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Reversing Barriers in Workforce Development: Overcoming Basic Skills Deficiencies

Karen R. Brown, Vice President – Innovation & Strategic Learning, Fairfield County ‘s Community Foundation Norwalk, CT Craig Outhouse, Ed.D . – Principal Synergy Alternative High School, East Hartford Public Schools.

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Reversing Barriers in Workforce Development: Overcoming Basic Skills Deficiencies

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  1. Karen R. Brown, Vice President –Innovation & Strategic Learning, Fairfield County ‘s Community Foundation Norwalk, CTCraig Outhouse, Ed.D. – Principal Synergy Alternative High School, East Hartford Public Schools Reversing Barriers in Workforce Development: Overcoming Basic Skills Deficiencies

  2. “You have to apply yourself each day to becoming a little better. By becoming a little better each and every day, over a period of time, you will become a lot better.”                                                                                 --John Wooden

  3. Game Plan Session Overview (5 minutes) Summary of Problem (10 minutes) Profile of Solutions (10 minutes) Next Steps (10 minutes) Feedback/Questions (1o minutes)

  4. Session Overview Objective Today: This workshop will introduce participants to strategies and techniques for engaging young people who possess basic skill deficiencies. The session will emphasize: (1) Successes (2) Challenges (3) Future Work

  5. Summary of Problem Part 1 Parthenon Group Study – Untapped potential Engaging all Connecticut youth  39,000 Disengaged/Disconnected Youth across the state

  6. Summary of Problem Part II • Shortage of Skilled workers • 51% of WIOA Title 1 Youth are Basic Skills Deficient • 63% of WIOA youth participants are HS dropouts/basic skills deficient • 36% disabled, pregnant/parent, offender, homeless, English Learners • SUMMARY: Employers Need employees; youth/young adults need jobs • SOLUTIONS ???

  7. Why we are here today • If state of CT could reduce number of disengaged/disconnected youth by half: • 2000 more HS graduates • 8000 more jobs for young people • 4000 fewer incarcerated youth • Economic value of $3 billion • Source – Parthenon Group (2016)

  8. Profile of Students • Student 1: • Reading at around a sixth grade level • Regularly on cell phone • Rarely takes initiative • Late to work twice in first three weeks • Student 2: • Weak reading, writing, math skills. More acute for older youth, 22-25 years old • Poor verbal communication skills • Challenges with resumes and cover letters – grammar and overall language deficiencies • Time management – keeping appointments, calling when late, etc. • Has previously enrolled in college, but dropped out • Transportation challenges (if you asked pointed questions about this!)

  9. Profile of Students Examples of Students we work with Student Profiles

  10. Profile 1: FCCF • 9th and 10th Grade Summer Transition Programs • Summer Bridge Programs for high school graduates • Career Connections Program at Norwalk Community College

  11. FCCF • What Can We Collectively Do?Before High School Graduation • Push down workplace readiness skill-building to high school years (e.g. P-Tech) • Expand the number of private sector SYEP work sites; business engagement with soft skills workshops. • Importance of 9th Grade

  12. FCCF • What Can We Collectively Do?After High School Graduation • Operate and fund summer bridge programs for high school/GED graduates seeking post-secondary career training • Enroll more 18-25 year olds in non-credit certificate programs in expanding job sectors (with embedded workplace strategies classes and support services, including mental health)

  13. FCCF Lessons Learned from Grantmaking • Summer Bridge Programs can work – but not for all students • Students often don’t know where their academic deficiencies lie – role of out-of-school time programs • Summer and school-year internships can support academic skills-building, if the work site is the right setting (includes supervisor training)

  14. Profile 2: Synergy High School • Career Readiness Inventory – Daily index that speaks to college/career readiness • Advisory Class that teaches soft skills – daily class led by teachers/support staff • Social/Emotional Learning – Teaching students how to behave • Applied Experiences – Internships & Dual Enrollment classes

  15. Career Readiness Inventory

  16. Career Readiness Data (CRI) • Over 150% increase in Hired/Likely Hired over two years • 33 students had an intensive internship/college class experience last year • 54 successful internship/college class experiences last year

  17. Advisory Class • Advisory Class that teaches soft skills – • 30 minutes daily • Weekly review of academic, behavioral, career readiness, and attendance data • Soft skill work • Aligned to business needs, student skill deficits

  18. Social Emotional Learning

  19. Applied Experiences • Applied Experiences • Manchester Community College (MCC) dual enrollment class • Internships • CCAT Partnership

  20. Next Steps Read Parthenon/Dalio Report  TODAY!!! Sharing resources  re-engaging disconnected/disengaged youth Expanding rigor in alternative programs  state involvement Replicating successful models  celebrating successes one student at a time Best practices in workforce development  Integrate into school settings Soft skills training for ALL HS students  Graduation requirement?

  21. Questions Thank you!

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