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BRIDGE ACT Requirements John Pritchett, Middle School Curriculum Coordinator Career, Technical and Agricultural Education (CTAE)

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Presentation on theme: "BRIDGE ACT Requirements John Pritchett, Middle School Curriculum Coordinator Career, Technical and Agricultural Education (CTAE)"— Presentation transcript:

1 BRIDGE ACT Requirements John Pritchett, Middle School Curriculum Coordinator Career, Technical and Agricultural Education (CTAE)

2 Advisement ALL Students PERKINSFederal BRIDGEState GaDOE Strategic Plan GaDOE Strategic PlanAgency

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4 STUDENT ADVISEMENT Advisement is a comprehensive process to provide students with skills and knowledge to make informed decisions about their education and career plan; a plan to aid students in developing self-awareness, define and re-define options, and make informed decisions; a process to help each student improve his/her chances for long-term employment 4

5 The BRIDGE Legislation (May 2010) BRIDGE bill mandates that 8 th grade students select/create a Program of Study/Individual Graduation Plan for grades 9 through graduation. (c) Beginning with the school year, students in the sixth, seventh, and eighth grades shall be provided counseling, advisement, career awareness, career interest inventories, and information to assist them in evaluating their academic skills and career interests.

6 The BRIDGE Legislation (May, 2010) Middle School end of the second semester of the eighth grade consultation with their parents, guardians, or individualsBefore the end of the second semester of the eighth grade, students shall develop an individual graduation plan in consultation with their parents, guardians, or individuals appointed by the parents or guardians to serve as their designee.

7 BRIDGE Legislation (May, 2010) High School guidance, advisement, and counseling annually seamless transition toHigh school students shall be provided guidance, advisement, and counseling annually that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to postsecondary study, further training, or employment postsecondary study, further training, or employment. NOTE: The current administration recommends on- going or regularly scheduled advisement in grades 6-12.

8 Individual Graduation Plan rigorous academic core subjects and focused course work 1)Includes rigorous academic core subjects and focused course work in mathematics and science or in humanities, fine arts, and foreign language or sequenced career pathway course work Individualized Education Program (IEP), 2)Incorporates provisions of a student's Individualized Education Program (IEP), where applicable educationalcareer goals course of study 3)Aligns educational and broad career goals with a student's course of study based on the student's selected academic and career focus area 4)Is based on the student's selected academic and career focus area as approved by the student's parent or guardian

9 experience-based, career-oriented learning experiences 5)Includes experience-based, career-oriented learning experiences, which may include internships, apprenticeships, mentoring, co-op education, and service learning opportunities for postsecondary studies 6)Includes opportunities for postsecondary studies through articulation, dual enrollment, and joint enrollment flexible sufficiently structured 7)Is flexible to allow for change in the course of study, but is sufficiently structured to meet graduation requirements and qualifies the student for admission to postsecondary education approved by the student and the student's parent or guardian with guidance 8)Is approved by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser Individual Graduation Plan

10 Effective advisement will be measured by the utilization of the systems selected Career Information System in the following areas for middle schools: % OF 6 th graders who create electronic portfolio account % OF 6 th graders who take a career-related assessment % OF 7 th graders who take a career-related assessment % OF 8 th graders who take a career-related assessment % OF 8 th graders who explore at least three careers prior to the transitional parent/student conference or student led conference % of 8 th graders who complete a plan of study/individual graduation plan

11 Effective advisement will be measured by the utilization of the systems selected Career Information System in the following areas for high schools: ____ % of 9th graders who investigate and record in their portfolio at least three additional occupations prior to the annual student/family conference ____ % of 10th graders who are aware of College Credit Now programs (dual enrollment opportunities) by April 1 ____ % of 11th graders who make the connection between school and work by exploring and saving in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan ____ % of 12th graders who identify their next step after graduation in their electronic portfolio: 4-year institute, 2-year institute, apprenticeship, military, technical college, special purpose [vocational] school, or workforce

12 BRIDGE impact on curriculum BRIDGE mandates students understand and be aware of careers and able to make decisions regarding their likes, dislikes and future goals If schools use the data from career interest inventories, they can build their CTAE programs based on student interests Students will have the opportunity to explore the 17 Career Clusters and make choices Students must select a Pathway in 8 th grade, but not locked into it during high school

13 Analyze Interest Data Explain what this data represents. How could this data be used to improve instruction? How can you integrate this data with instruction and careers?

14 Analyze Career Data Anything jump out to you from data? If this was your middle school, do you have career pathways available to high school students? – Data from grades 6, 7, 8

15 Other Assessment Options GCIS, Career Cruising or GAcollege411 are viable Career Information web-based systems to use. Use of ASVAB beneficial Other assessments within military? With any interest inventory, dig into the data results to determine students career interests

16 Local System Options/Strategies for Implementing BRIDGE Legislation Counselor- Supported Teachers as Advisors Grades 6-12 Middle School Career Development Courses for Grades 6-8 Middle and High School Counselor Programs Vivian Snyder John Pritchett Jackie Melendez

17 Second Option for BRIDGE Middle school Career, Technical and Agricultural Education (CTAE) courses Each course has GPS and aligned academic standards. Writing, reading, entrepreneurship, and soft skills included in each course

18 Architecture, Construction, Communications & Transportation Engineering & Technology Exploring Engineering and Technology Grade 6 Invention and Innovation Grade 7 Technological Systems Grade 8 Architecture, Construction, Communication, Transportation Architecture and Construction Grade 6 Architecture and Construction Grade 7 Architecture and Construction Grade 8 Communications Grade 6 Communications Grade 7 Communications Grade 8 Transportation Grade 6 Transportation Grade 7 Transportation Grade 8 Business & Computer Science Business and Computer Science Grade 6 Business and Computer Science Grade 7 Business and Computer Science Grade 8 Business & Computer Science Marketing Sales & Services Marketing Sales & Services Grade 6 Marketing Sales & Services Grade 7 Marketing Sales & Services Grade 8 Family & Consumer Sciences Family Consumer Science Family and Consumer Science Grade 6 Family and Consumer Science Grade 7 Family and Consumer Science Grade 8 Culinary Arts Education Government & Public Safety Govt. & Public Safety Public Safety and Government Grade 6 Public Safety and Government Grade 7 Public Safety and Government Grade 8 Healthcare Science Healthcare Science Grade 6 Healthcare Science Grade 7 Healthcare Science Grade 8 Agriculture Agriculture Education Grade 6 Agriculture Education Grade 7 Agriculture Education Grade 8 Arts & Humanities Journalism Foreign Language Performing Arts Visual Arts Georgia Program Concentrations Middle School Students Career Development Teachers As Advisors Sound Transition Process Select Career Pathway Graduate Prepared for Work, School and Success Career Development Career Awareness Grade 6 Career Discovery Grade 7 Career Management Grade 8

19 hook students in middle school stay in schoollearn a trade skill mastering core academic skills in CTAE connect to a career pathway If we can hook students in middle school to stay in school, learn a trade skill while mastering core academic skills in CTAE, and connect to a career pathway helping students graduate by completing their 8 th grade capstone project, then – AYP results will improve for schools. – attendance indicators could improve. – graduation indicators HAVE improved. – the number of skilled workers, apprenticeships, 2- and 4-year college enrollees could increase. – economic gains could be made resulting from middle school academic and CTAE instructional units.

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21 Middle School Connections

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24 Gacollege411 or other Career Information Systems Understand how to utilize 411 or other CIS as a tool for education and career planning utilizing: – Assessments – Career Exploration/Education Exploration – Plan of Study – College Credit Now – Educational Exploration – Professional Center 24

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36 Learn About the Professional Center GAcollege411 will be the primary tool for education and career planning for ALL students in Georgia. Effective advisement will be measured from the data collected from GAcollege411 at the state, system and local level.

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38 Middle School Checklist (Revised) % of 6th graders who have electronic portfolio accounts % of 6th graders who take a career assessment or interest inventory and save the results in their portfolio % of 7th graders who take a career assessment or interest inventory and save the results in their portfolio % of 7th graders who explore at least three careers concentrations/clusters and save the career clusters/concentrations in their portfolios %of 8th graders who explore at least three occupations and save the occupational information in their portfolios prior to the transitional parent/student conference or student led conference % of 8th graders who complete an Individual Graduation Plan to utilize during the face-to-face transitional conference between middle and high school for students, advisor/counselor and family.

39 High School Checklist (Revised) % of 9th graders who investigate and record in their portfolio three additional occupations prior to the annual student/family conference % of 9 th graders and family that have participated in regular advisement sessions % of 10th graders who are aware of College Credit Now programs (dual enrollment opportunities) by April 1 (HB 186 mandates grades 8-11) % of 10 th graders and family that have participated in regular advisement sessions % of 11th graders who make the connection between school and work by exploring and saving in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan % of 11 th graders and family that have participated in regular advisement sessions % of 12th graders who identify their next step after graduation in their electronic portfolio: 4-year institute, 2-year institute, apprenticeship, military, technical college, special purpose [vocational] school, or workforce

40 Gacollege 411 Reporting Systems Pro-Center- system/school/counselor/advisor tracking system State Report Central- school/system/state tracking system

41 3/28/ th grade Holland results of Career Keys Assessment

42 7 th grade results from the Career Cluster/ Concentration Survey 7 th grade results from the Career Cluster/ Concentration Survey

43 8 th grade Plans of Study

44 Report Central/Middle All data will be based on March FTE counts School, system and state reporting: Number of 6 th grade accounts Number of 6 th, 7 th, 8 th graders taking career- related assessments Number of career clusters/concentrations saved in 7 th grade Number of 8 th graders with three career choices recorded in their portfolio and Plans of Study (parent approved)

45 Report Central/High School All data will be based on March FTE counts School, system and state reporting: Number of 9 th grade students recording three additional careers Number of 10 th grade students aware of dual enrollment opportunities (College Credit Now Guideway) Number of 11 th grade students who have saved in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan Number of 12 th graders who have identified their next step after graduation

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