ths/Clusters

1. Career Paths/Clusters A key concept in helping all students achieve academic and career success Building Bridges December, 2005

2. High School Reform: Why all the fuss?

4. Students DO Have Higher Aspirations 80% of eighth graders expect to go to postsecondary education 70% of high school graduates go to college within two years of graduation The Bridge Project Stanford University

5. The Reality — 100 Ninth Graders: • 67 graduate from high school • 38 enter college • 26 still enrolled after their sophomore year • 18 graduate from college in six years Source: National Center for Higher Education Management Systems

6. Student aspirations are being undermined by disconnected educational systems and other barriers The Bridge Project Stanford University

7. Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college. (Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.)Relation between MAP scores and ACT?

8. Coursework between high school and college (and the workplace) is not connected. Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college (and the workplace) (Mo. Graduation Requirements Have been raised) The Bridge Project Stanford University

9. 63% at two-year institutions 40% at four-year institutions Percent of students who take remedial courses The Bridge Project Stanford University College completion rates drop sharply with each remedial course One course = 45% completion rate Three courses =18% completion rate American Diploma Project

10. Other Indicators of Problems • Increasing competition from other countries where students are better prepared • China graduates twice as many students with bachelor’s degrees and six times as many engineering majors as the U.S. India and Singapore are producing scientists through top-notch undergraduate programs. In 2001, India graduated almost a million more students from college than the U.S., including 100,000 more in the sciences and 60,000 more in engineering. • Employers and college professors grade high school graduates’ performance as “average” or “poor” (Am. Diploma Project) • According to the National Association of Manufacturers, by 2010 there will be an estimated 5.3 million high-skill jobs available to qualified workers and 14 million more 10 years later.

11. What Can High Schools Do?Research says….. • Reinforce high expectations for all students • Provide a rigorous and relevant core curriculum to match expectations • Personalize the school environment • Establish partnerships with community partners, higher education, and families • Align curricula with state content standards and benchmarks

12. Career Paths/Clusters Providing Relevance and Personalization Through a Comprehensive Guidance Program

13. Career Development: A Life-Long Process Involving Academic and Personal Development Responsive Services Curriculum CommunicationArts Individual Planning Social Studies Fine Arts System Support K12345 678 9 10 11 12 13 14 15 16 Grades Career Awareness Exploration Planning Comprehensive Guidance Program Associate Degree B.A. Degree Work Individualized Career Plan Knowledge + Awareness + Performance Apprenticeship Military Health and P.E Science Math Lifetime Success

14. Career Awareness Teaching A Consistent Language of Careers

15. Creative Path Business Path Health Path Helping Path Fixing/Building Path Nature Path Arts & Communication Business Management/Tech. Health Services Human Services Industrial & Engineering Tech. Natural Resource Systems From Elem. To Middle School Exploring Interests and Abilities and Relating Them to the Broad Spectrum of Career Paths: Preparing for the 4-6 Year Plan of Study

16. High School and Beyond: Recognizing & Addressing Career Maturity Introducing Career Clusters/Majors

17. Developing a Personal Plan of Study(See Handout) Characteristics: • A coherent articulated sequence of rigorous course work beginning in 9th grade • Meets state academic standards and GLE’s • Meets state testing requirements

18. Characteristics (continued) • Provides preparation to ensure the development of “college ready” skills • Opportunity for post-secondary education or meaningful work experience while in H.S. • Dual credit/Dual Enrollment • Articulation Agreements • Job Shadowing • Volunteer • Service Learning • Internships/Cooperative Education • Provides academic and technical foundational skills in a chosen career cluster/major

19. The New 3 R’s From Path Cluster Major • Rigor • Relevance • Relationships Meeting the Needs of All Students

20. Career Development: A Life-Long Process Responsive Services Curriculum Individual Planning Foundational Skills (Rigor) System Support K12345 678 9 10 11 12 13 14 15 16 Grades Relationships Career Awareness Exploration Planning Comprehensive Guidance Program Associate Degree B.A. Degree Work Individualized Career Plan Knowledge + Awareness + Performance Career Path-Cluster-Major (Relevance) Apprenticeship Military Lifetime Success

21. What Else Can Be Done? Research says….. • Offer Pre-high school preparation programs—help ensure all kids are ready for high school • Develop an aligned curriculum framework around the career path cluster model • Improve communication between all departments within a school to strengthen both vertical and horizontal alignment/articulation • Maximize the Senior Year: create capstone experiences relating to their career path/cluster

22. What Else Can Be Done?(Continued) Research says….. • Incorporate contextually based teaching methodology in all programs—academic as well as career education programs and ensure rigorous content (“There is no such thing as an “easy” class) • Regularly assess for post-secondary readiness skills (i.e. Explore and PLAN/PSAT tests) • Work with Higher Education and Employers to help ensure a “seamless transition” into post-secondary education or the workplace • Strengthen Dual Credit/Enrollment Opportunities

23. What Else Can Be Done?(Continued)Research Says…. • Strengthen and increase the number of articulation agreement opportunities • Enhance Learning opportunities through technology (i.e. Distance Learning) • Develop high quality professional development opportunities for faculty and staff around meaningful high school reform

24. DESE’s Role:Assist Schools to….. • FOCUS ON SCHOOL CAREER COUNSELING Organize curriculum choices and the career development process around Career Paths/Career Clusters leading to career majors. Center the process of career awareness and exploration at elementary and middle schools on Career Paths and move to planning and preparation with Career Clusters at the secondary level. Encourage/Assist in fully implementing Comprehensive Guidance Programs in all schools

25. FOCUS ON RIGOROUS AND RELEVANT SCHOOL CURRICULA THAT WILL PREPARE STUDENTS FOR CURRENT AND FUTURE CAREER OPPORTUNITIES The foundation of quality curriculum is the combination of rigorous academics and meaningful career-based learning for all students. The curriculum must be relevant to the lives of students and prepare them for current and future career opportunities.

26. FOCUS ON HIGH-QUALITY PROFESSIONAL DEVELOPMENT High-quality, ongoing professional development from various providers throughout Missouri will focus on academically rigorous contextual learning methodologies and career development strategies to support all educators in meeting the needs of all children.

27. FOCUS ON STUDENT TRANSITIONS Effective educational systems assist in the successful advancement of their students. This involves the implementation of transition strategies for middle school students entering high school, and secondary students entering postsecondary education and/or the world of work.

28. Contact Information Bragg Stanley, Director Guidance and Placement Division of Career Education Department of Elementary and Secondary Education bragg.stanley@dese.mo.gov 573.751.0857