LEVERAGING AFTERSCHOOL OPPORTUNITIES TO SUPPORT COLLEGE AND CAREER READINESS

S E P T E M B E R 1 7 , 2 0 1 4

1 0 – 1 1 : 3 0 A . M . C S T

Presenter: Garry Davis, SEDL Practitioner: Deb McGarvey, America SCORES

Copyright ©2014 by SEDL. This presentation was developed by SEDL and was funded by the Illinois State Board of Education (ISBE). The content does not necessarily reflect the views of the ISBE or any other source. SEDL developed this presentation in 2014 with funding from the U.S. Government. This publication is in public domain. Authorization to reproduce and disseminate it in whole or in part is granted as long as appropriate acknowledgment is given.

SESSION OBJECTIVES

•  Share strategies for afterschool programs that promote college and career readiness (CCR).

•  Relate the college and career readiness content to your practice in the field.

Why Focus on CCR?

CCR Strategies for Afterschool

Programs

Meeting Students Where They Are

Afterschool Uniqueness

WEBINAR COMPONENTS

There is a greater need to focus on college and career readiness today than there was

30 years ago.

POLL: AGREE OR DISAGREE?

Why Focus on

CCR?

•  66% of students who completed high school in 2012 enrolled in either a 2- or 4-year institution the following fall

•  59% of first-time, full time

students who began at a 4-year in 2006 completed the degree within 6 years

•  31% of first time, full time

students who began at a 2-year in 2006 completed a degree or certificate within 3 years

COLLEGE ENROLLMENT AND COMPLETION

(ED, 2014a; ED, 2014b)

Why Focus on

CCR?

Civilian Unemployment Rate: Annually Adjusted, 1990–2014

(U.S. Department of Labor, Bureau of Labor Statistics, 2014a)

Employment Change post-recession by educational attainment (2007-2014)

(U.S. Department of Labor, Bureau of Labor Statistics, 2014b)

Why Focus on

CCR?

Why Focus on

CCR?

“By 2020, 65% of all jobs will require some form of postsecondary education or training.”

•  18% some college, no degree •  12% Associate’s degree •  24% Bachelor’s degree •  11% Master’s degree of better

LABOR MARKET PROJECTIONS

(Carnevale, Smith, & Strohl, 2013)

What are some of the barriers students face to college enrollment?

QUESTION

Why Focus on

CCR?

Funding

Academically underprepared

Difficulty navigating the college application process

Not sure of options and resources

BARRIERS TO COLLEGE ENROLLMENT

Linear

“Climbing up the career ladder”

One Organization

Why Focus on

CCR?

TRANSFORMATION OF CAREER ADVANCEMENT PATHWAYS

Multidirectional

Many Organizations

(Baruch, 2004)

Why focus on CCR?

INCREASED NEED FOR STUDENTS TO “KNOW”

Know Why

Know How

Know Whom

Know What

Know Where

Know When

Skill, knowledge, and talent needed to be competent in career

Networking, social capital, building relationship

Timing and choices of activities within the career field

Geographical, spatial boundaries for entry, training, and advancement in the field

Meaning, motives, values for pursuing a career

Understanding the opportunities, threats and requirements within the career field

(Jones, & DeFillipi, 1996)

Afterschool Uniqueness

THE ROLE OF AFTERSCHOOL IN COLLEGE AND CAREER READINESS

QUESTION

What makes afterschool such a unique opportunity to help meet the needs of

students?

Afterschool Uniqueness

Traditional School Afterschool

Teaching Outside of the

Margins

Margin

Meeting Students

Where They Are

Donald Super •  Psychologist with expertise in vocational development

theory

•  Developed the Self-Concept Theory

•  3 aspects of career development •  Life Span •  Life Space •  Self-Concept

SELF-CONCEPT THEORY

(Savickas, 2001; Super, Savickas, & Super, 1996; Super, 1990)

Meeting Students

Where They Are

5 DEVELOPMENTAL STAGES

Growth (ages 0–14)

Exploration (ages 15–24)

Establishment (ages 25–44)

Maintenance (ages 45–64)

Decline (ages 65+)

Meeting Students

Where They Are

Growth (ages 0–14)

•  Fantasy

•  Interest

•  Capacity

Exploration (ages 15–24)

•  Crystallization

•  Specifying

GROWTH AND EXPLORATION DEVELOPMENTAL STAGES

Meeting Students

Where They Are

WHY SELF-CONCEPT MATTERS

Understanding student development should inform the strategies and practices we use to prepare them for college and career.

QUESTION

What do you think are some college and career strategies you can use in afterschool in…

Last Name (A–H)

Last Name (I–O)

Last Name (P–Z)

Elementary School Middle School High School

CCR Strategies

for Afterschool Programs

•  Class guest interviews

•  College mascot team names

•  College names for activities

•  Introducing educational pathways

Elementary School Growth Phase: Fantasy and Interest Focus on creating awareness of college and career options.

CCR Strategies

for Afterschool Programs

Middle School Growth Phase: Interest and Capacity Focus on awareness and exploration of college and career options.

•  Career profiles •  Community service projects •  Industry class guests •  Hands-on projects •  College and community

explorations •  Tutoring and academic

enhancement •  Grades and goal setting •  Reiteration of educational and

career pathway •  High school selection (if

applicable)

CCR Strategies

for Afterschool Programs

Middle School: Afterschool Program Highlight

•  Goal setting •  Career clusters survey •  Learning styles survey •  Passion mapping •  Guest speakers •  Poetry slam/music videos •  Service learning

•  Community immersion outings

•  High school readiness fair •  Culminating event •  Adding alumni program for

high school freshmen

Passport to High School Success (PHSS)

CCR Strategies

for Afterschool Programs

High School Exploration Phase: Crystallization Focus on awareness, exploration, selection, and preparation of college and career options.

•  Career profiles with requirements for entry

•  Mentoring and tutoring support

•  College and company visits

•  Family involvement in CC identification, selection, and preparation

•  Work-based learning, internships, and or project-based apprenticeship

•  Orientation and support with college, financial aid, and scholarship applications

•  Partner with CTE department for resources, project assistance

•  Partner with CCR counselor for additional assistance and/or resources

BONUS WEBINAR COMPONENT!! Addressing Challenges

Lessons From the Field

ADDRESSING CHALLENGES TO IMPLEMENTATION

Addressing Challenges

Working With Partner Organizations •  Ensure staff in charge of PD from both

organizations meet. •  Train staff together. •  Meet often.

Coordinating Community Immersions •  Use organizations working in high

schools.

Principal Buy-In •  Document with pictures/video. •  Overcommunicate. •  Invite them to everything. •  Hold HSR fair at partner school.

Starting Without Training Staff

•  Leave enough lead time to train staff.

21st CCLC allowable expenses: •  Programming •  Professional Development •  Buses for connected field trips •  Food for special events at mealtimes •  Printing

Reach out to funders:

•  Apply for small grants to supplement •  Ask existing funders for small additional

donations Small (or not-so-small) asks:

•  Food, e.g. pizza for high school fair •  Gift cards •  Printing (corporate partners often will

help with this) •  Other incentives (clothing, ipods, etc.)

LEVERAGING FUNDING Addressing Challenges

QUESTIONS

SESSION OBJECTIVES

•  Share strategies for afterschool programs that promote college and career readiness (CCR).

•  Relate the college and career readiness content to your practice in the field.

REFERENCES Baruch, Y. (2004). Emerald Article: Transforming careers from linear to multidirectional career paths: Organizational and individual

perspectives. Career Development International, 9(1), 58–73. Carnevale, A. P., Smith, N., & Strohl, J. (2013). Recovery: Job growth and education requirements through 2020. Georgetown University:

Center on Education and the Workforce. Retrieved from http://cew.georgetown.edu/recovery2020 Jones, & DeFillipi. (1996). Back to the future in film: Combining industry and self-knowledge to meet the career challenges of the 21st

century. Academy of Management Executive, 10(4), 89–103. Savickas, M. (2001). A developmental perspective on vocational behavior: Career patterns, salience, and themes. International Journal for

Education and Vocational Guidance, 1, 49–57. Super, D., Savickas, M., & Super, C. (1996). The life-span, life-space approach to careers. In D. Brown & L. Brooks (Eds.), Career Choice and

Development (3rd ed., pp. 121–178). San Francisco: Jossey-Bass, Inc. Super, D. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.), Career Choice and Development.

(2nd ed., pp. 197–261). San Francisco: Jossey-Bass, Inc. U.S. Department of Labor, Bureau of Labor Statistics. (2014a). Charting the labor market: Data from the current population survey (CPS).

Retrieved from http://www.bls.gov/web/empsit/cps_charts.pdf U.S. Department of Labor, Bureau of Labor Statistics. (2014b). Labor Force

Statistics [LNS12027659, LNS12027660, LNS12027689, LNS12027662]. Retrieved from http://data.bls.gov/cgi-bin/srgate U.S. Department of Education (ED), National Center on Education Statistics. (2014a). The condition of education 2014: Immediate

transition to college. Retrieved from http://nces.ed.gov/programs/coe/indicator_cpa.asp U.S. Department of Education, National Center for Education Statistics. (2014b). The condition of education 2014: Institutional retention

and graduation rates for undergraduate students. Retrieved from http://nces.ed.gov/programs/coe/indicator_cva.asp

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