Pa Part rtnership nership Bre reakfas akfast Octo tober ber - - PowerPoint PPT Presentation

We Welcome

• me to ou
• our

r Ann nnual al Pa Part rtnership nership Bre reakfas akfast

Octo tober ber 30, , 2013 13

 Communicate the vision for the School District of New Berlin graduate.  Review key components of College and Career Readiness  Introduce our plans for 2013-14  Highlight some potential ways to get involved  Learn from you (via small group conversations)

• Visit up to 3 tables to share your thoughts, ask questions
• Table numbers are included in the presentation and in your

packet for reference.

PARTNERSHIP BREAKFAST OBJECTIVES

SCHOOL DISTRICT OF NEW BERLIN STRATEGIC GOALS

VISION OF OUR GRADUATE Ready for College, Career & Opportunities

Engagement

 Students are continually engaged in relevant learning experiences supported by:

• Teachers and support staff
• Parents and families
• Student peers
• Businesses
• Civic organizations
• Educational partners

21st Century Learning

 Instruction and experiences that support critical thinking and problem solving  Effective communication in various contexts  Collaboration  Proper access, analysis and application of information  Life skills  Leadership  Proficient use of technology

OUR GRADUATE: THE FOUNDATION

Knowledge

 Academic skills in core disciplines  21st century learning skills  Technical skills that support career interests

Skills Dispositions

 Core subject area content  21st century knowledge (global, civic, environmental, financial, health, media literacy)  Industry, career- related & technical knowledge  Productive self-concept  Self-management  Effective

• rganizational and

social behavior  Ability to navigate world of work, higher education, and civic life  Importance of life- long learning

OUR GRADUATE: KNOWLEDGE, SKILLS & DISPOSITIONS

Objective: ALL students graduate with knowledge, skills and dispositions necessary to be successful in college, career and future opportunities. We will:  Build on the strengths of our existing, excellent system  Maintain integrity of core curriculum  Leverage external resources and partnerships to support students  Recognize a broad range of student achievements  Support and leverage the development of regional and State resources

COLLEGE & CAREER READINESS IN SDNB

MOST JOBS REQUIRE POST-SECONDARY EDUCATION

Source: March CPS data, various years; Center on Education and the Workforce forecast of educational demand to 2018.

Post-seco seconda dary Plans ns

4-Year College Voc/Tech College Employment Military Other

MOST OF OUR STUDENTS ASPIRE TO ATTEND COLLEGE

Based on School District of New Berlin survey data for 2012-13

WE ARE EXCEEDING EXPECTATIONS State’s first District Report Card: “Exceed Expectations”

Career Readiness (defined):  Able to effectively navigate pathways that connect education and employment to achieve a fulfilling, financially-secure and successful career.  Understanding of personal interests and talents and the skills necessary for engaging in today’s fast-paced, global economy.  Requires adaptability and a commitment to lifelong learning, along with mastery of key knowledge, skills and dispositions that are interdependent and mutually reinforcing.  Career readiness has no defined endpoint but is rather part of a developmental continuum.

COLLEGE READY ≠ CAREER READY

Definition from NASDCTEc, 2012 and the Career Readiness Partner Council.

THERE ARE MULTIPLE PATHWAYS TO POSTSECONDARY SUCCESS

 There are many different starting points

• 4-year college
• 2-year college
• Technical schools
• Training programs
• Military

 There is no defined endpoint; rather a commitment to lifelong

• learning. Each stage of postsecondary education should:
• be designed to meet student needs along a developmental continuum
• consider economic conditions and labor market trends
• provide alignment to the next stage in a student’s plan

 Students are different; consequently, the path they take to achieving postsecondary success may be different.

The vision of a “4 year degree for all” can not be supported by current economic projections. Many students pursue a 4 year degree without an understanding of what they are investing in.  Average cost at a 4-year public university is $22,261/year 1  44% do not complete a 4 year degree within 6 years 2  48% of college graduates are underemployed 3

TODAY’S REALITY

Without guidance, the 4 year degree can become the most expensive exercise in self exploration available to our students today.

1: College Board Trends in College Pricing 2012; 2: National Center for Education Statistics, 2012; 3: Center for College Affordability, Jan 2013;

 Many of our students will work in jobs that don’t exist today.  ALL students need to see themselves as capable and valuable.  Must see the relevance to their goals in order to expend the effort required to succeed.  They need a “Career Strategy” instead of an expectation for “Job Security”  Students need to understand their options and be able to identify multiple pathways to future success  Students need to be good problem solvers to remain adaptable.  Students need to understand the way their world is engineered and be more than consumers of technology

THE IMPACT OF AN EVER CHANGING GLOBAL ECONOMY

Career Clusters:  Broad occupational groupings (16) based on common knowledge and skill requirements Career Pathways:  Subgroupings of occupations and career specialties (79) to further refine required knowledge and skills

KEY COMPONENTS OF “COLLEGE AND CAREER READINESS”

NASDCTEc

Table 2

CAREER CLUSTERS

Credit: Nebraska Career Connections

Table 2

PROGRAMS OF STUDY

 Design varies by district/PSI  Meaningful connection between academics and career goals  Aligned to career cluster/pathway  Includes:

• academic and technical coursework
• internal and external offerings
• pportunities for rigor
• post-secondary alignment
• credit transfer agreements
• co-curricular activities
• work/service based learning
• pportunities to build both academic

and workforce credentials

Credit: Adapted from Oklahoma Career Tech

“A comprehensive, structured approach for delivering education to prepare students for postsecondary education AND career success” Table 2 (3-6)

SDNB’S ACADEMIC AND CAREER PLAN

 A student’s PERSONAL plan for goal attainment.  Student self-selects opportunities from a single Program of Study or multiple Programs of Study in consultation with adult mentors.  Students can select opportunities that support careers within a cluster

• r a specific career specialty.

 State recently passed legislation requiring all secondary students to have an ACP by 2017-18  ACP rules are currently being developed by WI DPI

SDNB Core Academic Rigor Co/Extra Curriculars Work & Service Based Learning Learning Goals & Interests Technical Skills College Admissions Credentials Labor Market Credentials Anticipated Post- secondary Pursuits Post- secondary Alignment

SDNB/L. Schmidt: Adapted from Governor’s Council on College and Workforce Readiness (ACP); September 2012

Table 2

Job Shadow Service Learning Supervised Work

90 hours (1 year) Employability Certificate

Internship (aligned to ACP)

Up to 480 hours (1 year) Employability and Skills Certificates

Youth Apprenticeship (aligned to ACP)

450 (1 year) -900 (2 year) hour commitment Employability, Skills and Workforce Certificates

WORK/SERVICE BASED LEARNING

Employers help mentor students in the world of work. Students should be able to articulate what they have learned and how their experience impacts their Academic and Career Plan.

SDNB/L. Schmidt: Adapted from WI DPI Work Based Learning Programs

Tables 4–6, 9

WI PATHWAYS NETWORKS

The culmination of state, regional and local resources to integrate rigorous academic instruction with demanding career-based learning and real-world workplace experiences.  Networks vary based on needs/resources of individual areas  Networks strive to bring together K12, post-secondary and industry/business communities AND advocate for enabling local/regional/state policies.  WI has a long standing tradition of superior programs

• Youth Apprenticeship, Youth Options, Articulation
• World class Tech College system

 There are currently two regional intermediaries in WI

• Fox Cities/Oshkosh: CESA #6 and the Fox Cities Chamber of Commerce
• Milwaukee 7: Facilitated through WRTP-BIG STEP (Lauren Baker)

SDNB/L. Schmidt

Table 7

WISCONSIN PATHWAYS NETWORK AVAILABLE RESOURCES

Waukesha County New Berlin Community Economic Dev. Region State of Wisconsin

Policy & Budget

• CCSS
• Youth/Course Options
• ACP, ACT Mandates

DWD

• Youth Apprenticeship
• DVR, DCF, WIA Youth
• LMIS (TBD)

DPI

• CCSS and WI CCTS
• Course Option Rules
• ACP Rules
• Ed. For Employment
• Programs of Study
• Accountability Systems

Advocacy & Support

• JLC Special Committee
• WI K12 P2P Network Team
• Junior Achievement

CESA

• Carl Perkins K12

Consortium

• Ed. 4 Employment

Consortium

• Professional Dev.

GMC/CommUNITY Connections

• My Life! My Plan!
• eInspire Regional

Implementation TBD

• Additional K14 Pathway

Intermediaries

WCBA

• Business Support
• Schools2Skills

WCTC

• STW Consortium
• YA Consortium
• WTCS Dual Credit
• DEAs (WF Certificate)

UW-Waukesha

• UWS Dual Credit

DWD – WOW

MNBF

• Business and

Community Support

SDNB

• Rigor & Relevance
• K-14 Alignment
• Comprehensive

Counseling

• Work & Service based

learning

• Marketable Credentials

“If you can’t explain it simply, you do not understand it well enough.” Alber bert t Einstei stein

School District of New Berlin, L. Schmidt

Table 7

 Academic and Career Planning

• ACP created for every 7th grader
• Expanded WIScareers curriculum for grades 7-12
• Expand career exploration series
• Expand and align CTSOs
• ACT WorkKeys Pilot for all Juniors

 Evaluate Curriculum Opportunities

• Junior Achievement
• PLTW “Engineering is Elementary”
• New middle school electives

 Programs of Study

• All secondary courses mapped to career clusters
• Build out ‘high demand’ programs of study
• Expand dual credit options
• Expand extra-curricular opportunities

 Work/Service Based Learning

• Aligned to Programs of Study
• Implement State Certificate Programs

SDNB FOCUS AREAS FOR 2013-14

 Gateway to Technology & Project Lead the Way  Computer Science Exploration Electives  Financial Literacy Class  Entrepreneurship Class  Employability Class  Transcripted Credit (i.e. Health Occupations Academy)  Dual Enrollment Pilots

• UW-Waukesha dual enrollment (Accounting and Heredity)
• WCTC dual enrollment: IT Networking (24 credits); Welding (21 credits)

 Work based learning

• Supervised work experience, internships, apprenticeships
• New programs for students with disabilities

 Service based Learning Program (DUO) We have great intentions, but we need your help to be “intentional” …….

BUILDING FROM A STRONG FOUNDATION

This is not a strength for K12 systems Need guidance and support Every resource depicts data from a different lens Trying to prepare students for jobs that may not exist today Need to develop ‘high demand’ and ‘high interest’ programs without diluting core curriculum. Need to educate students and their families on why certain programs may be of value to them.

IN ALIGNMENT WITH ECONOMIC TRENDS

HIGH DEMAND CAREER CLUSTERS

“Be Bold2” Report; Competitive WI, Inc.: October 2012 Top Skill Clusters

• Systems and Network Software Development
• Accounting and Financial Analysis
• Nursing and Health Related Professions
• Mechanical Engineering
• Metal Manufacturing

Top Industry Sectors

• Agriculture, Dairy & Food Processing
• Financial Services, Insurance, Real Estate
• Healthcare
• Manufacturing
• Transportation
• Water Management and Research

Student t interest t is often en generated by exposure and a a belief that t they y are c capable

• f developin

ing the skills s required to be successfu sful. l.

Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2010-2020, available at http://www.bls.gov/emp/.

SNAPSHOT: U.S. EMPLOYMENT THROUGH 2020

CAREER PATHWAYS IN MANUFACTURING

 There are many different starting points.  There is no end point but rather a commitment to life long learning along a developmental continuum.  All pathways are valuable in today’s economy.  A similar example exists for every career cluster.

Highly Skilled Technicians One Year/ Two Year Diploma Managers, Engineers Technical Professionals Skilled Technicians Entry-Level & Certified Production Technicians Semi-Skilled Job Operator Positions HS/GED Graduate Occupational Certificates, Some Technical Training Associate Degree with Specialty Applied Industry Bachelor‘s Degree Apprenticeship On-the-Job Training (OJT)

Adapted from Waukesha-Ozaukee-Washington Workforce Development Board; July 2011

Table 2

 ALL secondary courses mapped to related career clusters  2013-14: Programs of Study (proposed):

• Health Science & Human Services
• Business, Marketing & Finance
• STEM: Computer Science and Information Technology
• STEM: Manufacturing

 Available internal AND external coursework will be included in 2014-15 registration to assess best delivery model.

• Would prefer to offer high interest coursework on-site pending

available support from our partners.

 Developing plan for parent and student engagement.

2013-14 PROGRAMS OF STUDY (DRAFT)

Table 2

COLLEGE AND CAREER EXPLORATION

High Interest Days, Eval JA and K-6 PLTW ACP’s, WIScareers, Expanded Electives On-Site & Virtual Career Exploration Tours, Expanded Electives High Interest College and Career Days, Alignment to Programs of Study

Tables 8 - 9

 All students in grades 9-12  Includes all available secondary staff  January 28th: New Berlin West  January 29th: New Berlin Eisenhower  Coordinated by Junior Achievement  Each student rotates through 1 common and 3 self- selected sessions; 40 different options available  Need engaging speakers for breakout sessions  No vendor booths this year

SECONDARY HIGH INTEREST COLLEGE & CAREER DAYS

Table 8

Professional Learning for Educators  The opportunities discussed are of great benefit to students.  Need to provide similar experiences to our educators to ensure a meaning connection in the classroom. Continuing Education Scholarships for Students  Scholarship criteria communicates the donor’s values related to a student’s accomplishments.  If all scholarship criteria are the same, we will have a short list of eligible recipients.

EXPANDING OUR REACH

Table 10 Table 11

 Publish your organization’s employment needs on our web site.  Positive exposure through the SDNB reaches a large audience.  Your support helps build our future workforce.  You may be training a future employee of your organization.  Community outreach efforts are one of the many ways businesses choose to market their products and services.  The SDNB will work with you to develop strategies for effectively recognizing your support in a manner that helps your organization.  Providing a positive experience to the youth of our community improves your organization’s brand. Most importantly, with so much uncertainty in our world, students need to know that there are adults in their community that genuinely care about them and want to see them succeed!

PROPOSED PARTNER BENEFITS

BUILDING PARTNERSHIPS

Reflect on how these opportunities align to your

• rganization.

Visit those tables of interest to you. Ask questions. Provide feedback about what you heard. Let us know who else we should contact. PLEASE fill out and return your response card. Raffle prizes awarded at 9 a.m.

WE NEED YOUR EXPERTISE!