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?