Wanted to Know About Indians But Were Afraid to Ask

Hear how the Spring Lake Park Schools have created partnerships with local industry and colleges to provide students with opportunities for success. The Career and College Readiness Center at Spring Lake Park offers a wide-array of options so each student leaves the district with career and college skills.

What you'll gain from this session:

• Participants in this session will be able to take ideas related to direct career readiness skills back to their schools to support student interests in post-secondary success.
• School counselors or advisors will be able to help students and parents navigate best practices for learning more about college readiness from a wide range of perspectives(financial, academic, location, FAFSA, etc).
• Participants will be able to take what is presented and reach out to local partners in industry, training, and education to provide a vast array of opportunities for staff and students. 

Creating inclusive environments for our college CTE learners across Minnesota will not happen without fostering faculty awareness and investment. Yet CTE faculty participation in professional development remains low, especially around culturally responsive teaching practices. In this interactive session, presenters will share their research to understand faculty reluctance and plans to create a CTE-centric structure for professional development. We will share our findings and engage attendees through review of our assumptions, interpretations, and implications for effective professional development opportunities for CTE faculty.

Career and Technical Education (CTE) programs make up most of the programs offered at our 26 Minnesota State community and technical colleges and rely on faculty to provide high-quality instruction and welcoming, student-centered learning environments. Supporting the training and professional development of these faculty is a systemwide priority because we know that good faculty development can lead to improvements in student learning and success (Dickens, et al., 2018). Additionally, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) requires Minnesota State to use state leadership funds to support the professional development of CTE faculty (Advance CTE, 2021). However, although our system continues to expand faculty learning opportunities, particularly through college Centers for Teaching and Learning and our systemwide online Minnesota State Network for Educational Development, participation by CTE faculty continues to be low in the many workshops, webinars and short courses offered, and even more so on topics related to culturally responsive teaching practices and student engagement. Why is this? What accounts for the lack of participation by CTE faculty in our current professional development structures and offerings?

For this research project, we identified the following outcomes: 

• Compile a clearer picture of who our CTE faculty are, why they teach, and what they value. 
• Identify why technical faculty do or do not participate in current professional development opportunities.
• Identify the training and professional development needs, and how best to support and deliver that professional development, to Minnesota State career and technical faculty.    
• Design a framework and structure to meet the professional development needs of Minnesota State CTE faculty to encourage and support teaching and learning to meet the needs of all students, including those from special populations. 

We are driven by our interest in expanding the knowledge, skills, and reflective practices to equip CTE faculty with pedagogical skills that enhance their teaching effectiveness and ultimately enrich the learning experiences for students, especially our diverse student populations. This presentation will share our research project and findings, including a review of the project design and data collected through a statewide survey. We will engage the audience in our interpretation of those findings and challenge attendees to review our assumptions, enhance our interpretations, and work with us to expand and articulate the implications for effective professional development opportunities for CTE faculty.

Advance CTE. (April, 2021). Perkins V supports teacher recruitment and retention. Advance CTE Research Reports. Retrieved February 3, 2024 from https://careertech.org/resource/perkins-v-supports-teacher-recruitment-and-retention/  

Dickens, E., Cruz, L., Alderson, J., Atias, D., Graham, R., Hurney, C.A., Parker, M., Smentkowski, B., Smitherman, M., Thomas, M. Troisi, J.D., Vincent-Layton, K., & Wang, C. (2019). Starting a Center for Teaching and Learning. POD Speaks 3, 1–6.  

After this session, participants will:

1. Develop a clear understanding of who Minnesota State CTE faculty are, including their motivations for teaching and the values they bring to their roles.
2. Analyze the factors influencing faculty engagement in professional development opportunities, including those with a focus on culturally responsive teaching practices.
3. Contribute your knowledge towards identifying professional development needs for Minnesota State CTE faculty, as well as effective strategies for supporting and delivering this training.

Developing a new generation of diverse workers requires a focus on how different workplaces and industry view competencies and their skill sets. With the advent of Skills-based Hiring and Employee Development Practices being on the minds of employers statewide concerning everything from job descriptions to professional development and advancement, this session works to describe the hiring design that an increasing number of employers are implementing. This session then offers strategies in how best to support the education of students as they learn to understand and incorporate competitive competencies for the future.

After this session, you will:

• Explore how different industries view the same competency in terms of it's skill sets and whether it is occupational, foundation, required, preferred, internal/technical. This for the purpose transferring this knowledge into teaching experiences.  
• Develop an understanding of rubrics and tools employers may use in developing job descriptions, defining competency levels in applicants, and developing onboarding. This for the purpose of morphing these tools into teaching aids for career readiness.
• Gain insight into how instilling overall competency knowledge into students can provide young workers with a vocabulary and perspective to advocate for their training and development.

Nitro-X is an outreach resource of the Minnesota State Transportation Center of Excellence, specifically designed for middle school students as a way to introduce them to the exploration of transportation careers. This session will showcase the event, discuss recent successes and partnerships, and next steps in the growth of this resource.

Ask a student what they want to be when they grow up and you are likely to get a wide variety of answers, but the important part of that answer is that they are able to give an answer to that question at a relatively early age.  They are already considering a job or career at very young ages.  The Minnesota State Transportation Center of Excellence (TCOE) has created Nitro-X as a resource for colleges and industry to engage the middle school learner and expose them to career exploration in the transportation sector.  This is accomplished through a week-long, summer-time day camp where students build confidence in the use of tools, build a remote control car, and go on multiple field trips to industry locations, culminating in a race day where they can race and repair their vehicles.

"Middle schoolers are at a critical age of exploration and reflection as they more deeply learn about what they like to do. Learning about careers during these formative years can help them to set goals, build motivation for school work, and reduce anxiety as they think about their future. Career exposure in middle school can also be important to inform students’ decisions about electives in high school or extracurricular participation." (The Importance, 2023). The TCOE Nitro-X resource aims to influence the participant to consider transportation careers as an option.

This session will showcase the event and give an overview of the events and function of the day camps. It will also discuss recent successes and partnerships, and share next steps in the potential growth of this resource possibly scaling into a regional or nation-wide resource.

Citations:
The Importance of Career Exposure in Elementary, Middle, and High School, SchoolLinks, 11 Sept. 2023, www.schoolinks.com/resource/the-importance-of-career-exposure-in-elementary-middle-and-high-school.

After this session, you will:

• Have a better understanding of the Nitro-X summer camps.
• Learn how the TCOE is working to grow this event on a larger scale.
• Understand how partnerships can be utilized to make successful events

**Unlocking Career Pathways Success: Expert Solutions with Saint Paul Public Schools**

Join us for an interactive session where Saint Paul Public Schools Career Pathways staff will share their expertise to help your school or district tackle specific challenges in developing and managing career pathways. Discover best practices in partnerships, Perkins funding, K-12 career pathways development, marketing and engagement strategies, internships, and certifications. Bring your questions and we hope you leave with actionable solutions tailored to your needs.

After this session, you'll learn about:

Strategic Partnership Development: Attendees will learn how to build and sustain effective partnerships with industry, community organizations, and educational institutions to enhance career pathways and provide more opportunities for students.

Optimized Use of Perkins Funding: Participants will gain insights into best practices for utilizing Perkins funding to support and expand career pathways programs, including how to align funding with program goals and maximize its impact on student outcomes.

Comprehensive Career Pathways Implementation: Attendees will acquire practical strategies for developing and implementing K-12 career pathways, including designing impactful internships, leveraging certifications, and employing effective marketing techniques to engage students and stakeholders.

Experiential learning in rural Minnesota schools can be challenging. Despite the challenges, there are opportunities for schools and partnerships to be nimble and innovative, develop personal relationships with students, and collaborate with other schools in their region. This session will focus on a multi-stakeholder effort to integrate schools, employers, local government, and community resources to provide meaningful experiential learning for high school students in Fillmore County and Houston County in Southeast Minnesota.

After this session, you will be able to:

• Session participants will be able to articulate potential action steps to secure meaningful multi-sector partnerships for the benefit of rural schools and communities.
• Session participants will be able to reflect on the potential integration of their existing partnerships to achieve a robust experiential learning program.
• Session participants will be able to contribute to dialogue on their local and regional efforts with experiential learning. 

HTC Works, led by Hennepin Technical College, showcases a pioneering partnership between secondary, postsecondary, and work-based learning providers. By aligning business and school programs, it enhances post-graduation pathways with a college-sponsored registered apprenticeship—a novel approach in MN. Achievements include increasing WBL participation from 4.6% to 12.29% and expanding school involvement, with a goal to reach 14% by 2028.

This presentation explores a transformative partnership bridging secondary education, higher education, and work-based learning (WBL) to create impactful pathways for students. This collaboration has developed robust internships and a pioneering Registered Apprenticeship Program (RAP), showcasing an innovative approach to education and workforce alignment in Minnesota.  Hennepin West Consortium (HWC) partnership aimed to align programs and initiatives to meet the needs of businesses and schools, amplifying opportunities for students. The core objective to create a seamless pathway from high school to post-graduation, enhancing career readiness.

Leveraging the Partnership to Advance Youth Apprenticeships (PAYA) grant, students aided in the designed recruitment strategies. They identifying key areas for valuable work experience during high school and tackled program implementation challenges, emphasizing authentic local experiences.

The second phase aimed to position Hennepin Technical College (HTC) as a RAP sponsor, inspired by Trident Technical College in South Carolina. This strategic move offered students structured post-graduation opportunities. Research into Trident Technical College’s “Equip Your Workforce” ecosystem provided valuable insights. Collaborations with Apprenticeship MN and funding from the Department of Employment and Economic Development (DEED) facilitated the adaptation of proven strategies to Minnesota.

The partnership has expanded WBL opportunities, with secondary participation at HWC growing from 4.6% in 2021 to 12.29% in 2023. School participation increased from 4 secondary school districts in 2021 to 10 in 2024. Minnesota’s Perkins determined performance measure is set at a 14% WBL participation rate by 2028, with HWC on track to meet this by 2024.

This presentation highlights the success of a collaborative partnership integrating secondary education, college programs, and a WBL solutions provider through innovative program development, strategic partnerships, and community engagement. This initiative has created valuable pathways for students, addresses critical needs in education, and prepares Minnesota’s future workforce NOW and not years in the future.

After this session, you will:

• Understand HWC’s Strategic Partnership Model between secondary, postsecondary, and work-based learning (WBL) providers.
• Understand Ecosystem Benefits: Gain insights into how this collaboration aligns educational programs with industry needs to create impactful pathways for students, including the development of internships and a pioneering Registered Apprenticeship Program.
• Identify Key Phases of Program Development, partner engagement, and creating post-graduation exit-ramps.
• Understand and Apply Best Practices, research and application of PAYA’s best practices that informed the program's design and implementation.
• Analyze and Evaluate Impact of the Hennepin West Consortium’s Youth Apprenticeship initiative, including increases in work-based learning participation and expanded school involvement.
• Learn Creative Innovative Solutions to Overcome Challenges faced, particularly in navigating complex apprenticeship regulations, leveraging out-of-state WBL intermediaries, and community engagement in order to overcome and enhance program effectiveness.

As we continue to advance our efforts in education and workforce development, the intersection of STEM and CTE presents a unique opportunity to prepare students for the future. This session will bring together education thought leaders from both STEM and CTE to explore how they can work together to create a more robust learning experience. Through a moderated panel discussion, participants will gain insights into successful integration strategies and discover new opportunities for collaboration.

This session will bring together education thought leaders from both the STEM and Career and Technical Education (CTE) fields to explore the dynamic intersection of these two critical areas. As the demand for a skilled workforce in STEM-related fields continues to grow, CTE programs have become increasingly important. This panel discussion will delve into how together, STEM and CTE create more comprehensive and impactful educational experiences for students.

Attendees will leave with actionable ideas to enhance their programs and better prepare students for high-demand careers in STEM-related fields. This session will also serve as a platform for building stronger connections between the STEM and CTE communities, fostering a shared commitment to student success and innovation in education.

Session Objectives:

• Highlight Synergies: Examine the natural synergies between STEM and CTE and how they can be leveraged to enhance student learning and career readiness.
• Overcoming Challenges: Discuss the challenges of aligning STEM education with CTE pathways and explore solutions to overcome these barriers.
• Future Opportunities: Explore future opportunities for collaboration between STEM and CTE to better prepare students for the evolving workforce.

Target Audience:
Educators, administrators, policymakers, and industry professionals interested in the intersection of STEM and CTE, and those looking to innovate and strengthen their educational programs.

Panelists:
The panel will feature leading experts from both STEM and CTE fields, including:
[Tim Barrett, Trade & Industry Specialist, MDE] – CTE, curriculum design education and workforce development.
[Sarah Carter, STEM/Computer Science Integration Specialist]– STEM curriculum design and implementation.
[Aaron Sykes, Assistant Director, National Center for Autonomous Technologies] – Emerging technology, workforce development, with experience in STEM-CTE partnerships.
[Melissa Huppert, Ph.D., STEM Outreach Director, Minnesota State Engineering Center of Excellence] – STEM program design and STEM outreach.
[Vic Dreier, Sr. Director School Success, Project Lead the Way] – STEM and CTE program integration and outreach.

Moderator:
[Emily Saed, Director, MN STEM Ecosystem] – CTE and STEM collaboration facilitator, CTE-STEM network development and outreach.

Learning Outcomes for Participants:

• Enhance Student Career Readiness: Participants will learn how the integration of STEM and CTE can better prepare students for high-demand careers, ensuring they possess both technical skills and critical STEM competencies.
• Explore Opportunities for Collaboration: Educators and administrators will discover new opportunities for collaboration between STEM and CTE to create more robust and interconnected learning pathways.
• Incorporate Emerging Technologies and Trends: Attendees will gain insights into how emerging technologies and current STEM trends can be beneficial to CTE programs, keeping them relevant and forward-thinking.
• Design Cross-Disciplinary Projects: Educators will better understand how cross-disciplinary learning combining STEM and CTE can support problem-solving, creativity, and workforce readiness.
• Apply Insights to Curriculum Development: Attendees will be equipped with actionable ideas and resources to refine and develop their own curricula to meet the needs of today’s workforce.

These learning outcomes will help participants leave the session with practical knowledge and strategies they can apply to improve their programs and better prepare students for future careers.

To support schools to effectively implement components of the Solar for Schools legislation, a solar energy company partnered with a science educator to design hands-on educational modules for elementary and high school students to support solar energy career readiness and interest in STEAM learning and careers. Join us to learn about this collaboration and how CTE educators and industry professionals can partner to prepare K-12 students for high-wage, high-skill, high-demand careers.

This presentation will focus on the collaborative efforts of industry and education professionals to design interdisciplinary educational modules focused on solar energy concepts and careers for 5th grade and high school students.  Presenters will share information about the legislative process that inspired this work, their process for working together to understand and meet the diverse needs of interested parties, and the benefits of this collaborative effort for the solar energy company and industry, schools, and students.  They will also lead discussions with participants to brainstorm ideas for future industry-education partnerships to support CTE teaching and learning to prepare K-12 students for high-wage, high-skill, high-demand careers.

Participants will be able to:

• Describe connections between legislation and innovation in Career & Technical Education.
• Describe connections between the strengths and needs of both industry and education.
• Explain the importance of collaboration between industry and education to support career readiness in CTE fields.

This presentation will highlight strategies used to develop Saint Paul Public Schools Education Pathway for High School students. The goal of the Education Pathway is to provide opportunities for students, specifically students who identify as students of color to explore the field of education.

Learn how new Education Pathway courses were developed, how to create paid internships for students, develop scholarships and learn ways to grow quality partnerships that benefit students exploring education related careers.

You will walk away with resources, ideas and connections to help build and support an educator pathway for high school students.

After thissession, you will be able to:

• Identify strategies to develop a High School Educator Pathway.
• Determine different ways to help students explore careers in Education.
• Learn how to create partnerships that will support students exploring Education.

Registered apprenticeship is a time-tested workforce training model that provides people with stable employment, including family sustaining wages and benefits. Currently, Black, Indigenous, and People of Color represent only 13% of apprentices and females make up 8% of apprentices statewide. Understanding that young adults carry such a large weight in the apprenticeship numbers, it is important to perform targeted outreach to younger populations. One way to achieve this is by giving students who are already interested in technical education the tools they need to succeed in a registered apprenticeship program. This informational session will consist of two sections: What is Registered Apprenticeship? How to Educate Students about Registered Apprenticeship.

The first section of the presentation will inform participants about registered apprenticeships. Educators will understand the difference between approved registered apprentice programs, non-registered apprenticeships, and internships. This includes requirements for a registered apprenticeship program, what occupations are apprenticeable, and resources to connect students to apprenticeship opportunities. The second section will discuss the importance of providing students with information about registered apprenticeship programs and supporting career exploration, and what CTE educators’ role in this can look like. Specific topics include, how to prepare students for the registered apprenticeship search process, how to include registered apprenticeship education into course curriculums, and how to connect students with local programs and training centers.

After this session, you will:

• Have a basic understanding about what registered apprenticeship is.
• Learn how to best prepare students for a registered apprenticeship.
• Receive resources to help guide students through the registered apprenticeship search process.

Statistics gathered from USDOL’s Apprenticeship USA Website

Step into the shadows of the digital revolution and uncover the enigma that's silently reshaping the economic landscape. Is artificial intelligence the key to unlocking unprecedented prosperity, or merely smoke and mirrors in the world of ones and zeros?

In this thought-provoking talk, we'll peel back the curtain on AI's true impact:

• The Invisible Hand: From revolutionizing healthcare to optimizing agriculture and enhancing tech innovation, AI is the new technology on the block. But is it a helping hand or a hidden puppeteer?
• The Oracle's Prophecy: Decode the cryptic future of Minnesota's job market. Will AI be your ally or your replacement?
• The Alchemist's Secret: Learn the arcane art of thriving in an AI-enhanced world. Remember, it's not about outrunning the machine, but outsmarting it.

Prepare to question everything you thought you knew about the future of work. We’ll walk through what it means for workers with high and low exposure to AI in their jobs. AI might not take your job, but the person who masters its mysteries just might.

Join us as we conclude the 2024 Career and Technical Education Summit with a brief closing session that brings together the insights, inspiration, and connections from the Summit. This session will feature a reflection on key takeaways, a celebration of outstanding presenters, and a look ahead at the opportunities to amplify listening and leadership in Career and Technical Education.

These post-summit business meetings are invite-only. If you are scheduled to attend one, please reach out to the organizer listed below.

Articulated College All Partners Meeting
Room: Conference Room B 
Contact: Jason Jones jason.jones@hennepintech.edu
*Perkins leaders from all 19 consortia who participate in ACC are invited


New Perkins Leaders Mentorship Group
Room: Conference Room C
Contact: Sue Selland-Miller sue.selland-miller@minnstate.edu
This session is for new Perkins leaders and their mentors to connect and receive support in their new role. Lunch will be provided for New Perkins Leaders and their mentors. RSVPs required.