Using Key Train and Work Keys Using Key Train and Work Keys for Student Credentialingfor Student Credentialing

WEXFORD-MISSAUKEE AREA

CAREER TECHNICAL CENTER

Successful Educational ProgramsSuccessful Educational Programs

There is no magic formula for success, but most successful educational programs -- those that result in higher student performance -- share certain common components

The First ComponentThe First Component

Successful programs have clear and shared common goals that are understood and embraced by board members, administrators, teachers, students, and the general public

The Second ComponentThe Second Component

Successful programs use data to determine instructional priorities that will result in raising performance standards for all students

The Third ComponentThe Third Component

In successful programs, instruction is relevant – students understand the need for learning the material, and the teacher conveys how and when students will actually use what they are learning

The Fourth ComponentThe Fourth Component

In successful programs, a positive relationship exists between the teacher and the student

Without this, the third component cannot happen

Learned Lessons and SurvivalLearned Lessons and Survival

If CTE is to survive as a viable educational delivery while the current emphasis is on academic rigor, lessons learned and successes achieved from past initiatives have to be built upon.

These include such initiatives as Tech Prep, Schools That Work, and School-To-Work/School- to-Career.

Successful InitiativesSuccessful Initiatives

Tech Prep focuses on academics delivered in applied and contextual ways

“High Schools That Work” focus on eliminating the “general” track and on measuring and documenting student academic achievement

School-to-Career focuses on the growing complexity and sophistication of the American workplace and the need to connect education to work

CTE Commonalities with Other CTE Commonalities with Other Successful Program DeliveriesSuccessful Program Deliveries

CTE coursework includes academics that are taught using both applied and contextual methodology

CTE measures academic achievement as part of demonstrating occupational competencies

CTE addresses the complex technologies in the new and emerging world of work

CTE directly connects education to work

Challenges for CTEChallenges for CTE

CTE has weathered many storms in the recent past, but new challenges resulting from the latest Michigan school reforms and the newly legislated high school graduation requirements, in addition to misconceptions about the rigor in its coursework, are substantial.

The Biggest Challenge for CTE?The Biggest Challenge for CTE?

All the components necessary for program success are imbedded in Career and Technical Education delivery, but a major challenge is a perception by some that CTE coursework is less rigorous than general education coursework

Addressing the ChallengesAddressing the Challenges

Students enrolled at the Wexford-Missaukee Area Career Technical Center have an opportunity to attain status as a “credentialed student” if they demonstrate competency in three specific rigorous and workplace relevant skill sets.

Skill Set CredentialingSkill Set Credentialing

These 3 skill sets include:

– Occupational Skill Attainment– Academic Preparedness–Workplace Readiness

Occupational Skill AttainmentOccupational Skill Attainment

The 1st skill set is occupational skill attainment for which CTC is best known

Students develop specific occupational skills to prepare them for work, further training, apprenticeships, college, and/or military service

To be credentialed, students must complete a CTE program with a 2.0 GPA (letter grade of C) or better

Academic PreparednessAcademic Preparedness

The 2nd skill set is academic preparedness Students are assessed upon entry into

their CTC program using Key Train and/or ACT Work Keys

They are assessed in 3 areas:– Applied Mathematics– Reading for Information– Locating Information

Academic Preparedness ContinuedAcademic Preparedness Continued

Students have opportunities to improve their academic skill levels in both the CTC classroom and in the learning lab using Key Train software

They are assisted by instructors, support staff, para-professionals, and staff assigned for that purpose only

Academic Preparedness ContinuedAcademic Preparedness Continued

CTC has 2 school-wide NCA goals related to academic skill attainment:– All students will attain at least a level 3

in all 3 Work Key assessment areas– All students will attain a Work Keys

academic profile consistent with the career they are pursuing

Academic Preparedness ContinuedAcademic Preparedness Continued

To be credentialed in this skill set, students must attain a level 3 or higher in all 3 areas

The number of students successfully attaining this rate over the past 3 years has been very high even with a special education student rate of almost 20% (Hand-out)

Academic Preparedness ContinuedAcademic Preparedness Continued

Students are assessed using Key Train during their first 2 weeks at CTC

At the same time, each student chooses a career-related path based on his/her career goal

The Work Keys profile for career-related path is provided to the student

This profile becomes the individual academic goal for the student

Academic Preparedness ContinuedAcademic Preparedness Continued

If the entry level Key Train scores do not meet or exceed the academic profile, an academic development plan is created

During the following two years, the student will systematically work with Key Train to attain the academic profile goals

The student may work on this in either the classroom/lab or in the Work Based Learning Lab with the WBLL aide

Academic Preparedness ContinuedAcademic Preparedness Continued

The MME Work Keys scores are reviewed as benchmarks at the end of the junior year

For seniors who have participated in Key Train academic development activities during their enrollment at CTC, their last Key Train assessment scores are considered to be their exit scores

However, they can take a Work Keys test to qualify for the NCRC

Academic Preparedness ContinuedAcademic Preparedness Continued

Data from an assessment done last year, though limited, tend to indicate a positive correlation between Key Train scores and Work Keys scores (Hand-out)

Academic Preparedness ContinuedAcademic Preparedness Continued

Students whose entry scores exceeded their target scores and have not participated in Key Train academic development activities during their enrollment at CTC are given a three-part Work Keys assessment to obtain exit scores to use to compare with entry scores for measuring academic gain and for qualification for the NCRC

A Side Note About Work KeysA Side Note About Work Keys

The 6 areas in the Self Directed Search interest inventory by John Holland have been cross-referenced with Work Keys scores. (Handout)

Students whose interest is surveyed using the SDS can also get a quick idea of the math and reading levels needed for success in related careers as identified by Work Keys

Workplace ReadinessWorkplace Readiness

The 3rd skill set in the credentialing processes is workplace readiness

“Attitude is as Important as Skills” has been a long-standing motto at CTC

Workplace Readiness is measured by evaluating students in 3 sub-sets: – Employability Skills and Work Ethics– Career Awareness and Research– Employability Documents

Employability Skills and Work EthicsEmployability Skills and Work Ethics

CTC instructors evaluate students in 10 employability and workplace readiness areas

They use a rubric scale of 1 (basically poor) through 5 (basically excellent)

CTC staff determined the areas to evaluate and the rubrics as part of the school improvement and NCA process

Students are evaluated within the first 9 weeks of their enrollment and regularly afterwards until they complete

EmployabilityEmployability Skills and Work Ethics Skills and Work Ethics ContinuedContinued

Employability Skills and Work Ethics include 10 areas):– Cooperation; Teamwork;

Respectfulness; Self-Discipline; Punctuality and Attendance; Finishes Timely (Timeliness); Preparedness; Self-Motivation; Responsibility; and Use of Time (Hand-out)

EmployabilityEmployability Skills and Work Ethics Skills and Work Ethics ContinuedContinued

To be credentialed in this skill set, students must have a minimum average score of 3 or a total score of 30 or more for the 10 areas

A student may have a score of more than 30 and still not be credentialed if s/he has any 1’s or 2’s

This credentialing is more subject to the instructor’s discretion than the other areas

This has been the area where students have been the least successful, especially in 4 sub-areas:– Punctuality and Attendance– Finishes Timely– Self-Motivation– Time Management

Career Awareness and ResearchCareer Awareness and Research

Career Awareness and Research activities are intended to ensure that students are exposed to the world-of-work and understand career options available to them before graduating from high school

This is accomplished by students being involved in any number of activities:– Career Fairs; Job Shadowing and Work

Exploration; Workshops; Field Trips; Cooperative Education; Career Research on the Internet or Career Cruising; Military Days; College Nights; and many others

Career Awareness and Research Career Awareness and Research ContinuedContinued

To be credentialed in this skill set, students must have been involved in a minimum of 4 career awareness and research activities (hand-out)

The number of students successfully attaining this rate over the past 3 years has been very high

Employability Documents and Employability Documents and Related ActivitiesRelated Activities

To be workplace ready, students must be prepared for job interviews with various documents

They should also be involved in mock interview activities

Employability Documents include:– Creating of a Resume; Writing a Letter

of Application; Writing a Letter of Inquiry; Writing a Follow-Up to an Interview Letter; Completing a Job Application; and Practicing a Job Interview

Employability Documents and Related Employability Documents and Related Activities ContinuedActivities Continued

To be credentialed in this skill set, students must create a minimum of 3 employability documents that meet or exceed business and industry standards or complete 4 related activities (or both)

Many students create all the employability documents, complete the job application, and have a mock interview

Most students earn this credential

Student Credentialing Goal 1Student Credentialing Goal 1

All students will be credentialed in all areas– All students will attain occupational

certification through competencies relative to their career goals and aspirations

Student Credentialing Goal 2Student Credentialing Goal 2

All students will be credentialed in all 3 areas– All students will have Work Keys scores

that meet or exceed their Work Keys target scores relative to their career goals and aspirations

Student Credentialing Goal 3Student Credentialing Goal 3

All students will be credentialed in all areas– All students will be workplace ready as

demonstrated by having workplace readiness scores that equal or exceed 3 in all areas with no 1’s or 2’s in any area

Student Credentialing Ultimate GoalStudent Credentialing Ultimate Goal

Local employers will participate in a “Credentialed Applicant Program” wherein CTC students receive preference that involves a guaranteed interview for a job opening related to their training

The Next StepsThe Next Steps

Make employers and the public aware of what credentialing is all about:– Inform CTC Program Advisory Committee Members– Inform cooperative education employers– Write an article in the Chamber of Commerce magazine– Buy advertisements in the local newspapers– Getting a television story during Vocational Education

month– Informing the local business and industry associations– Making presentations to local service clubs– Write articles for the ISD newsletter

In ConclusionIn Conclusion

“There are 3 types of people -- those who make it happen, those who watch it happen, and those who

wonder what happened.” … Tommy Lasorda

Presenter and Contact InformationPresenter and Contact Information

Mike Blanchard, Director, Wexford-Missaukee Area Career Technical Center, 9901 East 13th Street, Cadillac, MI 49601, Telephone 231-876-2211, FAX 231-876-2212, email mblancha@wmisd.org

Website: http://wmactc.wmisd.k12.mi.us/