DAYTON, OHptopnetwork.jff.org/sites/default/files/Pathways Network... · 2018-10-30 · [email protected] LEAH MOSCHELLA JFF, [email protected] SUCCESSES CHALLENGES ASK ME WHAT

DAY TO N , O H

�Effectively aligning the good work that so many are doing to benefit students in Montgomery County

�Balancing academic structures with the incorporation of innovative design that provides opportunities for students to be prepared for the future

�Dayton/Montgomery County was recently named a Talent Hub by the Lumina Foundation because of the work being led by Learn to Earn Dayton

�Learn to Earn Dayton, and the Montgomery County ESC as a subcontractor, have been awarded $500,000 by StriveTogether to carry out an equity initiative, Equity Fellows, in Montgomery County Schools

Ohio mandates that each school district and Educational Service Center (ESC) have a Business Advisory Council (BAC), but allows districts to join an ESC’s BAC if they choose to do so. The Montgomery County ESC has had 23 school districts, one Career Tech Center, and one other ESC join the Montgomery County ESC BAC. This has enabled us to leverage the work already being done by Learn to Earn Dayton, the Montgomery County ESC, various trade organizations, a variety of school districts, and individual community organizations for collective impact.

SHANNON COX Montgomery County ESC [email protected]

KELLY GEERS Montgomery County ESC [email protected]

TOM LASLEY Learn to Earn Dayton [email protected]

LEAH MOSCHELLA JFF, [email protected]

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WHAT WE’RE UP TO

�ThinkTV, our public TV station, won a regional Emmy for a video produced in partnership with MCESC’s “I Can Be Anything I Want To BE A-Z” curriculum for grades K-5

�Learn to Earn Dayton was recently named as one of 10 Systems Change—Proof Point partners within the StriveTogether Network

FUN FACTS

Creating an infrastructure of resources and opportunities that prepare students for their future workforce choices, are not perceived to be individual activities or one-off initiatives, and are aligned to a bigger picture

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A JFF & HARVARD GRADUATE SCHOOL OF EDUCATION INITIATIVE

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MA �Recent leadership changes at the

district (new superintendent taking office and vacancy for permanent Director of Strategic Initiatives)

�More time needed to orient school leaders and teachers to changes already underway in building career pathways

�Recruitment of enough students for initial work-based learning openings

�Measurable outcomes in first year for early college students: 40 students, 100% graduation rate, 80% enrolled in four-year college, 20% enrolled in community college, majority of students transferring 9 college credits earned in high school

�Broader high school redesign toward career pathways underway

�Execution of a successful pilot Job Shadow Day

Education and workforce partners are building a youth talent pipeline to benefit the Greater Lawrence community, ensuring all Lawrence students have access to the experiences and credentials necessary to compete for the next generation of skilled jobs through increased career exposure and college access. This work includes career-focused pathways with early college programming in four industry sectors and work-based learning that provides social capital and the professional skills needed to thrive in a career.

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�Lawrence is the proud home of the highest concentration of Latinos in the U.S.

�Lawrence High School’s class of 1892 valedictorian was American poet Robert Frost

FUN FACTSMIKE FIATO Lawrence High School [email protected]

ANNA O’CONNOR JFF, [email protected]

ASK ME

�Phasing in work-based learning experiences with appropriate timeline and scaffolding, including hosting a second Job Shadow Day

�Backward mapping programs of study with community college partner in two career pathways

�Supporting school leadership in communicating the vision of career pathways and building their capacity to support teachers in carrying out that vision

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Columbus State Community College is the leading intermediary of an IT-centered Workforce Advisory Council actively developing a delivery system for experiential and work-based learning across K-12, postsecondary, and career training. Convened by CSCC, industry leaders are working toward a continuum of employer-designed experiences connected to classroom learning and postsecondary credentials. Leveraging lessons learned from long-term, employer-led initiatives, the Workforce Advisory Council connects college directly to career opportunities in high-wage, in-demand industries.

WHAT WE’RE UP TO


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�Convened employers and industry stakeholders to develop a scalable work-based learning delivery system

�Through a Great Lakes College and Career Pathways Partnership grant, participated in and led a community of practice to share best practices of secondary-to-postsecondary alignment strategies and industry-aligned, project-based learning

� Increased focus on IT pathways and aligning K-12 Education Service Center business advisory council with broader Workforce Advisory Council

�Central Ohio is a substantial region that has been implementing college and career pathways for several years; as the pathways grow across the region, systems need to develop to ensure equity, access, and rigor across all pathways

�Through the College Credit Plus policy, the region is attempting to credential more faculty and align program options

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�Explore college and career pathway opportunities that align to Ohio’s new graduation options, including industry credentialing

�Deepen understanding of the landscape of IT and technology-reliant careers as they connect directly or indirectly with postsecondary degree options

�Expand opportunities for equity of access to strategic dual enrollment and implement faculty credentialing programs

PRIORITIES

�Our work was recently featured in JFF’s article, “Forging Regional Connections: The Role of a Community College in High School Transformation”

FUN FACTSSTEVE DACKIN Columbus State Community College [email protected]


ASK ME

DE L AWARE

LUKE RHINE Delaware Department of Education [email protected]

CHARLOTTE CAHILL JFF, [email protected]

ASK ME

� In October 2018, award funds to scale career pathways, support student transitions, and engage educators in professional learning

� In 2019, create four industry councils and the infrastructure to support them

�Update formal partnership agreements among existing Delaware Pathways partner agencies and organizations and develop partnership agreements with community-based organizations and nonprofitsPR

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We are rapidly scaling work-based learning and increasing industry engagement in Delaware Pathways. We have secured funding—including a $3.25 million grant from Bloomberg Philanthropies—that has enabled us to hire additional staff for the Office of Work-Based Learning at Delaware Technical Community College, which serves as the intermediary. In addition, the Delaware Departments of Education and Labor are collaborating to leverage existing initiatives, such as the summer youth employment programs, WIOA in-school youth programs, pre-apprenticeship, registered apprenticeship, and supports for youth with disabilities.

WHAT WE’RE UP TO

�Six new pathways are being implemented in the 2018-19 school year, with another five to be implemented in 2019-2020

�The fourth annual Delaware Pathways conference, attended by 573 people, took place in April 2018

�A new RFP process for WIOA in-school youth programs aligns pathways with college and career support services for youth with barriers to high school graduation, with a focus on communities

�New funding tools support braided funds across Delaware Pathways partners

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�Biannual progress memos with progress updates, upcoming work, and ratings for each priority area are published in January and July

FUN FACTS


�Additional staff capacity and infrastructure are needed to ensure that we are able to meet our goals to scale pathways

�Further planning is needed to develop a funding model for long-term sustainability

CHALLENGES

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ISThe Postsecondary and Workforce Readiness (PWR) Act was signed into law in 2016. The PWR Act implements strategies to better align the transition from high school into college and careers. All four of the strategies within the PWR Act place learners at the center of efforts to support their preparation for college and career, which requires coordinated and aligned community systems involving school districts, postsecondary education providers, employers, and other public and private organizations.

WHAT WE’RE UP TO


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�Led the 60 by 25 Network in Community of Practice to share best practices for college and career pathways

�Engaged public-private steering committees to map employability and technical competencies for College and Career Pathways Endorsement

�Developed transitional math pathways to support college readiness across STEM, quantitative literacy, and technical math

�Delivered training to help pathways leaders tell their story through data

� Increasing industry participation in steering committees and ensuring collaborative design of career exploration opportunities

� Increasing geographic diversity across the state of Illinois through committee work

�Developing performance indicators and evaluation strategies for technical and employability competencies

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�Design strategies to implement four elements of the PWR Act across Illinois, including sharing best practices, ensuring data collection, and supporting equity of access

�Complete competency mapping for remaining three industry areas; refine employer engagement strategies

�Develop system for tracking, evaluating, and collecting data aligned to college and career pathways

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JON FURR Education Systems Center Northern Illinois University [email protected]


ASK ME � Jon Furr, our Illinois lead, is also a lawyer who owns a 200-pound St. Bernard named Jake

FUN FACTS

AMY SMITH Long Beach Unified School District [email protected]

CYNTHIA BATER Long Beach Unified School District [email protected]

TOBIE BAKER WRIGHT JFF, [email protected]

ASK ME

We’re shifting from a programmatic base to a system approach. The work initially took a traditional approach in which, instead of acting as systems leaders driving the work, committees were working in silos and the operational board was used for approval. All-In ceased committee-based work and returned ownership to the operational board, with a focus on building systems to support progress, not just focusing on separate programs and activities. We have moved from activities to changing how we do business.

WHAT WE’RE UP TO

�The newest member of the Operational Board was born on September 12th; he is already debating the principles of network leadership with his mother, Amy Smith

FUN FACTS


�Coordinating an Industry Pledge to align work-based learning activities across intermediaries and the region

�Designing a series of cross-sector professional development activities (including podcasts) to build understanding, collaboration, and capacity to improve and expand high-quality career pathways

PRIORITIES

�Scheduling shared meeting time with an increased number of cross-sector partners

CHALLENGES

� Invested in a full-time lead to steward the meetings, elevate the shared purpose, and increase connectivity

� Increased distributed leadership based on shared purpose and effective structures

�Expanded from a Long Beach-specific approach to a regional approach including three Workforce Development Boards and new business, district, and community college partners

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Y �Adjustments to targets and timelines for the Compact’s implementation plan as staff transitions occur and political landscapes shift

�Need to increase and account for employer voice in the rollout of the Compact

�Balance of institution-specific reform plans with a larger mission that connects and reinforces them

�Built cross-sector coalition of leaders to support shared goals of Compact

�Developed new Career Readiness Framework spanning ages 10 through 22

�New Summer Youth Employment Program RFP aligned summer jobs with classroom learning and postsecondary planning

�Postsecondary strategy developed by CUNY and HERE to HERE

�HERE to HERE established as early implementation site for Compact

Developed by lead public sector agencies with extensive input and support from funders, employers, and service providers, the New York City Compact for Career Readiness is intended to align and amplify college and career readiness initiatives across NYC. The first two deliverables for the Compact are to drive toward universal work-based learning for young people in the “public talent pipeline” (the K-12 and CUNY systems) and dramatically expand the “College Now” opportunities for high school students to earn college credit and prepare for postsecondary success.

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DAVID FISCHER New York City Center for Youth Employment [email protected]

ABBY JO SIGAL The James and Judith Dimon Foundation and HERE to HERE [email protected]

BOB SCHWARTZ JFF, [email protected]

ASK ME


�Roll out Compact implementation plan beginning in January 2019

�Build public will around the goals of the Compact and political leaders’ commitment to support the implementation

�Build capacity and engagement of industry leaders

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IAThe School District of Philadelphia, in partnership with the Community College of Philadelphia (CCP), launched the Advanced Senior Year (ASY) Program. ASY is designed for high school seniors to complete their senior year at CCP. By the end of senior year, students in ASY can earn their high school diploma and up to 24 college credits toward an associate’s degree. This provides students with a jump start on college and more rigorous coursework in preparation for postsecondary success.

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� 48 high school seniors completed a 5-week ASY orientation to familiarize them with college life

�ASY leveraged practices, processes, and resources of a successful middle college high school, Parkway Center City Middle College

�ASY is consistent with city stakeholders’ strategies to improve workforce development, educational experiences, and economic outcomes for city residents

� Improve curricular alignment and instructional practices, with an emphasis on literacy and numeracy, between high schools and colleges to facilitate college-ready high school graduates

�Develop performance indicators and evaluation strategies for technical and employability competencies

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�Enhanced curricular and instructional alignment between high schools and community college to eliminate the need for remediation at the college level

�Continuously refine practices around access to appropriate supports to ensure educational needs of all students, especially vulnerable populations, are met

PRIORITIES

DAVID E. THOMAS Community College of Philadelphia [email protected]

GREGG SEATON JFF, [email protected]

ASK ME �David Thomas is an avid genealogical researcher who has researched multiple generations of his family history

FUN FACTS

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JERRE MAYNOR Tennessee Department of Education [email protected]


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�Recognize exemplary districts and schools through a competitive designation process using three major indicators, including kindergarten through career advisement, cross-sector collaboration, and early college and career experiences

�Develop a communication and marketing strategy to keep the field informed and equip regional coordinators with resources to best support their schoolsPR

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S �Rebranded and expanded Tennessee Pathways to K-12, extending its reach across all grade levels

�Created a rubric and process for “Certified” Tennessee Pathways, which recognize high schools for aligning programs of study—including CTE and STEM, humanities, and fine arts—to local postsecondary and career opportunities

�Hired nine regional coordinators

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�Two of our three Pathways staff majored in French studies (#liberalartspathways)

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Governor Haslam and Commissioner McQueen launched Tennessee Pathways on July 12, 2018. It includes a nearly $2 million state investment in regional coordinators, who will provide technical assistance to school systems and guidance on increasing the number of pathway opportunities available to students. Tennessee Pathways will recognize programs that align K-12, postsecondary education, and employers so that students have clear and guided pathways to gain the knowledge and experience needed to move seamlessly into the workforce.

WHAT WE’RE UP TO

�Articulating the added benefit of Tennessee Pathways to the field in the absence of direct programmatic funding

�Developing a rubric that captures all priorities of Tennessee Pathways and makes the process understandable and less burdensome to the field

�Providing guidance on liberal arts pathways

CHALLENGES

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LILY LAUX Texas Education Agency [email protected]


ASK ME

In November, we will hold a Tri-Agency Education to Workforce Summit, co-hosted by the Texas Education Agency, the Texas Higher Education Coordinating Board, and the Texas Workforce Commission. The Summit will bring together cross-sector teams from the state’s 28 workforce regions to engage them in planning for regional pathways development. We will use the Summit to launch regional pathways work in the state and TEA will provide funding to an initial cohort of regions that are launching pathways work.

WHAT WE’RE UP TO

�Texas has 1,207 districts across 28 workforce development regions

�Texas has strong relationships among Tri-Agency partners (Texas Higher Education Coordinating Board, Texas Workforce Commission, and Texas Education Agency)

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�Onboarding staff to implement the strategic plan

�Developing strategies to encourage the use of regional labor market information and make it accessible to K-12 stakeholders seeking to implement programs of study aligned with high-wage, high-demand industries

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�Select and support an initial cohort of regions that are designing and implementing pathways

�Develop and pilot new state STEM and work-based learning frameworks

�Work with schools and districts to pilot new programs of study and industry certifications

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�Development of strategic plan that articulates a theory of action for connecting high school to college and careers

�Creation of secondary programs of study that are reverse-mapped from labor market demand, aligned with postsecondary programs, and incorporate work-based learning and industry-recognized credentialsSU

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The United Way is expanding its Career Academies initiative by leveraging a set of interconnected strategies—program investments, capacity building, and systems change—to engineer a sustainable career pathways ecosystem across a network of multisector partners. Career Academies connects high school, postsecondary, and employers within high-demand career fields. It is designed to integrate academic and technical coursework that allows students to earn postsecondary credit and gain real-world learning experiences that will support the future workforce needs of local employers in high-demand industries.

WHAT WE’RE UP TO

� $16 million in career pathway investments in partnership with 16 school districts

� 27 career pathways launched with 6 more pathways in planning for this school year (2018-19)

� 4,000 students engaged to date

� Expanded Career Academies into two rural communities—South Central and Southwest Minnesota—with support from the Bush Foundation

SUCCESSES

SAREEN KEENAN Greater Twin Cities United Way [email protected]


ASK ME

� Need for new leadership to become familiar with the Career Academies initiative and how it fits into the organization’s mission

� Struggles with buy-in from some partners, stalling progress in pathways development

� Formal evaluation provided too little context and too much detail to give an accurate picture of progress for selected sites

CHALLENGES

� Sareen is a mom of 4 and will represent the U.S.A. in the world broomball tournament against participants from 13 other countries

FUN FACTS

� Focus regional planning on strengthening and expanding partnerships, scaling work-based learning, increasing employer engagement, measuring and communicating success, and forming a regional community of practice

� Continue to engage the statewide coalition (Minnesota State, the Minnesota Department of Labor and Industry, the Minnesota Department of Education, and others) to elevate progress and inform policy and funding decisions

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Career Connect Washington is a statewide initiative led by Governor Inslee with the goal that every young adult in Washington will have multiple pathways toward economic self-sufficiency and fulfillment, strengthened by a comprehensive statewide system for career-connected learning. Career-connected learning (awareness, exploration, preparation, and training) is a braided pathway that connects education and work, benefiting both young adults and employers.

WHAT WE’RE UP TO

� 70% of students from the high school class of 2030 will complete postsecondary credentials (degree, apprenticeship, or certificate) by age 26

�Washington STEM’s 2030 goal is to triple the number of students of color, students from low-income and rural families, and young women in Washington who are on track to earn high-demand credentials and enter family-supporting careers

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� Curating and sharing data through a Labor Market and Credential Dashboard to ensure that system changes, policies, and strategies are data-driven, measurable, and centered on racial equity

� Launching 11 regional cross-sector partnerships working toward a five-year goal of 100,000 career-connected learning experiences, including internships and apprenticeships

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ANDY SHOUSE Washington STEM, [email protected]

JENEE MYERS TWITCHELL Washington STEM, [email protected]

GILDA WHEELER Washington STEM, [email protected]

KYLE HARTUNG JFF, [email protected]

ASK ME

�Washington’s economy ranks number 1 in the nation across 27 metrics for economic health and opportunity

FUN FACTS � Aligning education and workforce systems that are currently disconnected and sequential rather than connected and integrated

� Centering racial equity and eliminating race as a determinant of success in school and the workplace

� Accessing transparent, disaggregated, relevant, education-to-workforce outcomes and indicators data

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� Increasing student participation in wraparound services (e.g., tutoring)

�Securing meaningful work-based learning experiences in the advanced manufacturing field

� Increasing overall enrollment and retention in the advanced manufacturing pathway

�Celebrated the first cohort of students entering the mechanical engineering technology program at Springfield Technical Community College and the first full-time job offer in advanced manufacturing for a recent high school graduate

�Hired Pathways Director Wes Carter, who will leverage his background in marketing to enhance recruitment efforts

Over the past four and a half years, we have focused on building an advanced manufacturing pathway. Investing in project-based learning is a key strategy to advance the high school’s integrated academic and career-focused learning efforts. Teachers and instructional coaches have undergone extensive training in crafting, overseeing, and assessing real-world projects aligned to core academic standards. Project-based learning gives students an opportunity to apply their learning in practical ways. Sample projects include recreating tools and materials used in manufacturing and designing energy-efficient office buildings.

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WES CARTER West Springfield High School [email protected]

ADELINA GARCIA JFF, [email protected]


JULIA DI BONAVENTURA JFF, [email protected]

ASK ME


�Enhancing work-based learning and mentoring opportunities, with a focus on scaling to more students and providing more opportunities in industry-relevant settings

�Strengthening both the pathway program infrastructure and funding mechanisms to ensure long-term sustainability of the program

PRIORITIES

�Wes Carter, director of the Pathways Program, has a 3-year-old Bull Boxer named Gretzky

�Wes coaches varsity hockey, soccer, and tennis

FUN FACTS

A R I ZO N A


We are working closely with cross-sector partners to develop apprenticeship programs that are integrated with pathways. This includes the development—in partnership with Raytheon, Pima County Community College, and the National Institute for Metalworking Skills—of a first-of-its-kind, industry-recognized apprenticeship program. Over the next year, we will create a framework for standardizing and scaling apprenticeships integrated with pathways and work with partners to identify opportunities to pilot this approach.

WHAT WE’RE UP TO

�Hired an additional full-time director and a part-time research assistant to expand implementation and document Arizona Pathways to Prosperity work

�Engaged 28 middle and high schools in the initiative

�Secured $1.74 million in funding through a new public-private sector partnership

�Launched Possible Futures pilot project with 4 districts and 15 teachers, impacting over 600 students

SUCCESSES

AARON BALL Center for the Future of Arizona [email protected]

CINDY ERWIN Center for the Future of Arizona [email protected]


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�Lack of a clear sector lead in health care has delayed pathway development

�Making the case for a regional and statewide ecosystem for pathways implementation remains a challenge with some critical partners

�Lack of a common set of metrics for pathways outcomes

CHALLENGES

�Cruel fact: On September 27, 2018, the temperature in Phoenix at 4:30 p.m. was 109 °F. Yes, Phoenix is HOT!

FUN FACTS

�Continue to support the development of pathways in the Tucson region, with the goal of building out a proof point that can be used to support scaling pathways in Arizona

�Expand Pathways to Prosperity to Pinal County (align with the Governor’s Office Advanced Technology Corridor work and educational attainment and workforce goals)

PRIORITIES

Documents

DAYTON, OHptopnetwork.jff.org/sites/default/files/Pathways Network... · 2018-10-30 · [email protected] LEAH MOSCHELLA JFF, [email protected] SUCCESSES CHALLENGES ASK ME WHAT