2024 CTE Works! Summit

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.

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.

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.  

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. 

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 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.

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