CAREER
DEVELOPMENT
BRANCH
LAUSD
PROGRAMS & OFFICES
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Career Academies
Non-Academy Partnerships
Career Technical Education
Work Experience
First Break Employment Program
School to Career Office
1.
CAREER
ACADEMIES
CAREER ACADEMY MODEL
School within a School – small & personal community
Typically grades 10 through 12 (may include 9)
Most courses restricted to academy students
Integrated curriculum – academic content taught with
career focus
Prescribed sequence of courses
Business Partner(s) with Advisory Council
Dedicated counselor
Teachers work as a team; plan together
Mentoring – in classroom and on job sites
Internships through business partners
Assistance with college and job placement
EXAMPLES OF ACADEMIES
New Media
Technology & Information Technology
Human Services
Junior Police
Business & Finance
International Trade
Travel & Tourism
Teaching
Live Concert Production
ACADEMY FUNDING MODELS
California Partnership grants
Qualified Zone Academy bonds
School district match
Private Partner match
Actual dollars (not often)
In-kind Donations
Equipment
Internship salaries
Classroom visits and mentoring
Salaries
Career Awareness job site field trips
SUCCESSFUL OUTCOMES
Improved attendance
More student engagement
Lower drop-out rate
Increased academic achievement
Greater sense of community
Higher rate of job placement (regardless of
career or focus)
Higher college attendance rates
Completion rate of upper level math 1.5 X
higher than peers’ (strong predictor of
success in college)
2.
NON-ACADEMY
PARTNERSHIPS
NON-ACADEMY
PARTNERSHIP MODELS
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Private / Corporate Partnership
Provide services in or outside of schools
Provide Basic Skills instruction when needed
Provide employment training
Provide mentorships
Provide internships
Fund scholarships for post-secondary education
and/or training
EXAMPLE OF NONACADEMY PARTNERSHIP #1
• Youth Service Academy (Public Non-Profit)
– 11th & 12th graders from continuation high schools
– Students employed at end of school day
– Students work for Dept. of Water & Power & City Council
offices.
– DWP pays student salaries & workmen’s compensation (through
contract with LAUSD).
– DWP pays a school district administrator to direct program
(through contract with LAUSD).
– Students work for final 18 months of school and then can work
six months more if in post-secondary program.
– Students earn elective credit for work and on-site class.
– Students must do 30 hours of community service.
EXAMPLE OF NON-ACADEMY
PARTNERSHIP #2
• Careers in Culinary Arts - (Private Not-for-Profit)
– 9th - 12th graders from comprehensive high schools
– School-based Career Pathway
– Teachers integrate academic curriculum when
possible.
– Business partner provides teacher training.
– Partner provides career-specific training off-site.
– Partners provide guest speakers/chefs to schools.
– Partners provide internships, mentoring,
scholarships & job placement.
– Students earn elective credit for sequenced classes.
3.
CAREER
TECHNICAL
EDUCATION
CAREER TECHNICAL EDUCATION
is “real-life education” in that it
integrates academic content into
vocational content in order to prepare
students to succeed in the modern world
of work. The Career Development
Branch oversees all Secondary CTE,
which accounts for 80% of CTE dollars
allotted to LAUSD.
CAREER TECHNICAL EDUCATION
CAREER PATHWAYS MODEL
 Federal Career & Technical Education grant (Carl D.
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Perkins) pays for counselors, teachers, professional
development & equipment.
Students are grouped together for instructions in careerfocused classes.
Designated counselor at each high school to recruit and
oversee all Perkins pathway classes
Minimum of two sequential courses in career focus
(introductory plus…)
Technical training for teachers
Provides non-traditional gender career placement
Includes special populations in pathways classes
Establishes a business advisory council
Students participate in related workplace experiences
EXAMPLES OF CAREER
PATHWAYS
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Agriculture/Landscape design
Animation
Auto Mechanics
Aviation
Business Education
Child Development
Commercial Photography
Computer Repair
Culinary Arts
Fashion Design
Film Production
Health Careers
Home Economics
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Information Systems
Media Production
Metal Working / Manufacturing
Multi-Media
Multi-lingual Teaching
Nutrition Science
Office Occupations
Ornamental Horticulture
Robotics
Transportation & Energy
Technology
 Television Production
 Travel & Tourism
4.
WORK
EXPERIENCE
WORK EXPERIENCE FLOW CHART
RESOURCES
Employer Partners
Business Partners
First Break Program
Work Experience Education
Mentored by W.E. Teacher
& Worksite Supervisor
Supported by standards –based
classroom instruction
Students earn credit and pay
Work Experience
Jobs developed by student or teacher
W.E. Teacher issues work permit
No formal supervision by teacher
Students earn pay, not credit
Subsidized Employment
Students with special needs
Government-funded
Requires eligibility
Non-Subsidized Employment
Jobs at large
Employer-funded
No eligibility requirement
WORK
EXPERIENCE
EDUCATION
(WEE)
WORK EXPERIENCE EDUCATION
(W.E.E.)
The Career Development Branch is
responsible for creating, submitting and
monitoring LAUSD’s Work Experience
Education Plan, which is on file with the
California Department of Education.
 Experienced Career Development staff
provides Professional Development to all
school-based Work Experience Teacher/
Coordinators in order to ensure program
quality and compliance with mandates.
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KEY COMPONENTS OF W.E.E. PLAN
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Three Types of Work Experience
Education
Role of Work Experience Teacher
/Coordinator & Services Provided
How Students Benefit
How Employer Partners Benefit
1. Three Types of W.E. Education
General WEE - supervised part-time employment
to assist students in developing desirable work
habits and attitudes in real jobs supported by
related classroom instruction.
 Exploratory WEE - provides unpaid opportunities
to observe and sample a variety of conditions of
work and related classroom instruction.
 Vocational WEE – provides an extension of
vocational learning opportunities through parttime employment and related classroom
instruction. Employment serves as a practical
laboratory activity for reinforcing the school
learning situation.
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2. Duties of W.E. Teacher-Coordinator
Approves students for enrollment in WEE.
Develops written agreements which identify the responsibilities
of the students, employers, parents, etc.
 Prepares individual training plans which outline the objectives
that students are to accomplish at the work stations.
 Prepares related classroom instruction or guidance for each
semester and for each type of WEE
 Makes a minimum of two on-site contacts each semester with
work station supervisors.
 Issues or verifies work permits for students enrolled in WEE.
 Issues waivers for additional hours or work and extended
working hours when appropriate.
 Maintains records as indicated in the LAUSD Secondary District
Plan for WEE.
 Is knowledgeable of and complies with the appropriate
sections of the California Education Code and other mandates.
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3. Benefits to Students
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Enter the world of work with the support of weekly
classroom instruction and mentoring from both the
worksite supervisor and the WEE Teacher-Coordinator.
Earn 5 to 10 elective credits per semester up to 40
credits during high school.
Students behind in credits for graduation may have WEE
periods 7 & 8 and make up to 20 elective credits in one
year.
College bound seniors may take WEE periods 5 & 6
(instead of “Home”) and show career exploration
experiences to admissions personnel.
Learn school-to-career skills including job-getting skills
and job-keeping skills necessary to be competitive in
today’s world economy.
Develop a work history that will result in higher part-time
salary during college.
4. Benefits to Employers
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WEE provides ongoing support to supervisor from
experienced WEE Teacher-Coordinator
WEE develops training objectives for the student
worker at the worksite.
WEE guarantees two on-site visits to discuss student
progress in reaching worksite goals.
Supplies intervention when problems at work occur.
Provides a link to the parent or guardian when
needed.
Contributes to preparation of youth for the world of
work.
Hires enthusiastic employees for minimum wage.
Develops a young workforce in the community.
WORK EXPERIENCE
SUBSIDIZED
NON-SUBSIDIZED
SUBSIDIZED WORK EXPERIENCE
Workforce Investment Act (WIA)
– Students with barriers to success (low income,
reading/math deficiency, language barriers, foster home,
parents with chronic unemployment, etc.) eligible
– W.E. Advisors train students in job-getting and job-keeping
skills.
– W.E. Advisors provide case management and guidance in
career pathways.
– Students may stay in program throughout high school.
 CalWORKS TANF (Temporary Aid to Needy Families)
– Students with low income qualify for paid employment
– W.E. Advisors provide orientation, site supervision, payroll
services, and remediation for basic skills deficiencies.
 General Fund Assistance Program (Mayor’s SNAP program)
– Students with low income and a barrier to success qualify
for employment during intersession
– W.E. Advisors give orientations, approve, assign, and
supervise worksites and provide payroll services.
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Non-Subsidized Work Experience
Funded by Employer & Business Partners
 Jobs developed by students
 Jobs developed by WE TeacherCoordinators
 Jobs developed by First Break Office and
posted on website
 Major employment campaigns developed
by First Break Office in conjunction with
employer partners (seasonal or ongoing)
 Jobsites must be approved by District
staff.
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5.
FIRST
BREAK
FIRST BREAK
WEBSITE
&
EMPLOYMENT
PARTNERSHIPS
FIRST BREAK WEBSITE
 Benefits
to Students
 Benefits to Employers
 Benefits to Schools
First Break - How Students Benefit
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Student searches online for jobs in their
community.
Student receives information about employer
expectations from the WEE TeacherCoordinator at school.
Student receives preparation and guidance
through the application process from the WEE
Teacher-Coordinator.
Student receives the work permit application
from the same information source.
First Break - How Employers Benefit
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Employers list job openings for free to a large employee
pool, that has part-time and full time off-track workers
year round.
Employers can maintain their budget by offering
minimum wage to an eager young worker.
Employers hire many students that are bilingual.
Employers have the applicants screened by an
experienced WEE Teacher-Coordinator; students do
not have direct access to the employer.
Employers contribute to development of a more
disciplined, skilled, and experienced young workforce in
the community.
Employers receive follow-up contacts to ensure
satisfaction with the employment process.
First Break - How Schools Benefit
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Schools have access to worksites that have been
screened and developed by the First Break
Staff.
Schools’ WEE Teacher-Coordinators receive
training on the correct use of the website.
Schools can refer parents to the First Break
website for safe first jobs.
Schools can enlist First Break to participate in
job fairs.
Schools build positive relationships with local
business community.
First Break Partnerships
Major Employers include:
 Six Flags Magic Mountain – seasonal hiring
 Washington Mutual High School intern
Program (HIP) – a two year internship
 Los Angeles County Registrar-Recorder
Pollworker Program
Six Flags Magic Mountain
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Seasonal hiring
Recruits up to 250 students who are off-track
Schools screen student applicants to ensure good
attendance, grades, and citizenship. They distribute
parent consent forms, work permit applications, and
prepare trip slips.
Orientations are conducted at the schools by personnel
from Six Flags, First Break office, and the school
recruiter to ensure completion of applications and
preparation for interviews.
Students are bused to park for interviews and are
supervised by school personnel.
Students are hired and travel to and from the park by
Six Flags buses.
Washington Mutual
High School Intern Program (HIP)
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A two year internship
Branch Managers learn about HIP at regional meetings
and apply for two students.
Students work part-time after school and full-time
during school breaks.
Students need to be self-starters, good team members,
have excellent attendance, and have a 3.0 (B) average to
qualify.
After completion of two-year internship, students can
explore regular employment at Washington Mutual.
Los Angeles County RegistrarRecorder Pollworker Program
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One-day community service
Utilized up to 25 students per high school for
Presidential Election – 11/2004
High School Seniors with a 2.5 GPA recruited at
school through bulletins and posters.
Screened students need parental consent letters,
applications, attendance at training class, and
own transportation to and from the polls.
Students learn first hand about the election
process and later receive a stipend of $80
6.
SCHOOL-TOCAREER
SCHOOL-TO-CAREER
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Partnership between LAUSD, City of L.A and other
agencies to help students transition to the world of work.
The UNITE-LA office was created to promote the
“School-to-Career” philosophy throughout L.A.
Funded by state and foundation grants
Has team to cover all areas of the city to foster
educational and business partnerships that will benefit
students
Supports academies, pathways and other Career
Development activities and programs in LAUSD schools
Hosts events such as Job-Shadowing, where students
visit worksites to gain exposure to the business world.
Brings business professionals to schools as guest
speakers to support Career Awareness
Recruits business and industry partners for Career and
College Fairs.
SCANS SKILLS
• The Secretary’s Commission for Achieving
Necessary Skills (SCANS) are a list of skills and
competencies that young people need to
succeed in the adult world of work.
• These skills:
– Are transferable and apply to all jobs.
– Give meaning to the work that people do
– When articulated, help students understand what
they’re learning and why
– Show the true mission of Career Development, which
is to prepare students for success in whatever career
or careers they choose throughout their adult lives.
APPENDIX
Work-Based Learning
Project-Based Learning
An Instructional Model
to Engage Youth by
Combining Academic & Occupational Training
Key Components:
 Student (Worker) - Centered
 Adults as Facilitators
 Focus on SCANS Skills
 Academic Integrated into Work
 Mastery of Transferable Skills
 Students Part of Assessment
 Meaningful Work
Requirements:
 Lead-time
 Staff Training
 Mentor Training
 Plan (Schedule, Class v. Project)
 Technical Assistance
 Training Agreements
SCANS Skills
 Foundation Skills & Competencies
 Three-Part Foundation
 Basic Skills
 Thinking Skills
 Personal Qualities
 Five Workplace Competencies
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Resources
Interpersonal
Information
Systems
Technology
WORK-BASED MODELS
 Integrated Workplace &
Classroom
 Workplace with Classroom
Pull-outs
 Classroom Projects
 Job-Specific
 Stand-Alone
MAKING CONNECTIONS
 Starting with Project
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Projects to Tasks
Tasks to SCANS
SCANS to Needs & Interests
Needs & Interests to Training
 Getting to Project
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Needs & Interests to SCANS
SCANS to Tasks (Guided)
Tasks to Project (Guided)
Structure Training to Fit
Assessment - PORTFOLIO
 Work Product (memos, letters, plans)
 Class Product (lessons, reports)
 Evaluations
 Supervisor
 Teacher
 Self – Journals (written, video or audio)
 Final Product - Pictures, Videos, Manuals
 Resumés
DESIRED RESULTS
 Engagement, Ownership & Pride
 Positive Relationships with Mentors
 Conscious Connections
 Job Skills Mastered
 Life Skills Enhanced
 Academic Achievement
 A Portfolio to Show the World
 A Real-World Success