how school-to-career programs serve all youth? school-to-career opportunities act 1994 (stwoa)
TRANSCRIPT
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How School-to-Career Programs Serve All Youth?
School-to-Career Opportunities Act 1994
(STWOA)
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Background of School-to-Career
Passed with bipartisan support in 1994
Followed the “youth apprenticeship” model
Three major components:–School-based learning
–Work-based learning
–Connecting Activities
Designed to make the connection between school and work
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Secretary's Commission on Achieving Necessary Skills
In 1990, the Secretary of Labor appointed a commission to determine the skills our young people need to succeed in the world of work. The commission’s fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employments.
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Secretary’s Commission on Achieving Necessary Skills
(SCANS)
The know-how identified by SCANS is made up of five competencies and a three-part foundation of skills and personal qualities that are needed for solid job performance.
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SCANS- Workplace Know-How
Competencies— effective workers can productively use:
o Resources
o Interpersonal Skills
o Information
o Systems
o Technology
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SCANS
The Foundation — competence requires:
o Basic Skills
o Thinking Skills
o Personal Qualities
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Components of School-to-Career
School-based learning
Work-based learning
Connecting Activities
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Massachusetts Work-based Learning Plan Competencies
FOUNDATION SKILLS:
Work Ethic and Professionalism Attendance and Punctuality Workplace Appearance Accepting Direction and Constructive Criticism Motivation and Taking Initiative Understanding Workplace Culture, Policy and
Safety
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Massachusetts Work-based Learning Plan Competencies
Communication and Interpersonal Skills
Speaking Listening Interacting with Co-Workers
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Massachusetts Work-based Learning Plan Competencies
Specific Workplace and Career Skills
Reading Computer Technology Time Management Collecting and Organizing Information Writing Equipment Operation Interacting with Customers or Clients Teaching and Instructing Project Management Mathematics and Numeric Analysis Research and Analysis Occupation-Specific Skills
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Which Massachusetts Work-based Learning Plan Competencies
Apply to the Classroom?
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Competencies
√ Attendance and Punctuality
√ Workplace Appearance
√ Accepting Direction and Constructive Criticism
√ Motivation and Taking Initiative
√ Understanding Workplace Culture, Policy and Safety
√ Speaking
√ Listening
√ Interacting with Co-Workers
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More Competencies√ Reading
√ Computer Technology
√ Time Management
√ Collecting and Organizing Information
√ Writing
√ Equipment Operation
√ Interacting with Customers or Clients
√ Teaching and Instructing
√ Project Management
√ Mathematics and Numeric Analysis
√ Research and Analysis
√Occupation Specific Skills
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School-to-CareerSTAIRWAY TO SUCCESS
– Job Shadowing
– Internships
– Career Development Course
– Middle School Transition Program
– Middle School Portfolio/High School of Choice Process
– Workplace Readiness Certificate Program
– The Summer of Work & Learning
– Worksite Visits
– Visits to Postsecondary Institutions
– Career Classroom Speakers
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Career Development Education(Department of Education Benchmarks)
Academic Domain
Personal/Social Domain
Workplace Domain
All School-to-Career Interventions and Curriculum adhere to the CDE Guidelines.
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Funding Sources
Connecting Activities
Academic Support
CS2 funds (Commonwealth Corp.)
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Effectiveness of STWOA and School-to-Career Education
Designed as an indirect anti-poverty legislation
Positively affects student in general and low-
income and minority students specifically
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The Case in Favor of STC It is consistent with standards-based education and has
further potential to reach at-risk students for whom traditional education has failed.
Contextual learning through STC curriculum is available to all students—college bound and non- college bound.
Work-based competencies are measurable through a tool called the Massachusetts Work-based Learning Plan.
Pairing students with adult mentors in the workplace provides them with a greater understanding of the skills necessary to be successful in the field.
Partnerships between businesses and schools enable schools to teach skills that will be relevant in the current and future workplace
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Data to Support School-to-CareerDOE Data from Summer of Work &
Learning of 2005
PostPre
220.00
215.00
210.00
205.00
200.00
Mea
n
214.3
220.0
597 - SPRINGFIELD - ELA Results (Summer Retest)
ELA - 43% who took summer retest passed (> 220)
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School-to-Career Datafrom DOE Summer of Work &
Learning 2005
PostPre
220.00
215.00
210.00
205.00
200.00
Me
an
213.0
220.0
597 - Springfield - Math Results (Summer Retest)
Math - 28% who took summer retest passed (> 220)
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Successful School-to-Career Programs: Established strong partnerships with employers
Forged community partnerships
Created paid positions for School-to-Career coordinators
Encouraged teachers to engage in activities with employers
Allowed employers to help design work-related curricula
Encouraged employer feedback in evaluating student performance
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How Can We Sustain STC:
Creative financing of programs since no longer supported by federal funds
Continue to develop meaningful relationships with the business community
Administrators need to develop work-based curriculum that reinforces skills tested on standardized exams
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Next Steps
STEP UP Springfield Parent and Community Engagement Resource Mapping Smaller Learning Communities Career Academies/Pathways
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Springfield Public SchoolsSchool-to-Career Department
Mary Kay Brown
Program Administrator
(413) 787-7319
STC Coordinators:
Robert Clarke – Central (413) 787-7156
Tahon Ross – Sci -Tech (413) 787-7121
Polly Ingraham – Commerce (413) 787-7329
Kristin Paleo – Central Office (413) 787-7121