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

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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

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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

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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

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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

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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.

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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

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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

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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?

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Tours of Postsecondary Institutions

63 Adult General Education students attended tours of the 3 Broward Technical Centers

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Tours of Postsecondary Institutions

Tours of the three main campuses were attended by 68 students

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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?????

NancyNancy.Bartholomew@BrowardSchools.com

JaneJane.Hughes@BrowardSchools.com

KimberlyKimberly.Gates@BrowardSchools.com

NeetaNeeta.Rancourt@BrowardSchools.com