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Course Selection Guides:
Blazing a Trail for Career Pathways
2005 NTPN Conference
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Student Perspective…
• Have to leave home school
• Transportation hassles
• Stigma—dopers, dummies, losers
• How do I get all my requirements in?
• But I want to go to college
• My high school counselor isn’t talking about it
• I like to work with my hands
• I have a friend who went there and loved it
• I can’t imagine “loving” school
• The _______ program was so cool when I visited there
• It’d be nice to graduate with a skill
CVCC GOAL• Increase the number of student placements
• Increase the appropriateness of student placements
HOW?
Roadblocks
• Increased graduation requirements (HB 55)
• OGT and remediation
• Sports and home school activities
• Home school counselors
• Preconceived notions about the “old voed”
• CVCC has no FIRM prerequisites
YIKES!Clear the debris…cut a pathway!
BLAZE A TRAIL!
• Dispel misperceptions/old news
• Educate home school counselors
• Show students the way
• Make “moms” aware of CVCC as a viable, desirable option
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How do you makeyour high school
experiencemeaningful?
Make the Pieces Fit
By Building a Career Pathway
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•Limited Time in School Day to Schedule Course Electives
•Need to Get Creative
•Tie in Academics…need for Proficiency Performance Levels
•Contextual Learning
•Need for Staff Development
•Curriculum Development…to reflect Currency
1,002945
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Parent Teacher Relative Friend GuidanceCounselor
Employer BusinessPerson
Mentor No OnePerson
Individuals Indicated by
Ohio 12th Grade Students
As Most Influencing
Their Career Choices
(Based on interval sample interviews of 3,053 12th grade students conducted by the Ohio Career Development Program.)
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We Need to Find a Better Way to Communicate with Students and Parents to Prepare for What Lies AheadExcerpt:
Directorate for Education, Employment, Labor and Social AffairsPublished on: September 12, 2000
“While there may be no general trend towards increased labor and job turnover, it is true that large numbers of workers move in and out of jobs every year. Both the 1994 and the 1996 Employment Outlooks show that roughly 10% of all jobs are newly created each year and about 10% are destroyed.”
“This is a more recent article on “The Future of Work” (29 January 2000), the same newspaper even claimed that ‘the old social contract between employers and workers is being shredded’. The implication is that many, if not most, workers will have to change their jobs and occupations many times throughout their working lives, and certainly change them more frequently than in the heyday of ‘lifetime employment’. The debate about job insecurity and company loyalty has become headline news again, but to what extent does the new economy make a difference? The arguments are widely touted, but what about the facts?”
Who Shares This Kind of Information with High School Teenagers?
We have some Models That Work:• Foundation Courses
• Learning Springs
• Career Pathways Projects Coordinator
• Work with Associate School Teachers
• Career Pathways Brochure
• Work with School-to-Career
• High Schools That Work
• Linkages to Academic Content Standards and Career and Technical Education Programs
• Incorporating Career Pathways into Course Selection Guides/Catalogs
•Integrated Learning ActivitiesCu
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Art & Communication
Specialization Areas
• Digital Design
• Graphic ImagingTechnology
Foundation Courses
• Introduction to Art
•Beginning Drawing
•Computer Applications
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Career Pathway Definition
• A series of academic, technological, and occupational coursework and other educational experiences leading to a career specialty
• The concept supports development of a continuum of career-focused programs providing multiple pathways to employment and postsecondary education
Activities Indicated by
Ohio 12th Grade Students
As Most Influencing
Their Career Choices
HS
CourseNo Specific
Activity
Actual WorkExperience Counseling
CareerAwareness Class
OCIS
(Based on interval sample interviews of 3,053 12th grade students conducted by the Ohio Career Development Program.)
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Working with High School
Course Selection Guides
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Cuya
hoga Valle
y Career Center CVCC
Digital Design
9th Grade
-English 9 -Global Cultures -Physical Ed. -Earth Science -Algebra 1 or Transition Math -Fine Art
10th Grade -English 10 -Biology -Geometry or Algebra 1 -Social Studies ½ Cr. -Health ½ Credit -Electronics -Elective
11th Grade -English 11 -U.S. History -Algebra 2 or Geometry -Physics (5 Per.) or Integ. Science Digital Design I 4 Credits
12th Grade -English (Options) -Gov. & Politics ½ -Pre-Calculus or Algebra 2 -Career Connections ½ -Elective Digital Design 2 4 Credits
Successful completion of this course earns both high school and college credits at Cuyahoga Community College.
2 YEARS TECHNICAL HIGH SCHOOL EDUCATION Criteria: Algebra 2 GPA 2.5 Electronics GPA 3.0
Community College
A
B
A GREAT CAREER!
Baccalaureate Degree Cleveland State U. Kent State U. Akron University
7 Units 7 Units 8 Units 8 Units
Public Health & Safety
9th Grade
-English 9 -Global Cultures -Physical Ed. -Earth Science -Algebra 1 or Transition Math -Fine Art
10th Grade -English 10 -Biology -Geometry or Algebra 1 -Social Studies ½ Cr. -Health ½ Credit -Electronics -Elective
11th Grade -English 11 -U.S. History -Algebra 2 or Geometry -Physics (5 Per.) Health Careers 1 4 Credits
12th Grade -English (Options) -Gov. & Politics ½ -Pre-Calculus or Algebra 2 -Career Connections ½ -Elective Public Health & Safety 4 Credits
Successful completion of this course earns both high school and college credits at Cuyahoga Community College.
2 YEARS TECHNICAL HIGH SCHOOL EDUCATION Criteria: Algebra 2 GPA 2.5 Electronics GPA 3.0
COMMUNITY COLLEGE
A
B
A GREAT CAREER!
Baccalaureate Degree
Cleveland State U. Kent State U. Akron University
7 Units 7 Units 8 Units 8 Units
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• Keep CVCC information updated
• Maintain individuality of 7 associate school catalogs
• Keep associate school information updated
• Proofread with 100 sets of eyes!!!
• Coordinate district contacts, students and CVCC staff
Coordination Challenge
( or Nightmare!)
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• Balance student involvement & learning with quality product
• Intertwine CVCC pathways in all subject areas within all catalogs
• Remain flexible & pleasant, yet meet deadlines!
(continued)
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•Financial Resources
•Know RFP Process
•Use as Learning Tool
•Develop a prototype (B/BH)
•Transition and Train Users
•Create Ownership & Mutual Respect will Develop
•Caution to Outdated/Updated Software
•Font Compatibility
•Remain Calm and Flexible & Prepare to Learn
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• Streamline the “process”• Get even more specific• Adding accreditation/credential to pathway• The message is getting out—increase in
student numbers and those choosing college• Seen as true collaborators (not competitors)
working toward what is best for the student!
…Starting to see the light
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FY01 FY02 FY03 FY04 FY05
New AppTotal Enrl
New Applications (April)
Total Students (October EMIS)
2000-01 2001-02 2002-03 2003-04 2004-05
No Doubt About Growth…
54.45%
0%
10%
20%
30%
40%
50%
60%
FY01 FY02 FY03 FY04 FY05
Higher Ed
2000-01 2001-02 2002-03 2003-04 2004-05
No Doubt About Achievement…
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The Courage to TeachThe Courage to Teach
Parker J. Palmer, 1999Parker J. Palmer, 1999
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Thank You…
Celena Roebuck, Director of Curriculum & Technology
Loreen Dorin, Special Projects Coordinator
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