Transition Matters
Career Development Education
October 29, 2014
ESE’s Goal
To prepare all students
for success after high school
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ESE Core Strategies
Prepare all students for success after high school by:
Strengthening curriculum, instruction, and
assessment
Improving educator effectiveness
Turning around the lowest performing districts
and schools
Using data and technology to support
student performance
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Success after high school
 All students deserve a world-class education
that prepares them for success after high school.
 Academic proficiency is no longer enough to
ensure this.
 Students also need to be proficient in the
knowledge and skills required to navigate the
workplace and function as contributing citizens.
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The ICCR Taskforce
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ICCR Task Force Background
 November 29, 2011 – The Board of Elementary and
Secondary Education created a task force on better
integrating college and career readiness into K-12
education.
 January through May 2012 – The Task Force for the
Integration of College and Career Readiness was
convened.
 June 26, 2012 – Task Force members present the ICCR
Task Force report and recommendations. Board votes
to accept the report and charges the Department to map
a path forward.
Background and Context
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Career readiness means an individual has the requisite knowledge, skills and experiences
in the academic, workplace readiness and personal/social domains to successfully navigate
to completion an economically viable career pathway in a 21st century economy.
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High Level ICCR Task Force Recommendations
I.
Incorporate Career Readiness into Massachusetts’s
Recommended Course of Study
II. Strengthen School, Employer, Higher Education,
and Community Partnerships
III. Improve the Utilization of School Counselors in
Deployment of Career Readiness Education
IV. Incentivize Schools to Create/Demonstrate
Comprehensive Career Readiness Strategies
V. Explicitly Identify Personnel Responsible for
Effectively Executing Task Force Recommendations
Recommendations
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The ICCR Task Force recommendations
yield three high-level targets
Schools
Increase the percent of
high schools offering
career development
activities
Students
Increase the number of
students participating in
career development
activities
Employers
Increase the number of
employers sponsoring
career development
activities
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State Level Initiatives and Resources
to support Career Development Education
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Connecting Activities
 Works with all 16 local Workforce Investment
Boards
 Develops employer relationships and
sharing resources.
 Brokers connections with employers to provide
career development education that includes
career awareness, exploration and immersion
activities for students.
Places students in internship
programs, with placements tailored to students
interests and career goals.
 Provides technical assistance and PD to staff
implementing these initiatives.
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Connecting Activities FY13 Outcomes
• Employers invested $11.9 million in wages to support student
internships.
• 9,832 students were placed in internships at 3,530 employer sites.
• 7,209 (73%) students utilized the Massachusetts Work-Based
Learning (WBL) Plan on the job. The MA WBL Plan structures
learning and productivity at the worksite and formally connects
classroom lessons (MA Curriculum Frameworks aligned with
Common Core Standards) to work-based learning experiences.
• 6,540 students participated in classes/workshops including career
exploration, work-readiness and internship workshops.
• Over 1,600 employers sponsored career awareness and
exploration activities for students including career days, job
shadowing and guest speaker programs.
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CA is not Restricted by Eligibility
Requirements for Student Participants
 CA can serve all students
 However, ESE has
accented certain
categories of students
 Each WIB region sets
goals
 WIBs partner with
schools to develop
programs
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Students Targeted for Service
 Students identified by
schools as potential
dropout risks
 Students for whom an
individual plan, whether
an EPP, IEP,
CVTE Career Plan, ILP or
other plan, has been
developed
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Connecting Activities in FY15
 New web site available to offer deeper understanding
of Connecting Activities:
 http://www.massconnecting.org/
 Some of its interactive features:
 Search feature to assist employers to locate their local
Workforce Investment Boards
 Information about schools that are actively involved in
CA
 Training Video to teach practitioners how to use the MA
Work-Based Learning Guide
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The Massachusetts Work-Based Learning Plan
 Tool designed to structure work-based
learning experiences, particularly
internships.
 Available as online database screens, mobile
application, pen/paper or Microsoft Word.
 Capacity to generate employability skill
gain reports.
 Source of data for the state about numbers of
students served
Go thttp://skillspages.com/masswbl to
download copies or learn more about
the database.
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The Career Development Education Guide
 A guide for career development education,
focusing on a continuum of career awareness,
career exploration and career immersion
activities.
 Includes a glossary of career development
activities with definitions and frameworks to
assist with efforts to create, expand or
improve on existing initiatives.
 The Career Development Education
Guide/Glossary can be found at:
http://www.doe.mass.edu/connect/cde.html
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Career Development Spectrum
The process through which an individual comes
to understand his or her place in the world of work
CAREER IMMERSION
Students engage in structured work
and learning experiences connected to
teaching and learning
CAREER EXPLORATION
Students engage in some in-depth
exposures to career options
 Job Shadowing
CAREER AWARENESS
Students are aware of the broad
range of career and/or occupations
in the world of work
 Job Rotation
 Informational Interviews
 Job Skills Portfolio
 Community Service
 Leadership in Career Clubs
 Contextual Learning Coursework
 Labor Market Research
 Internships
 Capstone Projects
 Entrepreneurial Enterprise
 Clinical Experiences
 Part-Time Employment
 CVTE Cooperative Education
 Apprenticeship
 Career Speakers
 Career Days/Fairs
 Career Interest Inventories
 Company Tours
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ICCR Demonstration Sites
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ICCR Demonstration Sites –
ESE Initiative to Scale Up CCR
 Planning and Implementation by each with vision of
CCR for all students
 Districts using full menu of programs:
 MA Model, Expanded MassCore, ILPs, high
quality CDE, YourPlanfortheFuture, and more
 Lessons learned will be shared
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Status of ICCR
Demonstration Site Initiative
Five districts awarded grants end of FY13
Chicopee Public Schools
Gill-Montague Regional School District
Hampden-Wilbraham Regional School District
Northbridge Public Schools
Weymouth Public Schools
All five completed a Planning Year in FY14;
now embarked on Implementation Year
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Goal for Career Development
Education in ICCR Districts
All students participate in Career
Development Education (CDE) activities
starting at Grade 7 in order to promote
student engagement, enhance academic
achievement, and provide workplace
readiness skills
All three stages of CDE are available across
middle and high school for all students
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Rubric re CDE for ICCR Sites
Stage
Characteristics at Stage for CDE
Stage 1
Minimal or no evidence of the practice that is universal
•
•
Stage 2
Early Stage – Pilots and small numbers of participants
•
•
Stage 3
Structure exists for participation by all students – Many are
Involved
•
•
•
Stage 4
All students involved (by grade or other comprehensive
measure)
Stage 5
District has some elements of career development education
for some students, either as electives or other programs, in
middle and high school;
No structure in place for scaling up CDE for all students
District has designed a structure that offers a sequence of CDE
for all students 7-12
It is at an early stage of implementation, and has not been
rolled out for all students
Middle school CDE has begun
•
Well-designed structures are in place from middle through high
school to offer all students a progressive and sequential
approach to Career Development Education, including workbased learning for older students
•
After sufficient years have passed, a cohort of seniors
graduates from high school that has experienced the fully
implemented multi-year sequence of CDE
District is assessing student impacts and post-secondary
outcomes of all students, and has systems in place to sustain
annual assessment
Longer term: Fully implemented for several years – Positive
impact on students being measured
District has not begun any career readiness programs in middle
school
Few or no students in high school participate in CDE
experiences
•
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Questions?
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