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Transforming Futures: Building a Career Pathways System that Works!. Nancy Bartholomew-Seltzer Curriculum Specialist Adult Education District Office Kimberly Gates Department Head, Online Programs Sheridan Technical Center Jane Hughes Curriculum Facilitator, Career Pathways - PowerPoint PPT Presentation
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Transforming Futures: Building a Career Pathways
System that Works!
Nancy Bartholomew-SeltzerCurriculum Specialist Adult EducationDistrict Office
Kimberly GatesDepartment Head, Online ProgramsSheridan Technical Center
Jane HughesCurriculum Facilitator, Career PathwaysDistrict Office
Neeta RancourtAssistant Director, Adult EducationAtlantic Technical Center
2
Adult Career Pathways
A framework for better connecting… K-12 Education Postsecondary Education Economic Development Programs Supportive Services
Career pathway systems are road maps that put students on the fast track to higher learning and higher earning
Restructuring of Adult Education Federal Government push to educate and transition adults into post
secondary education and careers. This aligns with the scheduled release of the revised and more rigorous GED test
3
Why is Access to Postsecondary Education Vital?
Research confirms it results in: Increased earnings
Reduced unemployment
Benefits to children. The poverty rate among children under age six decreases from 62.5% for parents with less than a high school diploma to 15.2% for parents with some college. (NIFL)
Skilled workforce
4
Education, Earnings, EmploymentMedian Annual Income, Full-time workers, 25 years old and over
2008 MalesSalary/Unemployment
rate
FemalesSalary/Unemployment
rate
Less than high school diploma
29,6808.8
20,4109.4
High School graduation, including GED
39,0105.9
28,3805.3
Associates degree
4 year degree
50,1503.8
65,8002.5
36,7603.7
47,0302.7
5
Five Transitioning Models ESOL - focused on advanced language skills, little math prep
GED Plus - aligns existing GED prep so that students interested in postsecondary are prepared to enter
college level coursework
Advising – raises student awareness of postsecondary options and admissions
Career Pathways - contextualized leaning to participate in college level education
College Preparatory - direct instruction to address gaps between knowledge and skills
STEP 1: FIND A MODEL THAT WILL WORK FOR YOU.
NCSALL Occasional Paper
Which Model Did We Choose? Why?
A hybrid of the GED Plus and Advising Models
What does Broward County’s Student Population Look Like?
6th Largest District in the Nation 2nd Largest District in the State of Florida
Population – 1,748,006 Labor Force – 1,002,039
Adult Education Students Served 2010-11 33,310
Average Age - 16 – 24 years of age
165 countries/53 language groups
Unemployment Rate - 9.5% as of August 2011
Step 2: ESTABLISH A STEERING COMMITTEE
Who serves on Steering Committee?District staff – administrators, facilitators, professional development Classroom teachersData personnelPartners (Workforce One, 211 Broward, Broward County Libraries, Vocational Rehabilitation)School based staff – department heads, marketing personnel, administrators, guidance counselors
Steering Cabinet
Who is on the Steering Cabinet? Technical Center Directors Community School Principals Adult Center Principals
Role of the Steering Committee
To create the Five Year plan, recommend adjustments, and be responsible for the continuing oversight of the plan. These recommendations and progress reports will be brought to the Steering Cabinet on a monthly basis.
Role of the Steering Cabinet
The role of the Steering Cabinet will be to ensure district-wide implementation of the Steering Committee’s plan.
Step 3: DEVELOP A FIVE YEAR PLAN
Program Design Marketing Professional Development Curriculum & Instruction Student Support Services Assessment Partnerships Accountability
Program Design
Collaborate with county workforce development board/agency
Create pathways based on industry need project out to 2020
Create no more than five pathways
Pathways Identified
Health Sciences
Manufacturing
Information Technology
Business Management & Administration
Curriculum & Instruction
Adult Education StudentsStudent Success Webinars How to be a Successful Distance Learner Critical Thinking/Test Taking Strategies, Study Skills &Time Management College Admission and Financial Aid
GED Plus Writing & Math Virtual and Classroom Instruction
Curriculum & Instruction
GED Plus
How to provide GED Plus to over 3,000 students with no money?
http://adultcareerpathways.blogspot.co
m/
Webinar Taping
Survey
Survey
Webinars
What worked?
What didn’t work?
Student Support Services
Why are they important?
Because our students are non-traditional
31
Who is the Nontraditional Student?
Nontraditional student: Delays enrollment into postsecondary education Attends school part-time Works full-time Has dependents other than spouse Is a single parent Has a GED
The likelihood of completing postsecondary education goal goes down as the number of nontraditional characteristics goes up.
32
Nontraditional Student Barriers Inadequate academic preparation
Need for organizational and study skills Competing demands Financial concerns Lack of familiarity with the college culture Need for personal and career counseling
33
Persistence in Postsecondary
Studies of adult students who persist find that those who stay:
Applied for and received financial aid Completed an orientation or student success course
upon enrollment Integrated socially and academically into the college Committed to a goal Valued study skill development
Student Support Services
Transition Liaisons Advising
Bus Tours Exposure
Scholarship Fund Financial Support
35
Transition Liaisons
One Transition Liaison at each Community School, Adult Center & Technical Center
Received at $717 per year stipend
Attended professional development workshops and received part-time, adult education teacher hourly rate
Attended quarterly Best Practice meetings
Responsibilities of Transition Liaisons
Coordinate the transition process by: • attending professional development • recruiting students for the TYF program• providing ongoing academic and career counseling using the
Education and Career Pathways Plan • providing career counseling through Choices• providing applications for students to apply for funds from the
Adult Education Scholarship• providing referrals to community resources • distributing TYF program materials spotlighting monthly career
exploration themes• scheduling students for tours of postsecondary institutions• assisting students with postsecondary application process• monitoring students’ progress in mandatory TYF courses
Transition Liaisons
What worked?
What didn’t work?
38
Tours of Postsecondary Institutions
63 Adult General Education students attended tours of the 3 Broward Technical Centers
39
Tours of Postsecondary Institutions
Tours of the three main campuses were attended by 68 students
40
Tours
Tours were scheduled from 8:00am – 2:00pm
Chartered bus ($410) picked up students at school sites in north, central and south Broward County
Students were responsible for their meals
Student Survey Results:94% agreed that the tour was beneficial
6% felt the time was either too short or too long
Tours of Postsecondary Institutions
Virtual Postsecondary Tour
Tours of Postsecondary Institutions
What worked?
What didn’t work?
Marketing
Letter from Superintendent
Liaison Recruitment
Social Media
Posters and Flyers
Wristbands
Word of Mouth
Professional Development
Marketing
What worked?
What didn’t work?
Professional Development
TYF Program Staff Navigating the Postsecondary
Education System Financial Aid/CPT Admission Procedures
21st Century Communication Skills Education and Career Pathways Plan Career Counseling and Use of Florida
Choices
Professional Development
Back to School (256) Introduction of Career Pathways to Classroom Teachers and
Administrators
Resource Teacher Meetings
Site Visits
Principal’s and Director’s Meeting
Professional Development
Professional Development Day (275)▪Classroom Teachers, Administrators, Partners
Back to School (254)Classroom Teachers, Administrators
Presentations: Database, Partners, Webinars
Professional Development
Professional Development
What worked?
What didn’t work?
Assessment
Student Orientation Student Folders
Educational Career Pathways Plan
Why Student Orientation?
Address learner persistence Communicate program goals and
expectations Focus instruction Identify and address barriers to
education Manage enrollment
What is Orientation?
Three-day (12-hour) required course Prepare students to begin their
academic program leading to transition to Career and Technical postsecondary education and/or college
Educate students about opportunities & services available on-campus
Who Attends?
All new daytime adult education students entering Adult Basic Education (ABE) General Educational Development (GED) Applied Academics for Adult Education (AAAE)
ABE/GED/AAAE students who have stopped out for a term
Current pilot of 200+ participants
Orientation: Day One
Icebreaker (Personality Profile) Objectives School Mission & Expectations School Safety Presentation Student Handbook Acknowledgement Acceptable Use Policy & Media Center School Photo ID Badges TABE Overview & Conferences Computer-Mediated Instruction
Personality Profile
On a blank piece of 8 ½” X 11” paper, draw a pig.
Don’t look at your neighbors’ pigs. Don’t even
glance.
Source: http://www.uri.edu/volunteer/PDF/Pig_personality.pdf
Credit: By Gordon Cotton, Trainer, Marine Atlantic, Inc.
Orientation: Day Two
Icebreaker Box of Ideas Video – Overview of
Programs Goal Setting Activity CHOICES Education & Career Plan Learning Styles
CHOICES
Tool Florida has selected as option for postsecondary career planning
State Goal: Increase the number of students prepared to enter and complete postsecondary education with attainment of certificate, industry credential, or degree.
Assists with the development of an Education & Career Plan (state requirement)
Florida CHOICES Planner
Work Section
Work Section› 16 Career Clusters› Assessments› 650+ Occupations
Learn Section› Postsecondary Schools› Scholarship & Federal Financial Aid Info
Portfolio Section› Assessment Results› Saved Career Information & Plans
Source: www.flchoices.org
Education & Career Pathway Plan
Standards Students will develop a career and
education plan Complete an entrance assessment Identify and explore career cluster Identify transferable skills Identify and utilize career pathways Identify and research education
options on career pathway
Education & Career Pathway Plan-Folder
Create YOUR Pathway to Career Success
Technical Centers Calendar Calendar of Student Webinars Guidance and Support Services The 16 Career Clusters Certificate Programs
Education & Career Pathway Plan-Folder
Partners Florida Atlantic University Division of Vocational Rehabilitation Literacy Resources—BC Library Services Community Resources—2-1-1 Broward
• Emergency Food & Shelter Programs• Health Intervention & Target Services• Crisis/Suicide Intervention• Homeless Prevention & Rapid Re-housing
Programs
Education & Career Pathway Plan-Folder
Employment Resources—Workforce One Broward
• Locations• Job Listing Kiosks Locations• Broward Technical Center Pathways—Matrix
Broward College• Admissions Process & Testing• Advisement & Registration• Tuition& Payment• Financial Aide
Orientation: Day Two—Continued
Study Strategies Time Management Skills Learner Rights and Responsibilities Campus Tour Computer-Mediated Instruction
Orientation: Day Three
Ice Breaker Burning Questions Ready to Work Credential Reading Strategy Instruction Stress & Time Management
Techniques Test Taking Strategies Teacher Introduction &
Expectations Evaluation
Source: www.floridareadytowork.com
Florida Ready to Work
New job skills testing and credentialing program
Sponsored and funded by the State of Florida
Measures student/jobseeker abilities in three key skill areas:
Applied Mathematics
Reading For Information
Locating Information Research shows basis for 85 percent of all jobs today Online tutorials aligned with assessments Optional soft skills certification Available to any student or resident of state of Florida No cost – free!
Evaluation Results—Pilot
Evaluation Results—Pilot
Evaluation Results—Pilot
Evaluation Results—Pilot
Evaluation Results—Student Comments
Everything was really enjoyable. Thanks! Presenter was very well organized and
addressed all material in detail. Good job! Job well done. I really liked the class It was really helpful,
also the teacher was real nice These 3 days really helped me. I feel
prepared to start. I now know what to expect.
Evaluation Results—Student Comments
Was very helpful in all areas. Everything was useful She help me understand thing that was kinda
hard. I think everything was perfect the way it was. Everything went well. I learned so much. Ms. Claire was awesome. She gave me
confidence that my scores will go up. She's well organized. She rocks.
Evaluation Results—Student Comments
The instructor was wonderful and seemed to actually care abut the students individually.
The classroom should be free of interruption in a close room.
It was very good. I wish they could give more time.
This 12 hour orientation was helpful and very organized.
I think overall it was a good workshop. I got a lot of useful information on work life and such and the teacher is wonderful.
What Worked?
Students become aware of themselves, their learning styles, study habits and goals.
–CS, Orientation Instructor
They are also exposed to what is available at ATC and know their options.
–CS, Orientation Instructor
They are able to take care of formalities, e.g. handbook acknowledgement and photo ID.
–CS, Orientation Instructor
What Worked?
We have been surprised by the fact that the students do not object to having to attend the orientation...they are responsive, and for the most part, they show up and understand that they have to make up any time missed. I think the students feel that they gain skills that will enhance their chances to succeed in the classroom.
–MK, Career Advisor
One more thing...we have learned that most students are computer literate by the time they get to us. I was expecting a bigger learning curve, but they are able to work with the CHOICES, Ready to Work, and ITTS sites very comfortably.
–MK, Career Advisor
What We Learned
I have discovered that the CTE intended students are eager to engage and learn, but the GED intended students appear to be generally in attendance to meet the requirement.
–AG, ESE Specialist
All students seem interested in learning about disabilities and services provided and I've had students self-identify as a result and others seek information for family members or friends.
–AG, ESE Specialist
I've gotten a lot of positive feedback from students in regards to how beneficial they feel the orientation is.
–AG, ESE Specialist
What We Learned
I think what we learned is that the 12-hour orientation really gives the student a foundation before starting any classes at ATC. It shows that school is serious business, and that we mean business at ATC. In other words, it is not only informational about our school and what it can offer them, but it also sets the tenor for expectations.
–JJ, Department Head & GED Instructor
Students come to class much more focused, having clear expectations of the teacher and the school. It sets the tone for an "adult" educational center.
–JJ, Department Head & GED Instructor
Preliminary findings show…It Works!–NR, Assistant Director
Next Steps
Look at the Data Are learners persisting? Are students better prepared? Are students transitioning and successfully
competing postsecondary CTE programs? Meet with all staff to discuss implementation,
changes, modifications, additions Expand to evening and Saturday participants Begin pilot for English Language Learners Enhance case-management—ECPP
Accountability
Student Surveys (raffle) Allows us to make immediate
adjustments▪ Survey Monkey - $300 per year
▪ Data personnel provide▪ Baseline data▪ Quarterly reports
Accountability
What worked?
What didn’t work?
Step 4: IMPLEMENT FIVE YEAR PLAN
Implement
Monitor
Modify
QUESTIONS?????