1. Work Study and PaCE Planning for their future

2. Why PaCE? *Provides guidance PreK-12
*Creates specific activities to support career readiness
*Supports the community
*Explore and learn about careers

3. Why Work-Study? Perfect time to explore careers
Learn about postsecondary skills for career
Students benefit
Local employers benefit
Parents benefit
Save money
Save time

4. PaCE Process for River Bend
The PaCE document provides a road map for career and college planning
Suggest K-12th grade not just 8-12
Requires articulating across grade and building levels- We developed at building level first then moved to district level.  Include teachers in planning, they will be the ones to implement
Do not reinvent the wheel state has a model and many districts are drafting their own
Include area employers, they really want to be involved and brought to the table- See list of stakeholders
Involve students, they will give you great feedback
ISAC will help you develop and train staff-   See training request form
We planned for a year and then implemented
PaCE Process for River Bend

5. PaCE Team: -Principal/administrator -Teachers -Counselors
-Superintendent
-Business partners
-Local Community College
-Local Government Rep
-Students
-Parents
-Two or four year colleges

6. How well do you know your students?
Game:
How well do you know your students?
I will read a PaCE statement and I want you to tell me
One of three answers
K-5
6-8
9-12

7. Review the PaCE documents for strengths and weaknesses
Acitivity:
Review the PaCE documents for strengths and weaknesses

8. River Bend PaCE Guidelines:
Age appropriate
Activities are easy to do
Activities support Career or College Goals
Activities involve exploration
Activities more structure to less structure
Activities dependent to independent
Provides meaningful experiences
Explore/Expose/Prepare

9. Work-study programming Community Involvement
Fulton High School Seniors
1 period every day or every other day
60 to 70 minutes
Match career interests with employers
40 out of 60 students participate
Students complete journal assignments
Employers rate students
Work in Fulton, Clinton, Morrison, and Albany
Work-study programming Community Involvement

10. Sources: Open-ended surveys, focus groups, interviews and artifacts
Major Themes Student Employer Parent Instructor Principal
Expectations prior to starting 50 19 11 3
Experiences during CI 36 20
Value/Benefit/Impact
101 27 9 2
Influenced 63 22
Relationships 45
N/A
Learning 81 21
Career interest 61 4 1
Recommended changes 46 17 5
Share comments from each group Pg
Survey Data

11. Survey Data Source: Likert-Type Questions
Question Student Response Employer Response Parent Response
Experiences related to career interests
FA/SA= 93%
WA=4.57
FA/SA= 95%
WA=4.37
FA/SA= 83%
WA=4.25
Completed meaningful tasks
FA/SA=96%
WA=4.61
WA=4.53
WA=4.58
Supervisor provided meaningful feedback
FA/SA=85%
WA=4.44
FA/SA= 94%
WA=4.79
FA/SA= 92%
WA=4.83
Provided good answers to questions
FA/SA=100%
WA=4.89
FA/SA=63%
WA=3.58
FA/SA= 100%
Gained skills knowledge related to career
FA/SA= 96%
WA=4.71
WA=4.42
Developed ability to work with others
FA/SA= 79%
WA=4.32
Learned career skills needed to improve
FA/SA= 89%
WA=4.50
WA=4.21
Organization & planning skills improved
FA/SA=89%
WA=4.18
WA=3.96
WA=4.33
Developed ability to work on a team
FA/SA= 82%
WA=4.36
WA=4.26
Became more comfortable interacting with adults
WA=4.75
Experience has been valuable
WA= 4.93
WA= 4.75
Survey Data

12. Archival Data 2015-2018 Archival Data
Statistical Measure ( ) CIP Students Non-CIP Students
GPA Mean
3.09
2.83
GPA t­-value
2.57**
Days Absent Mean (M)
7.24
10.54
Attendance t-value
-2.39**
2 or 4 Year College Enrollment Average
36%
19%
Chi-square p-value College Enrollment
.000*
Ratio CI Students Attending College Compared to Non-CI Attending College
1.68
Archival Data

13. Why do students enroll in the Community Involvement Program?
Explore career interests (Students)
Learn specific work skills (Students)
Understand education needed to obtain career choice (Students)
Determine if they do or do not like the career (Students)
Save money (Students)
Is the career right for them (Parents)
Learn day-to-day requirements of the job (Parents)
Important for students to explore careers (Instructor & Principal)
Student Value

14. What impact does enrolling in a work-study program have for participating students?
Students provided 101 comments about finding value/benefit/impact
Employers commented 22 times they were able to influence career or college choices
All parents reported children finding value/benefit/impact
Students referenced 45 times the positive relationship with staff
Student Likert data SA or FA 100% that CIP was valuable
Students SA or FA 96% that CIP related to career interests
Students 100% SA or FA they became more comfortable with adults
Parents SA or FA 92% students found value in the CIP
Parents SA or FA 93% that students learned career skills
Student Value

15. What motivates employers to become a volunteer host site for Community Involvement Students?
Support the schools
Help students learn about college and career options
Believed their efforts impacted the community and students
Employers hire CIP students. Five hired during this study
Interview students over a period of time
Students bring energy and enthusiasm to the workplace
Influence careers (21 times)
Learn from students (16 times)
95% SA/FA that students bring value to the workplace
94% SA/FA that employers influenced career decisions
Employer Value

16. What impact do parents perceive when their son or daughter participant in the Community Involvement Program?
Children experiencing growth (11comments)
Exposure to the working environment produced value (16 comments)
Learning specific work skills (19 comments)
Children found value in the CIP experience (92% SA/FA)
Children developed an ability to work with others (100% SA/FA)
Children learned work skills (93% SA/FA)
Parent Value

17. Recommendations for Educators
Provide work-study type programming- Learning comes from seeing and doing
Provide work-study programming that lasts at least one semester- Students, parents and employers value more time on the job.
Smaller rural communities should embrace work-study programs- Keep talent local
Require all juniors and seniors to enroll in a work-study program prior to graduating- Benefits for GPA, attendance and postsecondary enrollment rates
Recommendations for Educators

18. Recommendations for Work Force Practitioners
Employ an area coordinator who can work with the schools to create work-study placements- Coordinators provide structure and support, they can also increase placement opportunities
Hire students that qualify for employment- 5 hired in this study, might increase student participation, employers fill vacancies
Promote the fact that an employer is a host- Schools should promote those who partner with them. Host a work-study fair
Recommendations for Work Force Practitioners

19. Work-Study and PaCE planning: Can be promoted and supported by Career Cruising Inspire Creates opportunities Exposes students to careers Allows for exploration Cultivates decision making Points to Work-Study Opportunities Supports ESSA High School Indicators

20. PaCE Challenges Work-Study Challenges Questions???