strategies for marketing/developing big sky pathways macte fall conference 2009 david strong, cte...
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Strategies for Strategies for Marketing/Developing Marketing/Developing
Big Sky Pathways Big Sky Pathways MACTE Fall Conference 2009MACTE Fall Conference 2009
David Strong, CTE CoordinatorDavid Strong, CTE Coordinator
Helena School DistrictHelena School District
““The decisions you make about your The decisions you make about your work life are especially important, since work life are especially important, since most people spend more of their most people spend more of their waking lives working than doing waking lives working than doing anything else. Your choices will affect, anything else. Your choices will affect, not only yourself and those closest to not only yourself and those closest to you, but in some way the whole world.”you, but in some way the whole world.”
——Laurence G. BoldtLaurence G. Boldt
"There are costs and risks to a program "There are costs and risks to a program of action, but they are far less than the of action, but they are far less than the long range risks and costs of long range risks and costs of comfortable inaction.“comfortable inaction.“
- John F. Kennedy- John F. Kennedy
Implementation of Big Sky Implementation of Big Sky Pathways - ConsiderationsPathways - Considerations
Create a Vision and Direction that’s Simple and Clear A strategy may be fairly complicated at the highest level but the closer it gets to
the front line the simpler it should be.
Good Planning A good plan is one that is well thought out and is created with input from sources
inside and outside the school.
Great Execution Requires commitment from the very top. This commitment must be demonstrated
through behavior, investment, communication and accountability.
Communicate, Communicate, and Communicate! Communicate continuously using different forums and formats.
Supporting Data for ChangeSupporting Data for Change Dropout Data (GED Demographic Survey)Dropout Data (GED Demographic Survey)
#1 reason – Relevance #1 reason – Relevance #2 reason – Boredom#2 reason – Boredom #3 reason – Didn’t feel part of the school#3 reason – Didn’t feel part of the school
Local Business and Industry SurveysLocal Business and Industry Surveys Post-secondary data Post-secondary data Senior Exit Survey – Example: Life TrackSenior Exit Survey – Example: Life Track Parent OrganizationsParent Organizations Chamber of CommerceChamber of Commerce
Preparing for ChangePreparing for Change
What are the questions you need to be What are the questions you need to be prepared to answer:prepared to answer:
What are Big Sky Pathways?What are Big Sky Pathways? Why do we need pathways?Why do we need pathways? Aren’t pathways a ‘CTE thing’?Aren’t pathways a ‘CTE thing’? Aren’t pathways another name for tracking?Aren’t pathways another name for tracking? My kid is going to college - why would they My kid is going to college - why would they
need pathways in high school?need pathways in high school?
Building the Foundation Building the Foundation
Who in the district will need to have Who in the district will need to have essential understanding prior to essential understanding prior to implementation:implementation:
AdministratorsAdministrators Counselors Counselors TeachersTeachers Parents Parents StudentsStudents
Communicating the VisionCommunicating the Vision
Presentations – formal and informalPresentations – formal and informal
Staff MeetingsStaff Meetings Parent OrganizationsParent Organizations Community EventsCommunity Events CounselorsCounselors Academic/CTE Advisory CommitteesAcademic/CTE Advisory Committees
Involving Academic TeachersInvolving Academic Teachers
Clear communication that pathways are Clear communication that pathways are for for ALLALL students students
Involve academic teachers in planningInvolve academic teachers in planning What are the obvious connections What are the obvious connections
between core academics and pathways?between core academics and pathways? How can pathways support and enhance How can pathways support and enhance
academics?academics?
Strategies for Academic IntegrationStrategies for Academic Integration
Develop model plans of study with Develop model plans of study with representation from all content areas – representation from all content areas – centered around Knowledge and Skills centered around Knowledge and Skills
Create a process so that all curricular Create a process so that all curricular areas are involved in developing plans of areas are involved in developing plans of study (Pathway Teams)study (Pathway Teams)
http://www.careerclusters.org/resources/web/ks.phphttp://www.careerclusters.org/resources/web/ks.php
Strategies for Academic IntegrationStrategies for Academic Integration
Consider using assessments to tie in Consider using assessments to tie in foundational knowledge needed by all foundational knowledge needed by all students to career pathwaysstudents to career pathways
Example: Example: ACT WorkKeysACT WorkKeys
Job skills assessment system developed Job skills assessment system developed by ACT by ACT
Measures “real world” foundational skillsMeasures “real world” foundational skills Skills that employers have identified as Skills that employers have identified as
most important for any occupationmost important for any occupation Locating InformationLocating Information Reading for InformationReading for Information Applied MathematicsApplied Mathematics
WorkKeys uses a common language and WorkKeys uses a common language and measurement system to communicate:measurement system to communicate:
1.1. the basic skill levels necessary for careers the basic skill levels necessary for careers and post-secondary training, and and post-secondary training, and
2.2. the skill levels a person actually has, the skill levels a person actually has, based on objective, standardized skill based on objective, standardized skill assessments.assessments.
Three basic parts of WorkKeys:Three basic parts of WorkKeys: Job ProfilingJob Profiling – identifies the skills required for – identifies the skills required for
a joba job AssessmentAssessment – identifies students current skill – identifies students current skill
levelslevels Skills Gap TrainingSkills Gap Training – helps students – helps students
strengthen skills in weak areasstrengthen skills in weak areas
http://www.act.org/workkeys/index.html
Benefits for teachers/studentsBenefits for teachers/students1.1. Helps identify gaps between student skills Helps identify gaps between student skills
and employment needsand employment needs
2.2. Gives teachers a chance to align curriculum Gives teachers a chance to align curriculum (English, Math, Social Studies) with job skills (English, Math, Social Studies) with job skills employers needemployers need
3.3. Gives students a reason to take academic Gives students a reason to take academic coursework seriously (relevance) coursework seriously (relevance)
4.4. Helps teachers connect academics and CTEHelps teachers connect academics and CTE
Helena Public Schools WorkKeysLocating Information Results Incoming Freshman
2009-2010
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Performance Levels
Per
cen
t S
tud
ents
per
Per
form
ance
Lev
el
CRA 10% 27% 58% 5% 0%
HMS 12% 29% 50% 8% 0%
EVMS 14% 35% 46% 4% 0%
All 11% 29% 53% 6% 0%
Below 3 Level 3 Level 4 Level 5 Level 6
Shown here are the ACT WorkKeys assessment results from Spring 2009 in locating information for incoming freshman students. The results reported are the percentage of students performing at the skill levels based on WorkKeys job profiles.
Skills Gap Training for WorkKeysSkills Gap Training for WorkKeys
WIN Curriculum – FREE to all Montana schools WIN Curriculum – FREE to all Montana schools for the next 2-years through DLI and Gov. Officefor the next 2-years through DLI and Gov. Office
Web Based Web Based Students take pre-assessment and begin at their Students take pre-assessment and begin at their
current skill level current skill level http://montana-mt.wincshost.com http://montana-mt.wincshost.com Contact:Contact:
Barbara ThomasBarbara Thomasbthomas@w-win.combthomas@w-win.com615-225-8497 – wk615-225-8497 – wk615-631-5576 - cell615-631-5576 - cell
Career Guidance/PlanningCareer Guidance/Planning
Who’s responsible for pathways Who’s responsible for pathways implementation – counselors, teachers, implementation – counselors, teachers, administrators? administrators?
Paradigm shift from “counselors job” to Paradigm shift from “counselors job” to “everyone’s job”. “everyone’s job”.
Schools need comprehensive systemsSchools need comprehensive systems Career awareness, exploration, planning Career awareness, exploration, planning
Career Guidance/PlanningCareer Guidance/Planning
Components should include at a minimum:Components should include at a minimum: Career AwarenessCareer Awareness Career ExplorationCareer Exploration Career Planning (4-year plan)Career Planning (4-year plan) Portfolio Assessments with standardsPortfolio Assessments with standards Access to model Plans of Study (Big Sky Access to model Plans of Study (Big Sky
Pathways)Pathways) Access to labor informationAccess to labor information Access school information and financial aidAccess school information and financial aid
Career Guidance/PlanningCareer Guidance/Planning
Examples include:Examples include: MCISMCIS BridgesBridges KuderKuder Career Cruising Career Cruising
www.careercruising.comwww.careercruising.com
Career Guidance/PlanningCareer Guidance/Planning
Considerations:Considerations: Does it have necessary componentsDoes it have necessary components Ease of implementationEase of implementation Ease of management/administrationEase of management/administration CostCost Customization features (Big Sky Pathways)Customization features (Big Sky Pathways) LongevityLongevity
Questions/Comments?Questions/Comments?
Contact InformationContact Information
David Strong, Helena Public SchoolsDavid Strong, Helena Public Schools
815 Front Street815 Front StreetHelena, MT 59601Helena, MT 59601
406-324-2133406-324-2133
dstrong@helena.k12.mt.us dstrong@helena.k12.mt.us
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