Presentation on theme: "COMMUNITY-AS-SCHOOL PARENT ORIENTATION. HISTORY OF SCHOOL-TO-WORK With the passage of the federal School-to-Work Opportunities Act, the message was clear,"— Presentation transcript:
HISTORY OF SCHOOL-TO-WORK With the passage of the federal School-to-Work Opportunities Act, the message was clear, School reform was to include relevant “real” world work. Opportunities for all students. Combination of rigor and relevance.
WHY THE NEED FOR CHANGE JOB SKILL LEVELS FOR TODAY & TOMORROW 1950 20% SKILLED LABOR FORCE 1991 45% SKILLED LABOR FORCE 2000 65% SKILLED LABOR FORCE
Why technical training and not just more education? 15% of future jobs require high school diploma. 65% of future jobs require more that a high school diploma, but less than a four year college degree. 20% of future jobs will require a four year college degree.
CURRENTLY Of the students who start college, only 24.8% complete a four year degree in 6 years. Of those who finish only 3 out of every 100 are working in the area in which they were schooled. Between 30% and 45% of all community college students are four year degree graduates returning to school for technical skills so they can be employable.
WHAT KIND OF TRAINING IS NEEDED: APPLIED COMMUNICATIONS SPEAKING & LISTENING PROBLEM SOLVING COMPUTER SKILLS APPLIED MATH & PHYSICS PROBABILITY STATISTICS INFORMATION SYSTEMS TECHNICAL READING & WRITING
TRENDS OF THE FUTURE 60% of high school students will work in jobs that currently do not exist. 90% of all jobs in the year 2000 will require knowledge of a computer. 85% of future jobs will require skill training beyond high school. 80% of future jobs will require some college but less than a four year degree.
BENEFITS OF CAS PROGRAM Explore career options before leaving high school. Learn about the real world of work with supervision still provided by the school. Practice work readiness skills while on the job. Gain self confidence in abilities. Acquire business references in the community. Learn skills not taught in the traditional classroom. Build a resume of experiences and skills. Better prepare themselves for advanced training or study.
MORE TRENDS The average adult changes jobs 7 times and changes careers 3 times over his/her work life. The new workforce will work predominantly in small companies (24 employees or less). The workforce will be predominantly female, older, and multicultural.
BASIS COMPONENTS OF CAS WRITTEN CURRICULUM CALLED A LEAP COMMUNITY TEACHER (CT) INTERNS DO WORK RELATED PROJECTS RESOURCE COORDINATOR (RC) WEEKLY “TEAM MEETINGS”
WRITTEN CURRICULUM LEAP Learning Experience Activity Packet. Mission Statement: demonstrate success in 3 areas: academic, personal management, and teamwork skills. Includes; Goals, Activities, and Evidence. Common elements in all LEAPS.
COMMON ELEMENTS IN LEAPS SAFETY CONFIDENTIALITY MANAGEMENT SYSTEM HISTORY/BACKGROUND OF BUSINESS RESEARCH OF THE CAREER AREA RESUME WRITING
COMMUNITY TEACHER PERSON WILLING TO WORK WITH YOUNG PEOPLE AND HELP THEM SUCCESSFULLY COMPLETE THEIR LEAPS.
FINAL CAS PROJECTS MUST BE CONNECTED WITH THEIR WORK-BASED LEARNING EXPERIENCES EVALUATED BY RC. HAVE VARIOUS OPTIONS.
RESOURCE COORDINATOR LOOKS FOR RESOURCE SITES WHICH CAN PROVIDE RIGOROUS AND VARIED WORK EXPERIENCES AND COMMUNITY TEACHERS WHO WANT TO WORK WITH STUDENTS. DOES THE PAPER WORK NECESSARY TO GET THER PROGRAM SET UP. WRITES LEAPS AND SUPERVISES INTERNS IN THE FIELD.
WEEKLY TEAM MEETINGS ONE SCHUDELED DAY PRIOR TO WORK. COLLECT HOMEWORK, TIME SHEETS, AND JOURNALS. DISCUSS PROBLEMS OR CONCERNS. HELP CONNECT SCHOOL-BASED LEARNING AND WORK-BASED LEARNING.
KEY ELEMENTS OF CAS Orientation for interns and parents. Internships open to 11 & 12 graders. Resource sites within 45 minutes driving distance. LEAPs developed, including final project. May earn elective credits. May not repeat any position or LEAP. Journals are vital to internship: observations, skills learned, thoughts and feelings.
KEY ELEMENTS CONTINUED: Many LEAP activities are journal documented. Team meetings one class period per week. Handbooks developed for parents, interns, and community teachers. Paperwork in place that makes CAS an extension of school. Very little paperwork for CT’s (attendance, marking period evaluations of intern, and assistance with final projects).