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Why Am I Here?

Why Am I Here?. 49. 43. 5. 19. Where We’ve Been. Where We’ve Been. Where We’ve Been. Findings from Gap Analysis conducted by Dr. Jim Stone, Director, National Research Center for Career & Technical Education:

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Why Am I Here?

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  1. Why Am I Here? 49 43 5 19

  2. Where We’ve Been

  3. Where We’ve Been

  4. Where We’ve Been • Findings from Gap Analysis conducted by Dr. Jim Stone, Director, National Research Center for Career & Technical Education: • Our current CTE programs are not preparing students for high-growth, high-demand jobs • Many of our high schools are offering the same CTE career pathways, causing redundancy in low-demand fields • The school facilities are not adequate to support the types of CTE programs being offered or that need to be offered, and • The instructional models are not innovative in providing students opportunities for internships, student-run businesses or student organizations to support the career pathways

  5. Where We’ve Been

  6. Where We Are

  7. Where We Are

  8. Where We Are Labor Market Demand:

  9. Where We Are Labor Market Demand:

  10. Where We Are Labor Market Demand:

  11. Where We Are Longitudinal Graduation Rates:

  12. Where We Are Annual Dropout Rates:

  13. Where We Are Headed • Innovative High School Programs: • aligned to local labor market demand • partnered with specific, invested business partner(s) • delivering postsecondary credit and/or industry-recognized certification • providing internship, job shadow and field experiences • including student-based enterprise • leading to stackable credentials • Project-Based “Linked Learning”

  14. Where We Are Headed

  15. Roadmap to Career Readiness

  16. Roadmap to Career Readiness • Exploration: Dedicated career exploration course at the middle school level offering high level planning for life after middle and high school: • 7th Grade (preferable) offering to prepare students for high school choice options • Paired with High School CTE Coursefor .5 or 1.0 high school credit • Imbedded use of TEKS, Naviance, Texas Workforce Commission resources and data and integrated curriculum • Future planning targeting school choice calendar and options • Field experiences provided by local industry partners

  17. Personal Graduation Plan • Requirements: Principal designates a counselor or administrator to review PGP options, including the endorsements and distinguished level of achievement, with EACH student entering grade nine together with the student’s parent or guardian • Each student entering 9th grade must indicate in writing an Endorsement choice

  18. Personal Graduation Plan, Cont. Possible Implications of 9th Grade Endorsement Selection for Middle School Students: • Parent/Guardian Forums to discuss options • Whole School Career Awareness Activities • Dissemination of District Level Communication Materials • Robust career exploration using featured programs in Naviance: • Learning Style Cluster Finder Career Keys Road Trip Nation

  19. Road Trip Nation Road Trip Nation Profile video:

  20. Personal Graduation Plan, Cont. 6th Grade

  21. Personal Graduation Plan, Cont. 7th Grade

  22. Personal Graduation Plan, Cont. 7th Grade

  23. Personal Graduation Plan, Cont. 8th Grade

  24. Personal Graduation Plan, Cont. 8th Grade

  25. Personal Graduation Plan, Cont. Possible Implications of 9th Grade Endorsement Selection for Middle School Students: • Inclusion of Career and Technical Education (CTE) courses at the middle school level: • Exploring Careers - (MS credit) • Career Portals – (MS credit) • Principles of Information Technology – (HS credit) • Concepts of Engineering and Design – (HS credit) • Professional Communication – (HS credit)

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