Using Key Train and Work Keys for Student Credentialing

1. Using Key Train and Work Keys for Student Credentialing WEXFORD-MISSAUKEE AREA CAREER TECHNICAL CENTER

2. Successful Educational Programs • There is no magic formula for success, but most successful educational programs -- those that result in higher student performance -- share certain common components

3. The First Component • Successful programs have clear and shared common goals that are understood and embraced by board members, administrators, teachers, students, and the general public

4. The Second Component • Successful programs use data to determine instructional priorities that will result in raising performance standards for all students

5. The Third Component • In successful programs, instruction is relevant – students understand the need for learning the material, and the teacher conveys how and when students will actually use what they are learning

6. The Fourth Component • In successful programs, a positive relationship exists between the teacher and the student • Without this, the third component cannot happen

7. Learned Lessons and Survival • If CTE is to survive as a viable educational delivery while the current emphasis is on academic rigor, lessons learned and successes achieved from past initiatives have to be built upon. • These include such initiatives as Tech Prep, Schools That Work, and School-To-Work/School- to-Career.

8. Successful Initiatives • Tech Prep focuses on academics delivered in applied and contextual ways • “High Schools That Work” focus on eliminating the “general” track and on measuring and documenting student academic achievement • School-to-Career focuses on the growing complexity and sophistication of the American workplace and the need to connect education to work

9. CTE Commonalities with Other Successful Program Deliveries • CTE coursework includes academics that are taught using both applied and contextual methodology • CTE measures academic achievement as part of demonstrating occupational competencies • CTE addresses the complex technologies in the new and emerging world of work • CTE directly connects education to work

10. Challenges for CTE • CTE has weathered many storms in the recent past, but new challenges resulting from the latest Michigan school reforms and the newly legislated high school graduation requirements, in addition to misconceptions about the rigor in its coursework, are substantial.

11. The Biggest Challenge for CTE? • All the components necessary for program success are imbedded in Career and Technical Education delivery, but a major challenge is a perception by some that CTE coursework is less rigorous than general education coursework

12. Addressing the Challenges • Students enrolled at the Wexford-Missaukee Area Career Technical Center have an opportunity to attain status as a “credentialed student” if they demonstrate competency in three specific rigorous and workplace relevant skill sets.

13. Skill Set Credentialing • These 3 skill sets include: • Occupational Skill Attainment • Academic Preparedness • Workplace Readiness

14. Occupational Skill Attainment • The 1st skill set is occupational skill attainment for which CTC is best known • Students develop specific occupational skills to prepare them for work, further training, apprenticeships, college, and/or military service • To be credentialed, students must complete a CTE program with a 2.0 GPA (letter grade of C) or better

15. Academic Preparedness • The 2nd skill set is academic preparedness • Students are assessed upon entry into their CTC program using Key Train and/or ACT Work Keys • They are assessed in 3 areas: • Applied Mathematics • Reading for Information • Locating Information

16. Academic Preparedness Continued • Students have opportunities to improve their academic skill levels in both the CTC classroom and in the learning lab using Key Train software • They are assisted by instructors, support staff, para-professionals, and staff assigned for that purpose only

17. Academic Preparedness Continued • CTC has 2 school-wide NCA goals related to academic skill attainment: • All students will attain at least a level 3 in all 3 Work Key assessment areas • All students will attain a Work Keys academic profile consistent with the career they are pursuing

18. Academic Preparedness Continued • To be credentialed in this skill set, students must attain a level 3 or higher in all 3 areas • The number of students successfully attaining this rate over the past 3 years has been very high even with a special education student rate of almost 20% (Hand-out)

19. Academic Preparedness Continued • Students are assessed using Key Train during their first 2 weeks at CTC • At the same time, each student chooses a career-related path based on his/her career goal • The Work Keys profile for career-related path is provided to the student • This profile becomes the individual academic goal for the student

20. Academic Preparedness Continued • If the entry level Key Train scores do not meet or exceed the academic profile, an academic development plan is created • During the following two years, the student will systematically work with Key Train to attain the academic profile goals • The student may work on this in either the classroom/lab or in the Work Based Learning Lab with the WBLL aide

21. Academic Preparedness Continued • The MME Work Keys scores are reviewed as benchmarks at the end of the junior year • For seniors who have participated in Key Train academic development activities during their enrollment at CTC, their last Key Train assessment scores are considered to be their exit scores • However, they can take a Work Keys test to qualify for the NCRC

22. Academic Preparedness Continued • Data from an assessment done last year, though limited, tend to indicate a positive correlation between Key Train scores and Work Keys scores (Hand-out)

23. Academic Preparedness Continued • Students whose entry scores exceeded their target scores and have not participated in Key Train academic development activities during their enrollment at CTC are given a three-part Work Keys assessment to obtain exit scores to use to compare with entry scores for measuring academic gain and for qualification for the NCRC

24. A Side Note About Work Keys • The 6 areas in the Self Directed Search interest inventory by John Holland have been cross-referenced with Work Keys scores. (Handout) • Students whose interest is surveyed using the SDS can also get a quick idea of the math and reading levels needed for success in related careers as identified by Work Keys

25. Workplace Readiness • The 3rd skill set in the credentialing processes is workplace readiness • “Attitude is as Important as Skills” has been a long-standing motto at CTC • Workplace Readiness is measured by evaluating students in 3 sub-sets: • Employability Skills and Work Ethics • Career Awareness and Research • Employability Documents

26. Employability Skills and Work Ethics • CTC instructors evaluate students in 10 employability and workplace readiness areas • They use a rubric scale of 1 (basically poor) through 5 (basically excellent) • CTC staff determined the areas to evaluate and the rubrics as part of the school improvement and NCA process • Students are evaluated within the first 9 weeks of their enrollment and regularly afterwards until they complete

27. Employability Skills and Work Ethics Continued • Employability Skills and Work Ethics include 10 areas): • Cooperation; Teamwork; Respectfulness; Self-Discipline; Punctuality and Attendance; Finishes Timely (Timeliness); Preparedness; Self-Motivation; Responsibility; and Use of Time (Hand-out)

28. Employability Skills and Work Ethics Continued • To be credentialed in this skill set, students must have a minimum average score of 3 or a total score of 30 or more for the 10 areas • A student may have a score of more than 30 and still not be credentialed if s/he has any 1’s or 2’s • This credentialing is more subject to the instructor’s discretion than the other areas • This has been the area where students have been the least successful, especially in 4 sub-areas: • Punctuality and Attendance • Finishes Timely • Self-Motivation • Time Management

29. Career Awareness and Research • Career Awareness and Research activities are intended to ensure that students are exposed to the world-of-work and understand career options available to them before graduating from high school • This is accomplished by students being involved in any number of activities: • Career Fairs; Job Shadowing and Work Exploration; Workshops; Field Trips; Cooperative Education; Career Research on the Internet or Career Cruising; Military Days; College Nights; and many others

30. Career Awareness and Research Continued • To be credentialed in this skill set, students must have been involved in a minimum of 4 career awareness and research activities (hand-out) • The number of students successfully attaining this rate over the past 3 years has been very high

31. Employability Documents and Related Activities • To be workplace ready, students must be prepared for job interviews with various documents • They should also be involved in mock interview activities • Employability Documents include: • Creating of a Resume; Writing a Letter of Application; Writing a Letter of Inquiry; Writing a Follow-Up to an Interview Letter; Completing a Job Application; and Practicing a Job Interview

32. Employability Documents and Related Activities Continued • To be credentialed in this skill set, students must create a minimum of 3 employability documents that meet or exceed business and industry standards or complete 4 related activities (or both) • Many students create all the employability documents, complete the job application, and have a mock interview • Most students earn this credential

33. Student Credentialing Goal 1 • All students will be credentialed in all areas • All students will attain occupational certification through competencies relative to their career goals and aspirations

34. Student Credentialing Goal 2 • All students will be credentialed in all 3 areas • All students will have Work Keys scores that meet or exceed their Work Keys target scores relative to their career goals and aspirations

35. Student Credentialing Goal 3 • All students will be credentialed in all areas • All students will be workplace ready as demonstrated by having workplace readiness scores that equal or exceed 3 in all areas with no 1’s or 2’s in any area

36. Student Credentialing Ultimate Goal • Local employers will participate in a “Credentialed Applicant Program” wherein CTC students receive preference that involves a guaranteed interview for a job opening related to their training

37. The Next Steps Make employers and the public aware of what credentialing is all about: • Inform CTC Program Advisory Committee Members • Inform cooperative education employers • Write an article in the Chamber of Commerce magazine • Buy advertisements in the local newspapers • Getting a television story during Vocational Education month • Informing the local business and industry associations • Making presentations to local service clubs • Write articles for the ISD newsletter

38. In Conclusion “There are 3 types of people -- those who make it happen, those who watch it happen, and those who wonder what happened.” … Tommy Lasorda

39. Presenter and Contact Information • Mike Blanchard, Director, Wexford-Missaukee Area Career Technical Center, 9901 East 13th Street, Cadillac, MI 49601, Telephone 231-876-2211, FAX 231-876-2212, email mblancha@wmisd.org • Website: http://wmactc.wmisd.k12.mi.us/