Transcript Pathways to Prosperity - College Tech Prep in North Carolina

MITCHELL – AVERY – YANCEY
PATHWAYS TO PROSPERITY
ASSET MAPPING AND
FOCUS
ASSET MAPPING PROCESS
 Mitchell, Avery and Yancey counties all fall under the
Mayland Community College’s service area.
 We began by looking at the programs offered at each
high school AND offered at Mayland Community
College.
 Next – we looked at economic data for those
program areas.
 Our findings led us to choose Health Sciences for our
first Pathway.
ORGANIZATION
ORGANIZATION
The CTE Directors Met to Plan the Process
Identified Stakeholders
Common to all three counties.
That represented a cross-section of the Health
Sciences pathways.
Educated Stakeholders About Pathways to
Prosperity
Educated Stakeholders About CTE Health
Sciences Career Cluster
EDUCATING
STAKEHOLDERS ABOUT
PATHWAYS TO
PROSPERITY
THE PATHWAYS TO PROSPERIT Y APPROACH
• Description
• Link to the Study
http://www.gse.harvard.edu/n
ews_events/features/2011/Pa
thways_to_Prosperity_Feb201
1 .pdf
FINDINGS OF THE STUDY
 Persistence of the Forgotten Half
 The youth who are NOT college bound.
 A More Demanding Labor Market
 There are increasingly less jobs for high school drop -outs and high
school graduates.
 Nearly half of new jobs created in the US economy will go to
middle skill occupations - Jobs requiring an Associate’s Degree or
Occupational Certificate.
 Examples: Electrician, Dental Hygienist, Paralegal. Police Office
 Many of these occupations pay more than occupations requiring a
bachelor’s degree.
FINDINGS OF THE STUDY
 Widening Skills and Opportunity Gaps
 Employers are more reluctant to hire young people with a high
school degree or less because they lack:
 Adequate communication skills, critical thinking skills and
professionalism required in the workplace.
 The skills and work ethic needed for many middle -class wage jobs.
 Reasons for These Gaps
 Focusing on college readiness alone doesn’t equip students with
skills related to career planning, work experience, decision making, listening, integrity and creativity.
 Rapidly changing economies have rapidly changing skill sets.
 The Recession has meant fewer jobs for teens and young adults.
 Students with meaningful work experiences in high school are more likely to remain in
school, graduate and continue training or education.
PATHWAYS TO PROSPERIT Y
“Too many (students)
can’t see a clear
connection between their
program of study and the
opportunities in the labor
market.”
WHAT NEEDS TO CHANGE?
 Decrease Dropout Rates
 For both High School and College students.
 Help students see how their learning relates to the workplace.
 Provide real-world learning experiences so students can apply
the skills they are learning.
 Broaden the focus of education from a four -year
degree for all to a post-high school credential
for all.
 Industry recognized certificates or credentials
 Apprenticeships
 Associate’s Degree
 Bachelor’s Degree
 Improved Career Counseling at Younger Ages
PATHWAYS TO PROSPERIT Y
RECOMMENDATIONS
 Engage business and industry
with education.
 Create Pathways that link high
school coursework to postsecondary opportunities.
 Align the Pathways with
economic development and
labor market demand.
KEY AREAS OF WORK
Create Career Pathways
Engage Employers
Improve Career Information and Advising
Systems
Involve Intermediaries
EDUCATING
STAKEHOLDERS ABOUT
HEALTH SCIENCES CTE
PROGRAM COURSES
EDUCATING STAKEHOLDERS ABOUT CTE
Because we had such a wide range of
representatives, it was necessary to educate
them about Career and Technical Education.
This ensured everyone understood and could
participate in discussions.
Topics we covered:
 Explanation of a CTE Concentrator
 The Health Science Career Cluster
 Health Science Foundational Courses (with a brief
description of course content)
EXAMPLE OF A
PATHWAY
High School and CCP
coursework aligned
Work-Based Learning
Embedded
Post-secondary
coursework
Certificate or Degree
Industry Target
PROCESS
STAKEHOLDERS DIVIDED INTO
GROUPS TO PLAN FUTURE WORK
 Group 1 – Educators
Facilitator: Kim Hodshon
 Group 2 – Employers from Business and Industry
Facilitator: Cynthia Deyton
 Group 3 – Intermediaries
Facilitator – Kim Davis
 Each group was given a list of guiding questions.
STAKEHOLDER MEETING
RESULTS
GROUP 1 - EDUCATORS
 D e s c ript io n o f Curre n t E nv ironme nt
 Af te r s c h ool pro g ra m s o f fe re d fo r m i ddl e s c h ool s t ude n t s i n t h e a re a o f c a re e r
re s e arc h a n d g ui da nc e.
 In c re a se e n ro llment by e m pl oy ing a n ot h er te a c h er ½ day o r h a l f ye a r i n
M i t c h ell a n d t h e n ½ day o r h a l f ye a r i n Ya n c ey.
 Co n t ra c t l a bo r w i t h n ur s e to i n c re ase e n ro l lme nt i n N ur s i n g Fun da m e nt als
 In te rn s hips m a de ava i lable to s t ude n t s i n H e a lt h Sc i e n c es c a re e r s.
 Co m mon M e m o randum o f Un de r s t andin g w i t h h o s pit als a n d pri va te pra c t i c e s
fo r e duc a t i on al ex pe ri e nc es fo r a l l o f o ur s t ude n t s .
 D eve lop Sum m e r In s t i t utes - - K - 1 2 w i t h g ue s t s pe a ke r s, to ur s a n d h a n ds - on
l e a rning.
 E duc a te pa re n t s a n d i nvolve t h e m i n c a re e r pro c e s s a n d re g i st ra tio n.
 Us e 1 : 1 te c h n o logy to h e l p pa re n t s s e e c a re e r c h o ic es a n d w h a t e duc a t i o nal
o ppo r t un i t ies a re ava i lable t h ro ug h t h e us e o f a Yo u Tube c h a n nel w i t h s h o r t
v i de o c l i ps.
 In te re s t i nve ntories a n d a pt i t ude te s t s i n t h e m i ddl e s c h ools.
 Ta rg ete d j o b s h a dow o ppo r t un i t ies.
 B ri n g ba c k g ra dua te s t h a t h ave be e n s uc c e ssful to s h a re t h e i r ex pe ri enc es.
 M a ke t h i s o ur c ul t ure . . . ra t her t h a n o n e o r t wo eve n ts.
GROUP 2 - EMPLOYERS
 Description of Current Environment
 Mountain Area Health Education Center (MAHEC) Health Careers Education Awareness
Conference
 Yancey House LLC – Student clinicals, internship and job shadowing placement along with
tours of their facility.
 AHEC – Camp Med Blue Ridge Regional Hospital has supported clinicals for high schools in
the past.
 Blue Ridge Regional Hospital has supported clinicals for high schools in the past.
 Several businesses allow tours of their facilities and support job shadowing.
 Cannon Hospital provided multiple WBL opportunities for students and teachers.
 The Change Needed by the End of the School Year - Overcome obstacles
to student WBL experiences:
 Student transportation
 Employer confidentiality requirements
 Many different schools competing for WBL experiences with the patients (various colleges,
community colleges and high schools).
 Students’ lack of preparation for work based learning. Students need to understand that
they can’t stay on their cell phones and stand around if they are participating in an
internship.
 Difficulty in coordinating work based learning experiences for both employers and
educators.
GROUP 2 - EMPLOYERS
 The Change Needed by the End of Three Year s
 Hospice would like to find a way to involve more students in home visits with
patients to help them overcome their discomfort or fear of working with
terminally ill patients. They would like students to witness the comfort and
compassion these individuals provide to families and patients during a very
difficult time.
 More involvement with the ECU Dental Clinic and Service Learning Center
coming soon to the Blue Ridge Hospital.
 Mayland Community College is planning to offer a new Dental Hygienist
program beginning in 2015 which will also benefit from this learning center.
 Involve Avery students in MAHEC activities and Mitchell and Yancey students
in AHEC activities and camps.
GROUP 3 - INTERMEDIARIES
Economic and Workforce Development; County
Government, Chambers of Commerce
 Description of Current Environment:
 What resources does your agency have in place currently to assist
students in transitioning from school to work?
 What do we need to do to ensure students have access to and utilize
these resources?
 What gaps do you notice?
 The Change Needed by the End of the School Year
 Ideas for aligning resources to enhance transition.
 The Change Needed by the End of Three Years
DESIRED COUTCOMES
IDENTIFIED
OUTCOMES AND TASKS IDENTIFIED
The Career Development Coordinators for each
county led this meeting.
 They facilitated the work sessions of the stakeholder
groups.
 Each CDC created the form for their stakeholder group.
Each group was asked to develop:
Three desired outcomes for the Health Science
Pathway for their section.
The tasks necessary to reach those outcomes.
EXAMPLE OF EMPLOYER STAKEHOLDER
OUTCOMES FORM
EMPLOYER OUTCOMES
 Outcome # 2: Students are exposed to dif ferent healthcare
jobs and the demands of those jobs.
Success Indicators:
 Representatives from healthcare businesses and organizations serve
as guest speakers for classes and at career fairs.
 Healthcare businesses and organizations provide tours of their
facility for student groups at various age levels.
Necessary Tasks:
 List of employers offering facility tours and logistical information.
 List of employers serving as guest speakers and the topics available.
 List of employers available to serve as judges for CTSO events, etc.
EMPLOYER OUTCOMES
 Outcome # 3: Health Science educators will participate in
teacher externship programs at various healthcare businesses
and organizations to remain current with industry standards
and issues.
Success Indicator:
 Externship positions at various businesses and organizations will be
available for teachers at various times throughout the year.
Necessary Tasks:
 List of employers offering teacher externship positions.
 Orientation procedures for each teacher externship facility.
EDUCATOR OUTCOMES
EDUCATOR REPORT FORM
Outcome # 1:


Stronger linkage between workforce development in community colleges and high school, middle school; counselors and faculty.
Middle school, high school and community college staff is familiar with and understand how content is applied to future career and workforce application both locally and globally.
Success Indicators:




Students have the opportunity to experience work through a variety of work-based learning opportunities. Policy issues involving students and the workplace are addressed. Career
advising starts in middle grades.
Secondary and postsecondary counselors, faculty receives professional development about career pathways and labor market needs. Vertical development activities occur among
middle school, high school and community college faculty.
Parents and students have labor-related information, understand cluster areas, and the relationship with education and training needed to obtain jobs in the cluster areas.
More secondary students earn postsecondary credit in focused pathways (increased number of students and number of credits).
Tasks Necessary to Meet Success Indicators:
Develop an electronic resource portal/Career Counseling Resource (CFNC & Future for Kids already has this).
Get labor market information to counselors to inform/educate on career growth and opportunities.
Marketing about advantages of pathways and a focused course of study
Define and clarify what we mean by “Pathways.” Components, partners, etc.
Professional development for counselors about the pathways
Define/introduce role of intermediaries (i.e. chambers and other organizations that provide interfaces between schools and specific businesses
in a broad way)
Review curriculum in place for alignment with at least two cluster areas; determine how to enhance it.
Identify, with industry partners, the skills & knowledge needed for careers
Advance a plan for college credit acquisition in identified cluster
Agreement on what it takes to change/enhance pathway to meet workforce needs including essential skills (basic, applied, STEM).
Who is responsible for the
task?
Timeframe
Fall, 2014
EDUCATOR OUTCOMES
 Te a c h e r s a r e e q u i p p e d to f a c i l it a te a u t h e n t i c , s t u d e n t - d i r e c te d l e a r n i n g .
 Q u a l i fi e d te a c h e r s a n d f a c u l t y i n te c h n i c a l s u b j ec t s
 Te a c h e r s a r e k n o w l e d g e a b l e a b o u t t a r g ete d i n d us t r y s e c to r s a n d c a n s u p p o r t
s t u d e n t s ’ p a t h to c a r e e r r e a d i n e s s .
 S t u d e n t s a r e w e l l - p r e p a r e d f o r w o r k - b a s e d l e a r n i n g ex p e r ie n c e s .
 M i d d le S c h o o l , h i g h s c h o o l a n d c o m mun i t y c o l l e g e s t a f f a r e f a m i l i a r w i t h a n d
u n d e r s t a n d h o w c o n te n t a p p l i e d to f u t ur e c a r e e r a n d w o r k fo rc e a p p l i c a t i o n ( l o c a l l y
a n d g l o b a l l y)
 S t u d e n t s a n d p a r e n t s a r e e n g a g e d i n a c t i v i t i e s to m a ke a n i n f o r m e d c a r e e r c h o i c e .
T h ey h av e c u r r e n t i n f o r ma t i o n a b o u t c a r e e r p a t h way s a n d l a b o r m a r ket d a t a to
m a ke i n f o r m e d c a r e e r c h o i ce s .
 M i d d le s c h o o l , h i g h s c h o o l , a n d c o m mun i t y c o l l e g e f a c ul t y u n d e r s t a n d t h e
w o r k fo rc e l o c a l ly a n d g l o b a l ly.
 E d u c a t io n i s d e m a n d d r i ve n ; s t u d e n t s a n d te a c h e r s u n d e r s t a n d w h a t s k i l l s a r e
needed for promising careers.
 S t u d e n t s a n d p a r e n t s u n d e r s t a n d a n d h av e i n f o r m a t io n a b o u t c a r e e r s a n d t r a i n i n g
a n d e d u c a t i o n r e q u i r e d ( o p t i on o f 2 - ye a r o r 4 - ye a r p o s t s ec o n d a r y e d u c a t i o n ).
 S t u d e n t s a n d p a r e n t s a r e aw a r e o f c e r t i fi c a t i o n s t h a t c a n b e o b t ai n e d i n c a r e e r
p a t h w ay s a n d r e l a t i o n s h i p o f t h e c e r t i fi c a t i o n to c a r e e r o p p o r t uni t y ( o n a n l o c a l a n d
g l o b a l l ev e l ) .
INTERMEDIARY OUTCOMES
 Outcome # 1: Grade 8 Program.
Success Indicators:
 100 % of 8th grade students will attend a full day career exploration
workshop
 Students will have an increased knowledge of career opportunities,
high school and college offerings
 Students will complete an assessment and begin a career plan
 Students will be oriented to the High School environment
Necessary Tasks :
 Get Real Youth coaches will facilitate Career Workshops
 Survey students following workshop to determine career awareness
 Conduct Interest Inventory/Assessment
 Develop and finalize the Grade 8 Curriculum
 Incorporate NC Works Registration
INTERMEDIARY OUTCOMES
 Outcome # 2: Develop Soft Skills Workshops
Success Indicators:
 Students receive certificates
 Jobs/Internships
Necessary Tasks :
 Identify content to include in workshops
 Develop the workshop curriculum
 Conduct Mock Interviews
 Students must complete workshops prior to internship
 Outcome # 3: Increased Work-Based Experiences
Success Indicators:
 Students registered w/in NC Works
 Earned Internship credit
 Performance surveys completed by employers
Necessary Tasks :
 Develop increased job shadowing experiences
 Develop an employer network
 NC Works Education and individual job counseling
INTERMEDIARY OUTCOMES
 Outcome # 4: Increased Parent Involvement
Success Indicators:
 Improved participation
 Transference of skills to parents
 Students continue education post-secondary (variety of formats)
Necessary Tasks:
 Start Early-with middle school students/parents through Grade 8
Program
 Offer incentives
 Utilize technology -YouTube videos Communication Network for students
and parents
PATHWAY PUBLICATION CREATED
When designing the document, we considered:
 In what formats will this pathway be published?
 How will it be distributed and to whom?
 How can we incorporate it with the CTE Career Clusters?
The format needs to be easy to share
electronically and on paper.
We will be working with a printer to design the
best format and quality for printing and
distributing the pathway to stakeholders.
Pathways
Cluster Enhancement Courses
Cluster Foundation Courses
HU40 Health Science I
Therapeutic Services
HU10 Health Team Relations
Note: If taken in their Junior or Senior
year, students may also earn credit for
MED 121 Medical Terminology I AND
MED 122 Medical Terminology II from
Mayland Community College
Medical Assisting Pathway
Career & College Promise
■ BIO 163 Basic Anatomy & Physiology (Honors)
■ CIS 110 Introduction to Computers (Honors)
■ PSY 150 General Psychology (Honors)
HU42 Health
Science II *
(completer course)
Note: If taken in their Junior or Senior year,
students may also earn credit for MED 110
Orientation to Medical Assisting from
Mayland Community College
HN43 Nursing Fundamentals
(2 credits)
Additional Courses may be taken
from the Medical Assisting and
Nursing Assistant Career and
College Promise Pathways
Nursing Assistant Pathway
■ NAS 102 Nursing Assistant II
■ NAS 103 Home Health Care
BM10 Microsoft Word & PowerPoint
BM20 Microsoft Excel & Access
MM51 Marketing
FN41 Foods I
FE60 Parenting and Child Development
ME11 Entrepreneurship I
BF10 Principles of Business & Finance
BF05 Personal Finance
CS97 CTE Internship
Career & Technical Education Concentration: To earn a concentration in one of these Career & Technical Education pathways, a student must complete 4 courses within a pathway with one of those courses being a second level course
identified by an asterisk (*) and highlighted in yellow. One of the four courses may be an Enhancement course identified within the pathway. Additional Enhancement courses in the pathway can be taken beyond the four course concentration to
further prepare students for careers related to the pathway.
Credentials students can earn within courses listed in this Career Cluster:
NC High School to NC Community College Articulated Course Credit
■ Health Science II* = CPR and First Aide
■ Nursing Fundamentals = NC Nurse Aide I
■ Microsoft Word & PowerPoint = Microsoft Office Specialist Word AND PowerPoint
■ Microsoft Excel & Access = Microsoft Office Specialist Excel AND Access
■ Health Science I = MED‐121 Medical Terminology I AND MED‐122 Medical Terminology II
■ Health Science II = HSC‐110 Orientation to Health Careers AND (HSC‐120 CPR OR MED‐180 CPR Certification)
■ Nursing Fundamentals = NAS‐101 Nursing Assistant I
■ Personal Finance = BUS‐125 Personal Finance
■ Entrepreneurship I = ETR‐210 Intro to Entrepreneurship
■ Microsoft Word & PowerPoint = CIS‐111 Basic PC Literacy OR CIS‐124 DTP Graphics Software OR OST‐136 Word Processing
■ Marketing = ETR‐230 Ent. Mktg OR MKT‐110 Principles of Fashion OR MKT‐120 Principles of Marketing
NOTE: To earn articulated community college credit, students must:
1. Earn a B or higher in the course.
2. Score 93 or higher on the CTE course post-test.
3. Enroll in a NC Community College within two years of graduating high school.
4. Request an evaluation of their transcript for articulated credit for the course when enrolling in a NC Community College.
For more information, visit http://www.ctpnc.org/articulation/
Definitions:
Career Clusters - Groupings of occupations used as an organizing tool for curriculum design and instruction.
Career Pathways - Sub-groupings of occupations within a Career Cluster. Occupations are grouped into pathways based on the set of common knowledge and skills required for career success.
Concentrator - A concentrator is a student who has earned four or more technical credits in a Career Cluster, at least one of which is a completer course. The student may earn all four credits from foundation courses or three from foundation
and one from enhancement courses for the Career Cluster.
Completer Course - A completer course is the second or third course in a series that builds upon skills acquired in the previous course(s). A completer course has a prerequisite.
Enhancement Course - An enhancement course augments related knowledge and skills developed in foundation courses and provides for success in postsecondary education and careers in the Career Cluster.
Foundation Course - A foundation course provides fundamental knowledge and skills needed for student success in secondary and postsecondary education and careers in the Career Cluster.
North Carolina Career & College Promise: The NC Career & College Promise offers North Carolina high school age students a clear, focused and affordable path to future success. Qualified North Carolina high-school age students can begin
their two- or four-year college work, tuition free, while they are in high school allowing them to get a head start on their workplace and college preparation. The program is free to all students who maintain a “B” average and meet other eligibility
requirements. For more information on the NC Career & College Promise, please visit www.careercollegenc.org.
Courses to Take While in High School
Freshman
English I
Marketing or Foods I
World History
Math I
Health & PE
Health Team Relations
Microsoft Word & PowerPoint
Sophomore
English II
Biology
Civics and Economics
Math II
Spanish I
Health Sciences I
Spanish II
Junior
English III
Chemistry/Physical
Science
American History (year long)
Math III
CIS 110 Intro to Computers
Health Sciences II
BIO 165 Anatomy & Physiology I
Senior
English IV
Earth/Environmental
Science
PSY 150 General Psychology MAT 171 Precalculus MED 122 Medical Terminology II Nursing Fundamentals (2 blocks)
Mayland Community College Courses/Associate Degree Nursing
First Year
ACA 118 College
Community College Success Skills
NUR 111 Intro to Health Concepts
NUR 117
Pharmacology
NUR 112 Health-Illness Concepts
NUR 114 Holistic Health Concepts
ENG 111 Expository
Writing
NUR 113 Family Health Concepts
Second Year
BIO General
Community College Microbiology
NUR 211 Health Care Concepts
PSY 241 Developmental Psychology
NUR 212 Health Systems Concepts
NUR 213 Complex Health Concepts
ENG 114 Prof. Search and Reporting
3 hour Humanities
Elective
BIO 166 Anatomy & Physiology II
ONGOING WORK
ONGOING WORK
 Identifying and Gathering Work-Based Learning
Opportunities from Employers
 Identifying, Gathering and Organizing Student
Learning Experiences
 Field Trips: AHEC: Bodies, The Exhibition
 Summer Camps: Appalachian State Partnership with College of
Health Sciences
 Grade 8 Programs: Partnership with High Country Workforce
Development Board
 The Real World Experience-modeled after Wilkes County
program
 Exploring ways stakeholders can continue to be involved
in supporting the pathway.
WHAT WE LEARNED
 Stakeholders
 Larger numbers make reaching a consensus more
challenging.
 Meetings
 Always have a back-up date scheduled in case of
inclement weather!
 Business and Industry Involvement
 Be more creative when scheduling meetings to ensure
Business and Industry representatives can participate.
 Involve Teachers Earlier
 Include high school AND community college educators
from the onset.
FUTURE PATHWAYS
WORK
FUTURE PATHWAYS
Two-Prong Approach
 Create pathways for the programs our Community
College offers and can support.
 Will follow the same process we used for our first pathway.
 Create pathways for the programs our Community College
does NOT offer and cannot support.
 Plan visits for our teachers, Career Development Coordinators and
Directors to visit community colleges in our region and learn about
the programs they offer.
 Examine the different offerings before involving stakeholders.
QUESTIONS?