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Youth CareerConnect Program: An Opportunity to Redefine the High School Experience and Increase College and Career Readiness


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Webinar:


The Alliance for Excellent Education Invites You to Attend a Webinar on

Youth CareerConnect Program: An Opportunity to Redefine the High School Experience and Increase College and Career Readiness

Panelists
Gary Hoachlander, PhD, President, ConnectEd: The California Center for College and Career
JD Hoye, President, National Academy Foundation
Camsie McAdams, Senior Advisor for STEM Education in the Office of Planning, Evaluation, and Policy Development, U.S. Department of Education
Charmaine Mercer, PhD, Vice President of Policy, Alliance for Excellent Education
Jason Tyszko, Senior Director of Education and Workforce Policy, U.S. Chamber of Commerce Foundation

Please join the Alliance for a webinar providing information on the U.S. Department of Labor’s (DOL’s) Youth CareerConnect grant program and promising practices designed to increase the number of students who graduate ready for college and a career.

On November 19, DOL, in partnership with the U.S. Department of Education, announced the start of the $100 million Youth CareerConnect grant competition designed to provide high school students with education and training that combines rigorous academic and technical curricula focused on in-demand occupations and industries, specifically STEM (science, technology, engineering, and math) industries. The goals for the Youth CareerConnect program are to ensure that high school students gain both academic and occupational skills; transition into aligned postsecondary opportunities, postsecondary education, long-term occupational skills training, or registered apprenticeships; obtain an industry-recognized credential and a high school diploma; and earn postsecondary credit.

This webinar will provide guidance regarding a variety of ways to approach effective secondary school reform within the context of the Youth CareerConnect grant program. Specifically, panelists will discuss promising practices and current partnerships between high schools, higher education, business and industry, and other community members. Panelists will share information on effective models and current state initiatives, including those in California and Illinois and they will also address questions submitted by viewers from across the country.

Support for this webinar is provided in part by Carnegie Corporation of New York and the James Irvine Foundation.

Register and submit questions for the webinar using the registration form below. Please direct questions concerning the webinar to alliance@all4ed.org. You will receive an email confirmation; please check your email settings to be sure they are set to receive emails from alliance@all4ed.org.  If you are unable to watch the webinar live, an archived version will be available at all4ed.org/webinars-events/ usually one or two days after the event airs.

For More Information:

>>> GOOD AFTERNOON.
I’M CHARMAINE MERCER, VICE
PRESIDENT OF POLICY WITH THE
ALLIANCE FOR EXCELLENT
EDUCATION.
WELCOME TO TODAY’S WEBINAR ON
THE YOUTH CAREER COMPETITION, A
PARTNERSHIP BETWEEN THE U.S.
DEPARTMENT OF LABOR AND THE U.S.
DEPARTMENT OF EDUCATION.
THE U.S. CAREER CONNECT GRANT
PROGRAM AIMS TO PROVIDE HIGH
SCHOOL STUDENTS WITH THE
INDUSTRY RELEVANT EDUCATION AND
AND SKILLS THEY NEED FOR A
SUCCESSFUL FUTURE.
I’M JOINED BY CAMSIE McADAMS,
SENIOR ADVISER FOR ENL
INDICATION, SCIENCE, TECHNOLOGY,
ENGINEERING AND MATH IN POLICY
DEPARTMENT AT THE U.S.
DEPARTMENT OF EDUCATION.
AND JASON TYSZKO FROM WORK FORCE
POLICY WITH THE U.S. CHAMBER OF
COMMERCE FOUNDATION.
ALSO JOINING US BY PHONE IS GARY
HOACHLANDER, PRESIDENT OF
CONNECTED, THE CALIFORNIA CENTER
FOR COLLEGE AND CAREER AND J.D.
HOYE OF THE NATIONAL ACADEMY
FOUNDATION.
WELCOME TO OUR PANELISTS AND
VIEWERS.
THROUGHOUT TODAY’S WEBINAR THE
PANELISTS WILL HAVE AN
OPPORTUNITY TO ADDRESS QUESTIONS
SUBMITTED BY VIEWERS FROM ACROSS
THE COUNTRY.
JOIN THE CONVERSATION BY SENDING
YOUR QUESTION USING THE COMMENT
BOX BELOW THIS WINDOW.
YOU CAN FOLLOW THE CONVERSATION
ON TWITTER USING THE HASH TAG
# ALL FOR ED.
IF YOU MISS ANY OF THE WEBINAR
OR WANT TO SHARE IT WITH
COLLEAGUES OUR VIDEO WILL BE
AVAILABLE BEGINNING TOMORROW AT
ALL FOR THE ED.ORG/WEBINARS.
OVER THE NEXT HOUR WE’LL PROVIDE
AN OVERVIEW OF THE YOUTH CAREER
CONNECT GRANT PROGRAM AND
DISCUSS WAYS TO APPROACH SCHOOL
REFORM WITHIN THE CONTEXT OF THE
COMPETITIVE GRANT FRAMEWORK.
SPECIFICALLY PANELISTS WILL
DISCUSS PACK ‘TIS AND
PARTNERSHIPS BETWEEN HIGH
SCHOOLS, HIGHER EDUCATION,
BUSINESS AND INDUSTRY AND OTHER
COMMUNITY PARTNERS.
OUR GUESTS WILL SHARE
INFORMATION ON THE SECONDARY
SCHOOL MODELS AND CURRENT STATE
INITIATIVES INCLUDING CALIFORNIA
AND ILLINOIS.
LET’S BEGIN WITH A BRIEF
OVERVIEW OF THE GRANT PROGRAM.
NEAR THELY ONE MONTH AGO ON
NOVEMBER 19 THE DEPARTMENT OF
LAY IN PARTNERSHIP WITH THE
DEPARTMENT OF EDUCATION
ANNOUNCED A KICKOFF OF THE $100
MILLION YOUTH CAREER CONNECT
GRANT COMPETITION.
THE PROGRAM IS DESIGNED TO
SUPPORT PARTNERSHIPS BETWEEN
SCHOOL DISTRICTS, INSTITUTIONS
OF HIGHER EDUCATION, THE WORK
FORCE INVESTMENT SYSTEM AND
OTHER COMMUNITY ORGANIZATIONS TO
SCALE UP EVIDENCE-BASED HIGH
SCHOOL MODELS THAT WILL
TRANSFORM THE HIGH SCHOOL
EXPERIENCE FOR AMERICA’S YOUTH
BY PROVIDING STUDENTS WITH
EDUCATION AND TRAINING THAT
COMBINES ACADEMICS AND TECHNICAL
CURRICULA FOCUSED ON IN DEMAND
OCCUPATIONS IN STEM INDUSTRIES
THAT PREPARE THEM FOR POST
SECONDARY EDUCATION AND CAREER.
THE YOUTH CAREER CONNECT GRANT
PROGRAM EMPHASIZES FIVE AREAS.
INTEGRATED ACADEMIC AND CAREER
FOCUSED LEARNING, WORK BASED
LEARNING AND EXPOSURE THE TO THE
WORLD OF WORK, ROBUST EMPLOYER
ENGAGEMENT, INDIVIDUALIZED
CAREER AND ACADEMIC COUNSELING
AND FINAL TLI INTEGRATION OF
POST SECONDARY EDUCATION AND
TRAINING THAT PROVIDES STUDENTS
AND HIGH SCHOOLS WITH THE
OPPORTUNITY TO PARTICIPATE IN
EDUCATION AND TRAINING.
THE PROGRAM WILL FUND
APPROXIMATELY 25 TO 40 GRANTS
FOR INDIVIDUAL OR MULTI SITE
PROJECTS.
GRANTEES HAVE TO SHOW A STRONG
PUBLIC-PRIVATE PARTNERSHIP AND
MUST INCLUDE A LOCAL EDUCATION
AGENCY, LOCAL WORK FORCE
INVESTMENT SYSTEM, EMPLOYER AND
INSTITUTION OF HIGHER EDUCATION.
APPLICANTS ARE ENCOURAGED TO
REACH OUT TO EMPLOYERS,
FOUNDATIONS AND OTHERS IN
BUILDING APPLICATIONS AND
LEVERAGING THE PRAL THE
INVESTMENT AND WILL BE REQUIRED
TO MATCH 25% OF THE TOTAL GRANT
AWARD RECEIVED.
AWARDS ARE EXPECTED TO BE
ANNOUNCED IN THE EARLY PART OF
2014 FOR IMPLEMENTATION IN THE
2014-15 SCHOOL YEAR.
THE DEADLINE FOR COMPLETED
APPLICATIONS IS JANUARY 27,
2014.
YOU CAN FIND ADDITIONAL
INFORMATION ABLGT THE
APPLICATION PROCESS FOR THE
YOUTH CAREER CONNECT GRANT
ONLINE AT DOLETA.GOV/YCC.
IT WILL BE POSTED ON THE WEBINAR
PAGE AND A FACT SHEET RELEASED
BY THE WHITE HOUSE.
THE ALLIANCE BELIEVE THE YOUTH
CAREER GRANT COMPETITION ALIGNS
WITH OUR MISSION OF ENSURING ALL
STUDENTS, PARTICULARLY THOSE WHO
ARE MOST UNDER SERVED GRADUATE
FROM HIGH SCHOOL PEEPED FOR
SUCCESS, COLLEGE, CAREER AND
LIFE.
LET’S TURN TO OUR PANEL TO LEARN
MORE ABOUT THE GRANT AND DISCUSS
PROMISING PRACTICES FOR
APPROACHING EFFECTIVE SECONDARY
SCHOOL REFORM WITHIN THE CONTEXT
OF THE YOUTH CAREER CONNECT
FRAMEWORK.
STARTING WITH OUR FIRST
QUESTION.
IT WILL BE FOR CAMSIE.
WILL YOU PLEASE SHARE MORE
INFORMATION ON THE YOUTH CAREER
CONNECT PROGRAM AND
OPPORTUNITIES SABLE FOR
ALL APPLICANTS.
>> SURE.
THANKS SO MUCH AND THANKS TO
EVERYBODY FOR SQUOINING TODAY.
THANKS TO JASON AND J.D. AND
GARY FOR ENGAING IN A
CONVERSATION AROUND THIS.
PART OF MY JOB IS STEM ADVISER
FOR THE DEPARTMENT INVOLVES P
THROUGH 20 STEM POLICY AND
PLANNING.
THE HIGH SCHOOL EFFORT THROUGH
YOUTH CAREER CONNECT AND OTHER
PROPOSALS SUCH AS WHAT WE
PROPOSED IN THE FY 14 BUDGET FOR
THE PRESIDENT ARE PART OF A
STRATEGY TO FURTHER ENGAGE
STUDENTS TO MAKE SURE THAT HIGH
SCHOOL BECOMES NOT JUST A PLACE
TO SPEND A FEW YEARS BEFORE YOU
GO ONTO SHG ELSE BUT THAT COULD
BE MEANINGFUL IN PREPARING
STUDENTS FOR WHATEVER THEIR NEXT
MOVE IS.
I’M A FORMER TEACHER.
I TAUGHT FOR 11 YEARS AT THE
MIDDLE SCHOOL AND HIGH SCHOOL
LEVEL AND WAS LEADER OF A HIGH
SCHOOL IN NEW YORK CITY.
I KNOW SPECIAL IN THE LAST
COUPLE YEARS OF HIGH SCHOOL,
KIDSES ARE ARE GRAPPLING WITH
WHAT THEY WILL DO NEXT.
FOUR THE-YEAR COLLEGE IS NOT
ALWAYS THE OPTION FOR EVERY
STUDENT.
THERE ARE LOTS OF OPPORTUNITIES
WITHIN BOTH CREDENTIALING
CERTIFICATE PROGRAM AND TWO-YEAR
DEGREES.
I THINK THIS PROGRAM HIGHLIGHTS.
I WOULD LIKE TO FIRST START AND
JUMP INTO A PRESENTATION SO I
HOPE FOLKS ONLINE CAN FOLLOW
ALONG WITH ME.
FIRST I WANT TO START TALKING
ABOUT THE COLLABORATION BETWEEN
THE TWO AGENCIESES.
THERE’S A LOT OF TEAM EFFORT
THAT WENT INTO PUTTING TOGETHER
THIS PROPOSAL.
FIRST OFF, THE DEPARTMENT OF
LABOR IS A MULTI FUNCTIONAL
AGENCY.
THERE ARE LOTS OF DIFFERENT
PIECES.
NOT ONLY THE OFFICE OF WORK
FORCE INVESTMENT.
THE DIVISION OF STRATEGIC
INVESTMENT, THE DIVISION OF
YOUTH SERVICES AND ALSO THE
SOLICITOR’S OFFICE AND THE
OFFICE OF GRANTS MANAGEMENT.
WE ALL WORK TOGETHER WITH THREE
OR FOUR OFFICES WITHIN THE
EDUCATION DEPARTMENT.
DEPARTMENT OF EDUCATION, MY
OFFICE WHICH IS THE POLICY AND
BUDGET OFFICE, WE WERE THE HUB
OF THIS ACTIVITY.
WE WERE REALLY LED BY THE OFFICE
OF VOCATIONAL AND ADULT
EDUCATION.
THIS FITS INTO A LARGER STRATEGY
AS YOU CAN SEE FROM THE FACT
SHEETSES RELEASED AROUND THE
GRANT SOLICITATION TO REFORM
CAREER AND TECHNICAL EDUCATION
IN A BROADER SENSE.
WE WORKED WITH PARTNERS IN THE
ELEMENTARY AND SECONDARY
EDUCATION OFFICE AND THE OFFICE
OF IMPROVEMENT.
I WANTED TO STRESS THIS IS A
COLLABORATIVE, TEAM EFFORT.
IT SHOWED THE TWO DIFFERENT
AGENCIES, HOW WE COULD WORK
TOGETHER AND ACCOMPLISH UNIQUE
GOALS THAT MELD TOGETHER AND
MAKES THINGS BETTER, I THINK,
FOR TEACHERS AND KIDS IN THE
HIGH SCHOOL SPACE.
THE NEXT SIDE TALKS ABOUT THINGS
YOU COVERED IN YOUR
INTRODUCTION.
SO, YES, THERE IS $100 MILLION
IN FUNDING.
WE WANT TO SEE INTEGRATED CAREER
AND ACADEMIC COLLABORATION
BETWEEN INDUSTRY, EMPLOYERS,
WORK FORCE INVESTMENT BOARDS,
LOCAL CHAMBERS OF COMMERCE.
WE WANT TO SEE HIGHER EDUCATION
INVOLVED FOR AN EVALUATIVE
COMPONENT TO MAKE SURE WE ARE
RIGOROUS IN DECIDING THE
EVIDENCE THAT COMES OUT OF THE
MODELS.
WE WANT TO MAKE SURE THIS IS
CENTERED WITH A STRONG
INVESTMENT FROM COMMUNITY
MEMBERS CENTERED WITH A LOCAL
EDUCATION AUTHORITY REALLY AT
THE NEXUS AND THE HUB OF
ACTIVITY.
GOING TO THE NEXT SLIDE I JUST
WANTED TO MAKE SURE PEOPLE
UNDERSTAND THE LEAD APPLICANTS.
SOMETIMES IT IS COMPLICATED.
THIS IS DIFFERENT FROM OTHER
GRANTS THAT THE DEPARTMENT OF
EDUCATION OR LABOR PUT FORTH.
LOCAL EDUCATION AGENCIES AND
THIS COULD BE PUBLIC SCHOOL,
CHARTER SCHOOL EDUCATION
AGENCIES AND BE A CONSORTIA OF
SUCH.
ESPECIALLY IN RURAL AREAS AND
TIGHTLY PACKED AREAS IN AREAS
OUTSIDE OF US OR CITY CENTER.
DISTRICTS COULD APPLY.
A WORK FORCE INVESTMENT SYSTEM
OR NONPROFITS WITH PROGRAM MODEL
EXPERIENCE.
IT IS FULLY DEFINED WITHIN THE
SOLICITATION WHAT WE MEAN BY
PROGRAM MODEL EXPERIENCE.
THERE IS ALSO A WHOLE HOST OF Q
& A THAT WILL BE AVAILABLE
THROUGH THE DEPARTMENT OF LABOR
WEBSITE WHICH YOU MENTIONED
EARLIER.
I DID WANT TO TALK ABOUT THE
REQUIRED PARTNERS.
THIS IS THE REAL HEART OF WHY WE
THINK THIS IS GOING TO BE A
SUCCESSFUL PROGRAM.
NO SCHOOL DISTRICT CAN DO THIS
ALONE.
NO EMPLOYER CAN DO THIS ALONE.
BEFORE THE WEBINAR STARTED JASON
AND I WERE TALKING ABOUT THE
DIFFERENT MECHANISMS TO MAKE
EVEN SOMETHING AS SIMPLE AS
CAREER ADVISING WORK.
AN EMPLOYER CAN’T JUST SHOW UP
AT A SCHOOL AND EXPECT A HUGE
TRANSITION INTO WORKING WITH
TEACHERS AND KIDS.
WHEN I WAS IN D.C. PUBLIC
SCHOOLS I WAS A STEM DIRECTOR.
I WAS TRYING TO INVOLVE LOCAL
EMPLOYERS, LOCAL INDUSTRY IN
MEANINGFUL, SUSTAINED WAYS WITH
TEACHERS AND STUDENTS.
THAT TAKES A STRONG PARTNERSHIP.
WE ARE REQUIRING ALL FOUR
COMPONENTS ON THE SLIDE BE PART
OF THE APPLICATION SYSTEM.
WE ARE REQUIRING THIS
PARTNERSHIP TO BE FAIRLY WELL
FLESHED OUT IN THE APPLICATION
PROCESS.
THIS IS THE TIME WHERE BEFORE
YOU GO FOR HOLIDAY BREAK.
BEFORE YOU TAKE OFF FOR A SKI
TRIP OR WHATEVER, SPEND TIME
WITH THE FAMILY THAT WE GET
COMMITMENTS FROM LOCAL PARTNERS
AND BE ABLE TO WRITE IN HOW THEY
WILL WORK TOGETHER WITHIN THE
GRANT APPLICATION SPACE.
THIS IS REALLY SMALL WRITING AND
THESE ARE POSTED ONLINE SO YOU
DON’T NEED TO JUMP INTO
EVERYTHING.
WE JUST PULLED OUT SOME OF THE
THINGS THE PROGRAM MODELS MUST
DO IN ORDER TO BE COMPETITIVE IN
THE PROCESS.
SO YOU HAVE TO HAVE A SMALL
LEARNING COMMUNITY APPROACH.
THERE ARE SOME MODELS THAT ARE
SUPPORTED BY EVIDENCE AND WE
WANT TO MAKE SURE PEOPLE ARE
UNDERSTANDING THAT AS STUDENTS
ARE SUSTAINED BY ADULTS IN A
MORE PERSONALIZED MANNER, THEY
ARE MORE SUCCESSFUL.
WE WANT TO MAKE SURE WE HAVE
BOTH THE HIGH SCHOOL DIPLOMA AND
IF APPLICABLE AN INDUSTRY
RECOGNIZED CREDENTIAL AT THE END
OF THE TRAJECTORY FOR THE
STUDENTS.
WE WANT TO MAKE SURE ALL
STUDENTS ARE INVOLVED IN POST
SECONDARY EDUCATION THAT LEADS
TO CREDIT.
THIS IS A HUGE ISSUE FOR
STUDENTS INVOLVED NOW IN DUAL
ENROLLMENT.
WHEN THEY LEAVE WE WANT TO
CREDIT TO GO WITH THEM AND IS
TRANSFERABLE WITHIN THE SYSTEM.
IT MAY NOT GO EVERYWHERE.
YOU MAY NOT BE ABLE TO MAKE
ARRANGEMENTS WITH EVERY COLLEGE
OR UNIVERSITY IN THE COUNTRY.
WITH YOUR PARTNERS THAT ARE
WORKING WITHIN YOUR GRANT CYCLE
THIS SHOULD BE AN ARTICULATION
AGREEMENT THAT CAN BE WORKED OUT
OVER THE LIFE OF THE GRANT.
WE WANT TO MAKE SURE WE ARE
FOCUSED ON THE INDUSTRIES
SPECIFIED WITHIN THE GRANT THAT
ARE HIGH DEMAND H-1-B-STYLE,
STEM MOSTLY INDUSTRIES.
THIS IS ON PURPOSE BECAUSE OF
THE USE OF FUNDS.
WE ARE TRYING TO GROW FUTURE
EMPLOYEES FOR OUR VERY STARVED
SYSTEM WHERE WE NEED THESE
WORKERS.
I WILL JUST COVER A COUP CANAL
MORE THINGS BEFORE WE MOVE ON.
THERE IS A NEAT SLIDE I’M
SHOWING NEXT WHICH IN A VISUAL
MANNER SHOWS IT IS PIECES TO THE
PUZZLE.
THERE IS A LOT THAT GOES INTO
MAKING A SUCCESSFUL EXPERIENCE
THAT TIES IN ACADEMIC AND
WORK-BASED LEARNING.
THE PIECES OF THE PUZZLE ARE
SHOWN ON THE NEXT SLIDE.
WE HAVE TO HAVE ROBUST EMPLOYER
ENGAGEMENT.
WE WANT TO MAKE SURE THERE IS AN
ELEMENT OF PROGRAM
SUSTAINABILITY.
WE DON’T WANT THE MONEY TO COME
IN, THE PARTNERS COME IN.
FOR A COUPLE OF YEARS YOU HAVE A
NEAT PROGRAM.
THE MONEY GOES OUT AND THE
PARTNERS GO OUT.
WE WANT A MECHANISM TO SUSTAIN
THE PARTNERSHIP AND THE COULDN’T
KNEW TI OF THE PROGRAM SO THAT
STUDENTS CAN CONTINUE TO, A,
BENEFIT FROM IT AND, B, ADAPT AS
THE REGIONAL ECONOMIES CHANGE.
IF A NEW PLANT COMES IN AND
OFFERS A NEW TYPE OF DIESEL
ENGINE OR A HIGH TECH
OPPORTUNITY BUILDING SOLAR
PANELS THAT THERE IS A WAY TO
MANEUVER YOUR PROGRAM SO YOU CAN
BE SUSTAINABLE IN A CHANGING
ENVIRONMENT.
LASTLY, I WANT TO MAKE SURE WE
TALK ABOUT OUTCOME.
THIS IS A HOT PHRASE HERE AT THE
DEPARTMENT OF EDUCATION.
A LOT OF WHAT WE HAVE BEEN DOING
IN STEM ACROSS THE
ADMINISTRATION IS MEASURING
INPUT.
HUMAN STUDENTS DID WE TOUCH.
HOW MANY TEACHERS PARTICIPATED.
WHAT PERCENTAGE OF TEACHERS WERE
INVOLVED IN A PARTICULAR SUMMER
ENGAGEMENT ACTIVITY.
WE WANT TO CONCENTRATE IN THIS
PROGRAM AND IN MANY OF THE NEWLY
DEVISED STEM PROGRAMS BEING
PROMOTED, BOTH THROUGH THE
DEPARTMENT OF EDUCATION AND
PARTNERS LIKE THE NATIONAL
SCIENCE FOUNDATION, NASA, NOAA
IS ON OUTCOME.
WHAT’S REALLY HAPPENING FOR
TEACHERS AND KIDS AS A RESULT OF
HAVING TAKEN PART IN THE
PROGRAM?
ARE WE SEEING AN INCREASE IN
HIGH SCHOOL DIPLOMA AWARD
WITHES?
CAN WE SHOW THAT STUDENTS
ACTUALLY GAINED THIS
INDUSTRY-RECOGNIZED CREDENTIAL?
CAN WE TAKE A LOOK AT EMPLOYMENT
TRENDS WITHIN THE REGIONAL
ECONOMY?
CAN WE LOOK AT SKILLS TRAINING
THE TO MAKE SURE WE ARE NOT
LEAVING OUR STUDENTS HIGH AND
DRY AS THEY ENTER A WORKFORCE
THAT DEMANDS DIFFERENT THINGS
THAN WHEN THE THREE OF US WENT
TO SCHOOL.
WE WANT TO MAKE SURE THERE IS A

ROBUST EVALUATION BUILT INTO
EVERY PROGRAM AND THAT WE ARE
CONCENTRATING ON IMPROVING
OPPORTUNITIES FOR STUDENTS AS
THEY MOVE PAST HIGH SCHOOL INTO
THE WORLD OF WORK AND COLLEGE.
>> THANK YOU.
ONE MORE QUESTION FOR YOU,
CAMSIE.
THE PRESIDENT INCLUDED IN HIS
2014 BUDGET PROPOSAL A REQUEST
FOR THE HIGH SCHOOL REDESIGN
PROGRAM.
CAN YOU DESCRIBE THE DIFFERENCES
OR SIMILARITIES BETWEEN THE
PROGRAMS?
>> SURE.
SO THE YOUTH CAREER CORRECT
GRANT PROGRAM COMPLEMENT THAT IS
$300 MILLION PROGRAM.
BOTH INITIATIVES EMPHASIZE
STRONG INITIATIVES BETWEEN
CLASSROOM LEARNING, CAREERS,
CHOICES FOR THE FUTURE OF STUDY
AND WORK.
IN BOTH PROPOSALS AIMED TO MAKE
SURE STUDENTS ARE COLLEGE AND
CAREER READY WITH HIGH GROWTH
SKILLS TO MATCH OUR 21st CENTURY
NEEDS OF A VERY COMPETITIVE
GLOBAL ECONOMY.
THE $100 MILLION IS THE INITIAL
FIRST STEP.
IT’S VERY IMPORTANT TO CATALYZE
THE FIELD AND TRY TO DO THIS
DIFFICULT WORK.
IT’S THE BEGINNING.
WE THINK ADDITIONAL RESOURCES
ARE ARE NEEDED.
25 TO 40 GRANTS, GIVEN THE FACT
THAT WE HAVE 15,000 SCHOOL
DISTRICTS, MAY NOT SEEM TO BE A
SEA CHANGE.
WHAT WE ARE HOPING SVEN FOR
THOSE THAT DON’T GET GRANT
FUNDING THE PROCESS OF REACHING
OUT TO THE PARTNERING, OF
ESTABLISHING THE RELATIONSHIP.
THE PROCESS OF SAYING, HEY,
LOOK, WE HAVE GREAT ASSETS IN
OUR LOCAL REGION.
THAT MIGHT KICK OFF THE INITIAL
WORK WE WOULD LOVE TO SUPPLEMENT
WITH INITIAL FUNDING AND MAYBE
BROADEN THE SPECTRUM OF CAREERS
TRAJECTORIESES THAT COULD BE
INCLUDED.
CAREER CONNECT HAS A SPECIFIC
LIST OF OCCUPATIONS THAT CAN BE
FOCUSED ON WITHIN THE PROGRAM
DESIGN.
THERE MIGHT BE OTHER THINGS IN
YOUR REGIONAL ECONOMY THAT WOULD
BE GREAT TO ENGAGE STUDENTS IN
THAT WOULD BE GREAT TO PUT IN A
HIGH SCHOOL REDESIGN MODEL BUT
AREN’T NECESSARILY SPORTED
THROUGH THE 100 MILLION INITIAL
FUNDING.
THAT’S THE DIFFERENCE BETWEEN
THE TWO.
>> THANK YOU.
VERY HELPFUL.
NOW WE’LL TURN TO GARY ON THE
PHONE.
LINK LEARNING EMERGED AS A
PROMISING STRATEGY FOR HIGH
SCHOOL TRANSFORMATION IN
CALIFORNIA, DETROIT AND HOUSTON.
WHAT ARE THE KEY FEATURES AND
HOW COULD IT CORRECT TO THE
YOUTH CAREER CONNECT INITIATIVE?
>> THANK YOU, CHARMAINE.
HELLO, EVERYBODY.
THANK YOU VERY MUCH FOR INVITING
ME TO JOIN CAMSIE AND JASON AND
J.D.
LINK LEARNING IS FIRST AND
FOREMOST ABOUT PREPARING
STUDENTS FOR COLLEGE AND CAREER.
SO BOTH OBJECTIVES AND NOT JUST
ONE OR THE OTHER.
BY COLLEGE WE MEAN FOUR-YEAR
COLLEGE AND UNIVERSITY BUT ALSO
TWO-YEAR COLLEGE, WHERE
APPROPRIATE APPRENTICESHIP.
THE FULL RANGE OF POST SECONDARY
OPTIONS.
LINK LEARNING COMBINES
CAREER-BASED LEARNING WITH
RIGOROUS ACADEMICS, REAL WORLD
EXPERIENCE AND ORGANIZES A
FOUR-YEAR COMPREHENSIVE PROGRAM
OF STUDY AROUND MJOR INDUSTRY
THEMES LIKE ENGINEERING AND
DESIGN OR BIOMEDICAL AND HEALTH
SCIENCES, ENERGY, DIGITAL MEDIA
ARTS TO NAME A FEW.
AS YOU WILL SEE IN THE FIRST
SLIDE, THERE ARE LOTS OF
DIFFERENT WAYS TO ORGANIZE LINK
LEARNING PATHWAYS.
PATHWAYS MEANS A LOT OF
DIFFERENT THINGS TO DIFFERENT
PEOPLE.
WE HAVE TIED TO GET CLEAR ABOUT
WHAT WE MEAN BY A LINK LEARNING
PATHWAY.
WHATEVER THE PATHWAY, IT HAS
FOUR ESSENTIAL COMPONENTS.
THE FIRST IS A CHALLENGING
ACADEMIC CORE.
MATH, SCIENCE, SOCIAL STUDIES,
EVEN FOREIGN LANGUAGE.
BUT EM IF A SIDESING IN EACH OF
THE CORE DISCIPLINES REAL WORLD
APPLICATION.
THAT’S EASY TO SAY, HARD TO DO.
WE CAN TALK ABOUT THAT IF YOU
LIKE.
IN ADDITION, THERE IS A
TECHNICAL CORE.
A CLUSTER OR SEQUENCE OF FOUR OR
MORE COURSES.
MEETING INDUSTRY STANDARDS THAT
DELIVER REALLY RIGOROUS
TECHNICAL KNOWLEDGE AND SKILL.
THERE IS A WORK BASE WITHED
LEARNING COMPONENT.
AND A SYSTEMIC APPROACH TO
HELPING STUDENTS START IN 9th
GRADE WITH, FOR EXAMPLE,
MENTORING OR JOB SHADOWING
OPPORTUNITIES.
THAT EVOLVES OVER THE FOUR YEARS
OF HIGH SCHOOL TO 12th GRADE
WHERE STUDENTS HAVE THE
OPPORTUNITY IDEALLY TO
PARTICIPATE IN A PAID
INTERNSHIP, A GROUP INTERNSHIP.
SCHOOL BASED ENTERPRISE, WORK
BASED LEARNING CAN TAKE A LOT OF
DIFFERENT FORMS.
J.D. WILL PROBABLY HAVE MORE TO
SAY ABOUT IT.
IT’S A CENTRAL PART OF THEIR
APPROACH.
FINALLY, THERE ARE PERSONALIZED
STUDENT SUPPORTS, CERTAINLY
ACADEMIC COUNSELING, COLLEGE AND
CAREER GUIDANCE ALTHOUGH FROM MY
PERSPECTIVE IN MOST OF THE
PLACES WHERE WE ARE WORKING, THE
MOST IMPORTANT FEATURE OF
STUDENT SUPPORT IS SUPPLEMENTAL
INSTRUCTION IN READING, WRITING
AND MATHEMATICS TAUGHT IN
CONTEXT T TO HELP STUDENTS GET
TO A LEVEL OF PROFICIENCY THAT
ENSURES THEY CAN SUCCEED IN A
REALLY CHALLENGING HIGH SCHOOL
EXPERIENCE OF THIS KIND.
AS YOU WILL SEE IN THE NEXT
SLIDE THERE IS NO ONE RIGHT WAY
TO DO THIS FROM OUR PERSPECTIVE.
THERE ARE WRONG WAYS.
IT CAN TAKE A LOT OF DIFFERENT
FORMS.
IT CAN TAKE THE FORM OF A SMALL
HIGH SCHOOL OR RENAISSANCE
SCHOOL FOR THE ARTS IN LONG
BEACH.
IT CAN TAKE THE FORM OF A MATH
ACADEMY OR A GROUP OF THEM IN A
LARGER COMPREHENSIVE HIGH
SCHOOL.
IN CALIFORNIA WE HAVE CALIFORNIA
PARTNERSHIP ACADEMIES WHICH ARE
ONE OF THE PRIMARY DELIVERY
STRATEGIESES FOR LINK LEARNING
IN CALIFORNIA.
IT CAN TAKE THE FORM OF
THEME-BASED SMALL LEARNING
COMMUNITIES.
WHATEVER THE APPROACH, THIS WILL
ECHO A NUMBER OF THE FEATURES
THAT CAMSIE TALKED ABOUT.
LINK LEARNING PATHWAYS OPERATE
AS A SMALL LEARNING COMMUNITY.
THAT’S PARTICULARLY IMPORTANT IN
LARGE COMPREHENSIVE HIGH SCHOOLS
OF 1500, 2000, 2500 STUDENTS.
WE LIKE TO SEE 400 TO 500
STUDENTS IN A PATHWAY.
IF THE THEY ARE GOING WALL TO
WALL, THERE WOULD BE FOUR OR
FIVE PATHWAYS ORGANIZED AS A
SMALL CAREER ACADEMY OR THEME
BASEDLE SMALL LEARNING COMMUNITY
WITHIN THE LARGER HIGH SCHOOL.
WE WORK CLOSELY WITH SCHOOLS AND
SCHOOL DISTRICTS.
REALLY THE COMMUNITY AT LARGE TO
GET VERY, VERY CLEAR ABOUT WHAT
IT IS WE WANT STUDENTS TO KNOW
AND BE ABLE TO DO WHEN THEY
GRANULE WAIT FROM A LINK
LEARNING PATHWAY.
WE CALL IT THE GRADUATE LEARNING
PROFILE.
WE WORK WITH STUDENTS, SCHOOL
LEADERS, DISTRICT LEADERS,
EMPLOYERS, COMMUNITY LEADERS TO
GET VERY, VERY CLEAR AT THE
LOCAL LEVEL WHAT IS THE
KNOWLEDGE AND SKILL THAT WE WANT
STUDENTS TO MASTER.
WHAT ARE THE PRODUCTIVE
DISPOSITIONS AND BEHAVIORS WE
WANT PATHWAYS TO DEVELOP.
AND HOW PATHWAYS NURTURE THE
ENGAGEMENT STRATEGIES TO
SUCCESSFULLY NAVIGATE BOTH THE
WORLD OF HIGHER EDUCATION AND
THE WORLD OF WORK.
ONE OF THE MOST IMPORTANT
FEATURES IS THEY ARE BLENDING
RIGOROUS ACADEMICS AND CAREER
THEMED COURSE CONTENT.
IT’S IMPORTANT TO EMPHASIZE THAT
CAREER AND TECHNICAL IS AN
ESSENTIAL COMPONENT OF THE
APPROACH.
LINK LEARNING ISN’T REALLY A CTE
INITIATIVE.
ITS OBJECTIVE IS TO TRANSFORM
THE ENTIRE HIGH SCHOOL
EXPERIENCE FOR YOUNG PEOPLE.
FINALLY, PART OF THAT WHERE IT’S
POSSIBLE WE LIKE TO SEE THE
PATHWAY TO PROVIDE STUDENTS THE
OPPORTUNITY FOR DUAL ENROLLMENT
IN A NEARBY COMMUNITY COLLEGE OR
FOUR-YEAR COLLEGE AND UNIVERSITY
WITH THE OPPORTUNITY TO EARN
BOTH HIGH SCHOOL AND COLLEGE
CREDIT.
THOSE ARE SOME OF THE KEY
FEATURES.
I WOULD BE HAPPY TO ELABORATE ON
ANY OF THOSE LATE ER ON IN THE
WEBINAR.
>> ONE ADDITIONAL QUESTION TR
YOU.
WHILE HIGH SCHOOL REDESIGN MUST
TAKE PLACE AT THE SCHOOL
BUILDING LEVEL WHAT THEEDS TO
OCCUR AT THE LEVEL OF THE
DISTRICT OR WITHIN THE COMMUNITY
TO ENSURE THE SCHOOL
IMPROVEMENTS ARE SUSTAINED,
EXPANDED AND IMPROVED.
>> THAT’S A CRITICAL QUESTION,
CHARMAINE.
I’M SURE TO MOST PEOPLE ON THE
WEBINAR, THE NOTION OF PATHWAYS
IS NOT A NEW IDEA ALTHOUGH IT
MEANT LOTS OF DIFFERENT THINGS
TO DIFFERENT PEOPLE AND
DIFFERENT PLACES.
WHAT REALLY DISTINGUISHED THE
LINK LEARNING WORK WE ARE DOING
IN CALIFORNIA AND NOW IN DETROIT
AND HOUSTON IS, AS THE NEXT
SLIDE SHOWS, IS FIRST OF ALL
GETTING VERY CLEAR ABOUT WHAT
CONSTITUTES HOIG QUALITY PATHWAY
DESIGN AND IMPLEMENTATION.
J.D. MAY WANT TO ELABORATE ON
THAT.
WE WORKED CLOSELY WITH THE
NATIONAL CAREER COALITION AND
CAREER NETWORK AT UC TO GET REAL
CLARITY ABOUT THE KINDS OF
FEATURES AND QUALITIES THAT A
PATHWAY HAS TO INCORPORATE TO
REALLY REPRESENT HIGH QUALITY
DESIGN AND IMPLEMENTATION.
EQUALLY, IF NOT MORE IMPORTANT,
GETTING VERY CLEAR AND FOCUSING
ON THE DISTRICT AND COMMUNITY
INFRASTRUCTURE THAT HAS TO BE
PUT IN PLACE TO SUSTAIN, EXPAND,
IMPROVE PATHWAYS OVER TIME.
PATHWAYS HAVE EXISTED FOR 30, 40
YEARS IN THIS COUNTRY.
TOO OFTEN THEY HAVE EXISTED IN
SPITE OF THE SYSTEM RATHER THAN
BECAUSE OF IT.
SO WE WORK WITH DISTRICTS, WITH
COMMUNITIES TO HELP BUILD, MAKE
SURE THERE IS A PLANNED MENU OF
PATHWAYS AVAILABLE THROUGHOUT
THE DISTRICT, PARTICULARLY IN
DISTRICTS WITH WITH MULTIPLE
HIGH SCHOOLS.
WHERE THERE ARE MULTIPLE HIGH
SCHOOLS THAT THERE IS A DISTRICT
POLICY WITH RESPECT TO SCHOOL OF
CHOICE.
THAT THERE IS CAREFUL,
THOUGHTFUL ATTENTION TO HOW TO
RECRUIT AND PLACE HIGH SCHOOL
PRINCIPALS IN SCHOOLS THAT ARE
OFFERING PATHWAYS TO STUDENTS.
IT TAKES A SPECIAL KIND OF
PRINCIPAL TO LEAD THIS WORK.
THAT THERE IS REALLY THOUGHTFUL
ATTENTION, AGAIN, ACROSS THE
DISTRICT FOR THE KIND OF
PROFESSIONAL DEVELOPMENT
TEACHERS NEED AROUND
PROJECT-BASED LEARNING, COMMON
PLANNING TIME.
HOW TO REALLY TAKE ADVANTAGE OF
WORK-BASED LEARNING.
HOW TO TEAM TEACH.
THOSE ARE EXAMPLES OF THE
COMMUNITY WIDE OR DRIBLGT WIDE
ISSUES THAT NEED ATTENTION.
FINALLY, I WOULD SAY IT’S REALLY
IMPORTANT FROM OUR PERSPECTIVE
THAT WHATEVER THE APPROACH,
WHETHER IT’S LINK LEARNING OR
ANOTHER APPROACH TO CAREER
PATHWAYS THAT THERE IS A
COMMITMENT TO ACHIEVING A
CRITICAL MASS OF OH STUDENT
PARTICIPATION AT BOTH THE SCHOOL
AND DISTRICT LEVELS.
OTHERWISE THIS BECOMES REALLY
JUST A PROGRAM MAT TICK RATHER
THAN A SYSTEMIC APPROACH.
FROM OUR PERSPECTIVE WE LIKE TO
SEE AT LEAST HALF THE STUDENTS
IN A PARTICULAR HIGH SCHOOL
PARTICIPATING IN LINK LEARNING

PATHWAYS.
AT LEAST HALF THE STUDENTS
ENGAGED IN LINK LEARNING
PATHWAYS.
IN SOME OF THE DISTRICTS WITH
WHICH WE ARE WORKING IN
CALIFORNIA, LONG BEACH, FOR
EXAMPLE.
THE SCHOOL BOARD ADOPTED A
RESOLUTION THAT COMMITS LONG
BEACH UNIFIED TO HAVING 90% OF
ALL OF THEIR HIGH SCHOOL
STUDENTS PARTICIPATING BY 2016
IN CERTIFIED LINK LEARNING
PATHWAYS.
WE SEE SIMILAR KINDS OF
COMMITMENTS EMERGING IN PLACES
LIKE PORTERVILLE AND ANTIOCH AND
OAKLAND AND OTHER DISTRICTS WITH
WHICH WE ARE WORKING.
>> THANK YOU.
THOUSAND WE’LL TURN TO JASON.
WELCOME.
ILLINOIS RECENTLY IMPLEMENT ADD
CAREERS PATHWAY INITIATIVE THAT
ATTEMPTED TO REIMAGINE COMMUNITY
AND EMPLOYER ENGAGEMENT.
CAN YOU SPEAK TO THE DESIGN OF
THE SYSTEM AND HOW IT INVOLVES
EMPLOYMENT?
SP.
SLL YOU WILL.
THANK YOU FOR HAVING ME TODAY.
I WANT TO APPLAUD THE WORK OF
THE U.S. DEPARTMENT OF EDUCATION
WORKING WITH THE U.S. DEPARTMENT
OF LABOR WITH ILLINOIS PATHWAYS.
THIS WAS AN INITIATIVE I WAS
PART OF WHEN I WAS WORKING AT
THE STATE OF ILLINOIS.
IT’S SOMETHING THAT THERE IS A
LESSON TO BE LEARNED THAT SPEAKS
TO THE U.S. CHAMBER OF COMMERCE
INTEREST AND A LOT OF LESSONS
COULD BE TAKEN FROM HERE T. ONE
THICK THING TO POINT OUT IS THIS
IS A MULTI AGENT INITIATIVE.
THIS WAS SIX GOVERNMENT AGENCIES
COMING TOGETHER TO PUT TOGETHER
A MORE COMPREHENSIVE SOLUTION
AROUND COLLEGE AND CAREER
READINESS.
WE KEYED IN ON TWO STRATEGIESES.
THE FIRST FOCUSED ON WHAT TO DO
WITH SCHOOLS.
WE HEARD A LOT ABOUT COMMON
FEATURES REWE LIKE TO FIND IN
ACADEMIES.
FOR EXAMPLE, FULLY INTEGRATED,
ACADEMIC AND CAREER INSTRUCTION
WAS PRIORITIZED TO FIND WAYS TO
BLEND INSTRUCTION WHEREVER
POSSIBLE THROUGHOUT THE SCHOOL.
WE ARE EMPHASIZING WORK-BASED
LEARNING TO MAKE SURE STUDENTS
HAD AN OPPORTUNITY TO APPLY
SKILLS AND GET FEEDBACK.
THEY DEVELOPED WORK EXPERIENCES
TO HELP WITH WITH TRANSITION
LATER THIS LIFE.
WE EMPHASIZED STACKABLE
CREDENTIALING.
TO THE EXTENT INDUSTRY
CREDENTIALS, OTHER FORMS OF
EMPLOYER RECOGNIZED CREDENTIALS
CAN BE EMBEDDED WE WANTED TO
IDENTIFY THOSE OPPORTUNITIES AND
SUPPORT SCHOOLS TO BUILD THEM
IN.
THE IDEA BEING NOT TO MAKE SURE
YOU ARE JUST READY BUT
COMPETITIVE.
YOU CAN PURSUE A VARIETY OF
MODELS.
THERE IS NO ONE RIGHT WAY TO DO
THIS.
WE ARE AGNOSTIC IN SUPPORTING A
NETWORK OF ACADEMIES AND SCHOOLS
IN TRYING TO EXPAND
OPPORTUNITIES FOR STUDENTS.
REALLY FOR THE SCHOOLS THAT
WANTED TO TAKE THIS ON IT WAS
ABOUT CONNECTING TO COMMUNITY
NEEDS.
IT WAS ABOUT ABOUT EXPANDING
CHOICE TO EMPOWER LEARNERS TO
IDENTIFY WHAT THEIR INTERESTS
ARE ARE AND PURSUE THEM IN A
MEANINGFUL WAY.
THAT INFORMED THAT SIDE OF THE
AGENDA.
I COULD GO ON MORE BUT REALLY
WHAT I WANT TO TALK ABOUT IS THE
SECOND STRATEGY AND THE
INITIATIVE FOCUSED AROUND HOW TO
DO TRANCE FORL TIF
PUBLIC-PRIVATE PARTNERSHIPS.
THERE ARE TWO AREAS WE FOCUSED
ON.
ONE WAS ORGANIZING EMPLOYERS ON
A STATEWIDE BASIS.
WHAT WE MOVED INTO IS LOOKING AT
THE REGIONAL DYNAMICS THAT NEED
TO TAKE PLACE TO BE SUCCESSFUL.
MOVING ON TO THE NEXT SLIDE,
THIS INTRODUCE IT IS LEARNING
EXCHANGE CONCEPT.
WHAT ILLINOIS WAS KEEN ON DOING
WAS FOCUSING ON HOW TO DEFINE
STEM.
WE WANTED TO CONNECT TO STEM
APPLICATION AREAS IN INDUSTRY.
WE DEFINED NINE KEY FOCAL KWARS
INCLUDING AGRICULTURE, I.T.,
RESEARCH AND DEVELOPMENT,
MANUFACTURING.
THE LIST GOES ON.
WE ESTABLISHED DEFINITIONS
AROUND WHAT THAT MEANT.
WE DECIDED TO ORGANIZE NETWORKS
OF EMPLOYERS ACROSS THE STATE.
FIND WAYS OF ACHIEVING ECONOMIES
OF SCALE ON BEHALF OF NETWORKS
AND WORK AS A TALL LEAPT SUPPLY
CHAIN NETWORK TO FIND OUT WHAT
SCHOOLS, WHETHER THEY ARE
COMMUNITY COLLEGES, HIGH
SCHOOLS, FOUR-YEAR DEGREE
PROGRAMS OR WORK FORCE PROVIDERS
HOW TO BEST LINK UP SO EVERYONE
IS NOT REINVENTING THE WHEEL.
THESE EMPLOYERS ARE ARE TAKING
THE RESPONSIBILITY IN
COORDINATION WITH THE PUBLIC
SECTOR PROJECTS GOING ON.
THE NEXT SLIDE TALKED ABOUT THE
FORMATION PROCESS.
WE CAN GET EXAMPLES OF WHAT IT
LOOKED LIKE IN ACTION.
ONE AREA WE FOCUSED ON WAS
MANUFACTURING.
THE STATE TRIED TO ORGANIZE A
NETWORK OF STATE WADE
MANUFACTURERS.
THE LONGEST — OLDEST
MANUFACTURING ASSOCIATION IN THE
COUNTRY.
THEY CAME TOGETHER AND PULLED IN
THE PARTNERS.
THE FIRST THING TO DO WAS GAP
ANALYSIS.
A LOT OF PEOPLE ARE DOING
CHARITABLE THINGS.
A LOT OF PEOPLE HAD ONE OFF
PARTNERSHIPS AND PROGRAMS.
ONCE THEY DID THAT THEY
ESTABLISHED WHERE THE NEEDS
WERE.
WHAT CAN WE DO BETTER BY DOING
IT TOGETHER AND WHAT ARE AREAS
NOBODY IS TOUCHING ON?
JUST AS AN EXAMPLE, TWO
SIGNATURE AREAS POPPED OUT.
ONE WAS JUST THE LEVEL OR STATE
OF EQUIPMENT THAT A LOT OF
SCHOOLS AND PROVIDERS WERE USING
WERE OUT OF DATE.
WHEN LOOKED AT AS A LOCAL
PROBLEM IT DIDN’T SEEM BAD.
ON A STATEWIDE BASIS THEY
REALIZED THE ISSUE NEEDED TO BE
TACKLED BY A NETWORK.
A LOT OF INSTRUCTORS WHETHER IN
COLLEGE OR HIGH SCHOOL WEREN’T
CERTIFIED IN WAYS THAT THE
MANUFACTURERS THOUGHT WERE
IMPORTANT.
INSTEAD OF FOCUSING ON HOW TO
GET STUDENTS CERTIFIED AND GET
THEM TO RECOGNIZE THE IMPORTANCE
OF CERTIFICATION THEY SAID HOW
DO WE GET INSTRUCTORS CERTIFIED.
HOW DO WE DO THAT ON A ZAL NONE
OF US CAN ACHIEVE ON OUR OWN?
TWO SIGNATURE AREAS THEY PICKED
TO START AND THEN DEVELOPED A
PORTFOLIO OF INVESTMENTS.
THEY BEGAN MANAGING THIS AS A
TALENT SUPPLY CHAIN NETWORK.
WE LAUNCHED STATEWIDE STEM
LEARNING EXCHANGES IN EACH OF
THE INDUSTRIES THAT WERE
IMPORTANT.
IT WAS CREATING A NEW
INFRASTRUCTURE WHERE INDUSTRY
COULD TAKE OWNERSHIP IN THE
SPACE AND COORDINATE WITH THE
STATE IN WAY WITHES IT COULD NOT
HAVE DONE OTHERWISE.
THAT WAS ONE ELEMENT.
THE OTHER ELEMENT THEN MOVING
ALONG IS THE REGIONAL
INTERMEDIARIES.
NOT JUST ORGANIZING AT THE
STATEWIDE LEVEL BUT ALL POLITICS
IS LOCAL.
SOMETHING WE NOTICE THERE IS
IT’S NOT JUST — THIS IS NOT THE
RESPONSIBILITY OF A SCHOOL OR A
COLLEGE OR A CHAMBER OF
COMMERCE.
THIS IS REALLY A COMMUNITY
DEVELOPMENT TYPE INITIATIVE.
IT TOOK BRINGING TOGETHER ALL OF
THE PARTNERS TO COORDINATE WHAT
THE COMMUNITY’S GOALS AND
OBJECTIVES WERE, WHAT THE
COMMUNITY NEEDS WERE.
HOW TO ALINEBACKER LINE AND
COORDINATE SERVICE DELIVERY AND
HOLD ONE ANOTHER ACCOUNTABLE
FORS PERFORMANCE.
HOW YOU DO IT CAN BE CONSTRUCTED
IN A VARIETY OF WAYS.
THE KEY THING IS YOU NEED TO
HAVE A WAY OF GETTING TOWARD
INSTITUTIONALIZING THAT SET OF
RELATIONSHIPS.
IN SOME RESPECTS THERE IS A
REGIONAL ENTITY THAT COULD PLAY
A BROKERING ROLE LIKE A
COMMUNITY COLLEGE OR CHAMBER OF
COMMERCE.
IT MIGHT LOOK DIFFERENT WITH
WHETHER YOU ARE IN A RURAL
COMMUNITY, URBAN COMMUNITY OR
DEPENDING ON WHO HAS THE
CREDIBILITY TO PULL THE PARTNERS
TOGETHER.
WHAT I’M SUGGESTING IS IF YOU
ARE MANAGING A CAREER
PATHWAY SYSTEM THE NUMBER OF
RESOURCES AVAILABLE IN THE
COMMUNITY TO SUPPORT STUDENTS IN
AND OUTSIDE OF SCHOOL WHETHER
THEY ARE YOUTH, ADULTS ARE
EXPANSIVE.
IT IS NOT UNDER THE PURVIEW OF
ANY ONE INSTITUTION OR PROGRAM
TO HAVE THE SILVER BULLET.
HAVING INTERMEDIARIES BROKER
RELATIONSHIPS AND SET OBJECTIVES
TOGETHER AND ALLOW THEM TO USE
EVERY TOOL IN THE TOOL BOX TO
SUPPORT CAREER PATHWAYS IN THE
BEST WAY POSSIBLE.
THE NEXT SLIDE PROVIDES A VISUAL
OF WHAT IT MIGHT LOOK LIKE.
YOU HAVE THE STATEWIDE SECTOR
BASED LEARNING EXCHANGES
INTERFACING WITH REGIONAL
INTERMEDIARIES BROKERING
RELATIONSHIPS WITH THE LOCAL
K-12, BUSINESS COMMUNITY AND
LECHED OFFICIALS WHO ARE ARE
IMPORTANT TO THE CONVERSATION.
AND A SLIDE SHOWS YOU WHAT A
NETWORK APPROACH LOOKS LIKE.
YOU CAN HAVE FOUR METRO AREAS
WITHIN THE STATE WHO ARE WORKING
WITHIN THE LOCAL CONTEXT T BUT
TRYING TO ACHIEVE ECONOMIESES OF
SCALE BY PLUGGING INTO A COMMON
LEARNING EXCHANGE.
HERE A MANUFACTURING CONSORTIUM
COULD DO INVESTMENT IN
CURRICULUM, TRAININGS, WORK
BASED LEARNING OR HELPING TO OFF
SET COSTS WITH CREDENTIALING.
THE COMMUNITIES BENEFIT AS
OPPOSED TO TRYING TO REINVENT
THE WHEEL KWEN AND AGAIN.
THERE ARE DIFFERENT WAYS TO
APPROACH THIS.
THE LAST SLIDE GIVES YOU
RECOMMENDATIONS FOR HOW
POTENTIAL APPLICANTS FOR THE
DEPARTMENT OF ED AND LABOR MAY
THINK ABOUT IT.
YOU CAN’T HAVE A BRIDGE TO
NOWHERE.
YOU NEED TO SAY WHAT ARE THE
NEEDS OF THE T COMMUNITY.
WHO IS IMPORTANT TO WEIGH IN.
WHO ARE THE EMPLOYERS THAT ARE
SUFFERING FROM THE SHORTAGE.
YOU UNDERSTAND WHAT YOU ARE
BUILDING TOWARDS.
THE SECOND IS A BASELINE
ASSESSMENT.
YOU HAVE TO INTERVIEW FOLKS,
FIND OUT WHAT YOUR EXISTING
CAPACITY, PROGRAMMING LEVELS,
THE INDIVIDUALS THAT COULD
PARTICIPATE.
KNOW WHERE YOU ARE STARTING AND
WHERE YOU NEED TO GO.
HAVE A PLAN.
NEXT IS TO PRIORITIZE YOUR
SECTOR.
CAN’T GO BIG ALL AT ONCE.
YOU HAVE TO RELEASE THE
ESTABLISHED CREDIBILITY.
INSTEAD OF BITING OFF TOO MUCH,
BE STRATEGIC IN WHERE TO START.
GET IT RIGHT.
PROVE THAT THIS IS THE RIGHT
CONCEPT TO FOLLOW AND EXPAND
FROM THERE.
IDENTIFY WHAT ORGANIZATIONS CAN
BROKER THE RELATIONSHIPS.
YOU MAY NEED TO EXPLORE A NEW
NONPROFIT, NEW COMMITTEE OR TASK
FORCE THAT PULLS THE WORLD
TOGETHER AND BROKERS THE
RELATIONSHIPS.
SECURE MEANINGFUL EMPLOYER
ENGAGEMENT AND UNDERSTAND IT IS
NOT JUST THEM.
CHART OUT A DIRECTION FOR THEM
AND HOW THEY COULD BE MEANINGFUL
CO-OWNER OF THE STRATEGY AND
REAL SUPPORT FOR THE SCHOOLS AND
STUDENTS.
AND ESTABLISH CONNECTIONS WITH
STATEWIDE ORGANIZATIONS.
IN ILLINOIS WE HAVE LEARNING
EXCHANGES.
YOU COULD CONNECT WITH
INDIVIDUALS OR NATIONAL PARTNERS
WHO CAN HELP DO THIS WITH YOU.
IT’S NOT ABOUT EVERYBODY
REINVENTING THE WHEEL.
BUT IF YOU BUILD LAYERS YOU
COULD LEVERAGE A VARIETY OF
RESOURCES AND SUPPORT ACHIEVING
ECONOMIES OF SCALE IN WAYS YOU
WOULD NOT OTHERWISE DO IT.
THE KEY THING ILLINOIS WANTED TO
AVOID WAS A COTTAGE INDUSTRY OF
AD HOC PROGRAMS AND
RELATIONSHIPS THAT GO AWAY WHEN
SOMEONE RETIRES ON THE BUSINESS
OR SCHOOL SIDE.
REALLY THINKING THROUGH THE NEXT
GENERATION OF PUBLIC-PRIVATE
PARTNERSHIPS TO GOVERN
RELATIONSHIPS GOING FORWARD.
FOR THOSE WHO ARE APPLYING FOR
THE GRANT, I CHALLENGE YOU TO
THINK THROUGH THAT PART OF THE
APPLICATION.
MAYBE THIS COULD BE AN
INVESTMENT IN YOUR FUTURE AND
BUILD RELATIONSHIPS GOING
FORWARD.
THANK YOU VERY MUCH.
>> THANK YOU.
I HAVE ONE FOLLOW UP QUESTION.
POINT NUMBER FIVE ABOUT THE
RECOMMENDATIONS FOR
POTENTIAL APPLICANTS.
HOW CAN STATE AND LOCAL CHAMBERS
OF COMMERCE AND OTHER
EMPLOYER-LED ORGANIZATIONS BE
MORE TIF PARTNERS WITH WITH WITH
DESIGN OF THE T PATHWAY SYSTEMS?
>> IN MY CAPACITY NOW, IT’S
SOMETHING I RECOGNIZE THAT THE
THERE IS A TIGHT TIMELINE TO
TURN THEM AROUND.
IT TAKE AS LONG TIME.
START BY DEVELOPING A
RELATIONSHIP WITH YOUR LOCAL
CHAMBER OF COMMERCE.
THIS EVERY COMMUNITY THERE IS A
LOCAL CHAMBER.
I WOULD NOT ASSUME WHETHER IT’S
A CHAMBER OR ANOTHER
EMPLOYER-LED ORGANIZATION THAT
THEY HAVE THE ABILITY OH OR
CAPACITY TO BE EFFECTIVE ON DAY
ONE.
FINDING OUT WHO THE
ORGANIZATIONS ARE, HOW THEY CAN
CONNECT YOU TO A NETWORK OF
EMPLOYERS AND UNDERSTANDING WHAT
THEIR NEEDS ARE ARE IN WORKING
WITH THEM TO BUILD CAPACITY ON
THEIR END AS MUCH AS WITHIN THE
SCHOOL IS IMPORTANT.
APPROACHING THEM AS A STARTING
POINT TO SAY THIS IS WHO WE ARE,
WHAT WE ARE TRYING TO DO.
WE WANT TO UNDERSTAND IF YOU CAN
NAVIGATE THE NETWORK OF
EMPLOYERS AND TALK THROUGH WHAT
THE FUTURE NEEDS TO LOOK LIKE.
WHERE WE ARE GOING TO BE TWO,
TEN YEARS FROM NOW.
IT COULD BE THAT THE CHAMBER
PLAYS A ROLE IN COORDINATING
THEM.
I ENCOURAGE HAVING THE
CONVERSATION EARLIER RATHER THAN
LATER.
INSTEAD OF IN ADDITION TO
REACHING OUT TO INDIVIDUAL
EMPLOYERS.
I WOULD LOOK TO AREAS WHERE YOU
HAVE A CHAMBER OR SOMEBODY OR A
SET OF PARTNERS WHO ARE
RESPONSIBLE FOR WORKING WITH A
NETWORK OF EMPLOYERS WHICH COULD
REALLY HELP SHARE THE BURDEN.
SO THAT WAY IT’S NOT JUST ON THE
SCHOOL PERSONNEL TO BROKER
RELATIONSHIPS.
SOMEONE COULD HELP YOU ACCESS
THE NETWORK MORE EFFECTIVELY.
>> THANK YOU.
LAST BUT CERTAINLY NOT LEAST, WE
HAVE J.D. HOYE.
CAN YOU TELL US WHAT IS THE GOAL
OF A THASHL ACADEMY FOUNDATION?
>> THANKS.
GLAD TO BE ON.
I FEEL LIKE BEING THE LAST ONE
UP TO BAT IS A CHALLENGE.
I WANT TO SAY “DITTO” TO
EVERYTHING EVERYONE HAS SAID.
LET ME PHRASE IT IN TERMS OF THE
NATIONAL ACADEMY FOUNDATION.
OUR OBJECTIVE AFTER 30 YEARS AT
THIS BUSINESS HAS BEEN REALLY
ABOUT REFINING A MODEL THAT
PREPARES ALL STUDENTS FOR
COLLEGE AND CAREER SUCCESS.
THIS CONVERSATION IS NOT NEW.
THE VENN DIAGRAM BETWEEN WORK
FORCE NEEDS, ECONOMIC
DEVELOPMENT NEEDS AND EDUCATION
REFORM STRATEGIES HAS BEEN ALIVE
AND WELL.
I THINK THE CIRCLES
UNFORTUNATELY HAVE BEEN COMING
CLOSER AND CLOSER TOGETHER
WITHOUT THE LIFT NECESSARY BOTH
FINANCIALLY OR NECESSARY
ATTENTION.
I THINK THIS IS A GREAT MOMENT
TO REINFORCE WHAT WE STOOD FOR
AND BELIEVED IN FOR A LONG TIME
WHICH IS THAT IF WE DO THIS
WELL, WHAT HAPPENS IN HIGH
SCHOOL CAN BE A LAUNCHING POINT
FOR STUDENTS NOT JUST ABOUT
PREPARING FOR THEIR NEXT
ACADEMIC STEP BUT, IN FACT,
PREPARING FOR A LIFE LONG CAREER
SUCCESS THAT PARTNERS WITH
BUSINESS, INDUSTRY, AND
ACADEMICS IN THE PROCESS.
WE REALLY HAVE BEEN INVESTING
NOT BE GOVERNMENT DOLLARS BUT
WITH PRIVATE DOLLARS TO REALLY
THINK ABOUT WHAT ARE THE CORE
MISSING ELEMENTS IN THE HIGH
SCHOOL EXPERIENCE.
THE ONES WE HAVE LANDED ON AND
INVESTED TIME AND EVIDENT AND IN
PARTNERSHIP WITH PEOPLE LIKE
GARY AND CONNECT-ED AND PARTNERS
AROUND THE COUNTRY IS MAKING
SURE WE ARE WORKING WITH
INDUSTRY PARTNERS IN PRODUCING
INDUSTRY VETTED CURRICULUM
THAT’S RELEVANT CURRENTLY.
AS YOU KNOW, MANY OF THE
ACADEMIC COURSEWORK STAYS
CONSTANT OVER TIME.
WE MAY RAISE THE BAR BUT THE
CONTENT REMAINS SIMILAR.
ON THE INDUSTRY SIDE THAT
CHANGES RAPIDLY.
HAVING A SYSTEM TO UPDATE THAT
INDUSTRY-VETTED CURRICULUM AND
ALIGN IT WITH A HIGH SCHOOL
LEARNING EXPERIENCE WE THINK IS
A GOOD INVESTMENT.
WE INVEST IN THAT AND DO A
REFRESHMENT PROCESS AGAINST THE
THEMES WE SUPPORT AS WELL AS
REALLY GETTING CLEAR ON WHAT WE
MEAN BY WORK-BASED LEARNING AND
THE STANDARDS OF A EXPERIENCE
LOOKS LIKE.
HOW TO MEASURE IT AND HOW TO
PROVIDE CREDENTIALS ASSOCIATED
WITH THE EXPERIENCES YOUNG
PEOPLE HAVE THAT BECOME VALUED
BY INDUSTRY AND VALUED BY POST
SECONDARY INSTITUTIONS.
AT THE END OF THE DAY, HAVING
BEEN AT THIS FOR A WHILE
STARTING IN ONE SCHOOL 31 YEARS
AGO IN NEW YORK CITY AND NOW
BEING IN OVER 500 PLACES WITH
60,000-PLUS KIDS, WE ARE FINDING
AS GARY MENTIONED ONE SIZE WILL
NEVER FIT ALL.
IF YOU GIVE THE RIGHT TOOLS AND
MATERIALS AND EMBED IT TIED TO
REAL LOCAL NEEDS THAT THE
COMMUNITY CAN OWN.
THERE IS NO NEED TO REINVENT THE
WHEEL.
WE OUGHT TO USE, BORROW WHAT’S
BEEN BUILT OVER TIME TO MOVE THE
NEXT GENERATION OF YOUNG PEOPLE
TO A HIGHER CALIBER OF BOTH
COLLEGE GOERS AND CAREER
EMPLOYEES AS WE BEGIN TO THINK
ABOUT HOW OUR ECONOMY NEEDS TO
SHIFT AND GROW.
>> IN FOLLOWING UP ON YOUR
QUESTION ABOUT THE WORK BASED
LEARNING CAN YOU DESCRIBE FOR
EVERYONE ABOUT THE CONTINUUM SO
PEOPLE UNDERSTAND WHAT IT
CONSISTS OF IN A WORK BASED
LEARNING CONTINUUM AND ALSO TALK
ABOUT THE QUALITY YOU AND GARY
ALLUDED TO THE IMPORTANCE OF
QUALITY.
BUT EXPLAINING THAT TO THE
VIEWERS.
THE CHALLENGE HAS BEEN THE
DISCONNECT BETWEEN THE
EXPERIENCE.
SO TOO OFTEN I THINK PEOPLE
THINK OF THE WORK-BASED LEARNING
EXPERIENCE AS THAT ADDITIONAL
THING THAT HAPPENS TO YOUNG
PEOPLE.
RATHER THAN SEEING IT AS AN
EMBEDDED, CONNECTED SET OF
ACTIVITIES THAT AMPLIFIES WORK
GOING ON IN SCHOOLS.
WITH WITH GREAT SUPPORT FROM
FOUNDATIONS AND CORPORATE
PARTNERS, WE PRODUCED AND IS
AVAILABLE TO ANYONE A SET OF
GOLD STANDARDS ASSOCIATED WITH
THIS CONTINUUM OF ACTIVITIES AND
EXPERIENCES ASSOCIATED WITH
WORK-BASED LEARNING BEGINNING IN
THE NINTH GRADE WHERE YOU COULD
IMAGINE A CAREER AWARENESS
FRAMEWORK THAT WOULD RANGE FROM
ONLINE CONNECTED PROGRAMS TO
CLASSROOM SPEAKERS, TO COLLEGE
VISITS TO APTITUDE AND INTEREST
ASSESSMENTS.
A LOT OF WORK YOU COULD IMAGINE
ABOUT LOOK AT THE FIRST TIME YOU
START GETTING PANICKED THAT, OH,
MY GOD, I HAVE TO HAVE A JOB AND
WHAT TO DO.
SEEING IT AS NOT THE AFTER
SCHOOL EVENT OR ONE CLASS
THING THAT HAPPENED BUT IT
BECOMES PART OF A CURRICULUM
LEARNING EXPERIENCE IN A SCHOOL
AND TIED TO REAL COURSEWORK TO
MAKE THE CONNECTION BETWEEN YOU
DON’T JUST LEARN THIS OVER HERE.
AND THEN ASK THE QUESTION WHAT
DO I WANT TO DO WITH THE REST OF
MY LIFE.
YOU BEGIN TO SEE THE CONNECTIVE
TISSUE BETWEEN WHAT YOU ARE
LEARNING AND WHY YOU NEED TO
SEARCH FOR SOMETHING THAT PLACED
YOUR PASSION BUT ALSO PLAYS TO
YOUR SKILLS OR AT LEAST BEGIN TO
KNOW WHAT YOU NEED TO DEVELOP IF
YOUR PASSION IS TAKING YOU IN A
DIFFERENT DIRECTION.
FOLLOWED THEN OF COURSE BY
SOMETHING DEEPER.
BROADER AND MORE SPECIFIC OUT OF
THE SCHOOL EXPERIENCE IN THE
TENTH GRADE WHERE WE OFTEN CALL
IT CAREER EXPLORATION WHERE YOU
CAN IMAGINE JOB SHADOWS.
YOU’RE GETTING A SENSES OF WHAT
IT IS TO BE IN A DIFFERENT WORK
PLACE WITH A BIG HEAVY LIFT, I
THINK, IN TERMSES OF PREPARATION
HAPPENING IN 11th AND 12th
GRADE.
THERE IS A DEEPER DIVE ON
COLLEGE VISITS, PAID LEARNING
EXPERIENCES, MOCK INTERVIEWS,
PREPARING YOURSELF TO BE AN
APPLICANT FOR THE NEXT STEP.
BEGINNING TO UNDERSTAND AND
DEVELOP REAL PROFESSIONAL
NETWORKS THAT YOU WILL HAVE FOR
A LONG TIME TO COME.
I THINK WE DO A DISSERVICE TO
JUNIORS AND SENIORS IN HIGH
SCHOOL IMAGINING THEY ARE NOT IN
NEED OF PROFESSIONAL MENTORS AND
PEERS.
THEY BENEFIT FROM HAVING
THEMSELVES IN THOSE INDIVIDUAL
POSITIONS AS AN INSPIRATIONAL
GOAL COMING FROM AN EMPLOYER
WHEN A YOUNG PERSON SAYS, I
REALLY LIKE WHAT YOU DO.
I WANT TO HAVE YOUR JOB IN MY
FUTURE.
HEARING FROM THAT EMPLOYER OR
PROFESSIONAL WHAT IT TAKES TO
TAKE THAT JOB RESONATES MORE
PROFOUNDLY THAN IF THE CLASSROOM
TEACHER SAID THE EXACT SAME
THING.
>> ONE LAST QUESTION FOR YOU,
J.D.
>> CAN YOU DESCRIBE IN DETAIL
THE WORK YOU DO WITH THE YOUTH
CAREER CONNECT PROGRAM?
>> ABSOLUTELY.
>> OVER THE 30 YEARS THAT IT’S
BEEN AROUND WE HAVE EVOLVED
AGAINST THE SET OF CAREER
THEMES.
WE STARTED WITH THE ESSENTIAL
ELEMENTS.
MANY OF WHICH GARY MENTIONED IN
TERMS OF INDUSTRY-VETTED
CURRICULUM, CORPORATE
ENGAGEMENT.
HAVING ADVISORY BOARD, COMMUNITY
LEADERS AND BUSINESS LEADERS
WORK WITH SCHOOLS LOCALLY AND
THE INTEGRATION OF ACADEMICS AND
TECHNICAL TRAINING IN A PRODUCT
BASED ENVIRONMENT.
FITTING THOSE ELEMENTS IN
PATHWAYS ASSOCIATED WITH
INDUSTRY SECTORS.
MATH STARTED WITH FINANCIAL
SERVICES.
ADDED HOSPITALITY AND TOURISM,
INFORMATION TECHNOLOGY,
ENGINEERING AND HEALTH SCIENCES.
IF YOU THINK OF A 30-YEAR CLOCK
WE HAVE BEEN AROUND, THOSE
INDUSTRIES WERE WITH EMERGING
WITH GREAT NEED IN KEY MOMENTS.
THOSE ARE THE EXACT MOMENTS
WHERE WE ADDED THEMES TO OUR
PORT FOAL QUO.
WHAT WE HAVE DONE IN THE PROCESS
IS AS WE PROVIDE THE NECESSARY
TOOL AND COACHING TO IMPLEMENT
THE MODEL WE SPENT TIME ON
THINKING AS YOU OPEN THE
CONVERSATION AND WEBINAR AROUND
THE END GAME WHICH IS IMPACT.
AND HOW DO WE KNOW?
YOU CAN SEND THE MODEL OUT.
CAN PEOPLE SELF-ASSESS AS TO
WHETHER OR NOT THEY ARE HITTING
THE MARK ON THE IMPLEMENTATION
SIDE.
WHAT’S THE RIGHT CRITICAL MASS
OF STUDENTS KEPT TOGETHER IN
COHORTS THROUGH THE EDUCATIONAL
EXPERIENCE TO LEVERAGE THE
GREATEST RETURN ON INVESTMENT
AND GET AMPLIFIED BENEFIT IN
TERMSES OF LEARNING.
GETTING SOME OF THE DETAILS IN
REAL DATA, REAL TIME HAS BEEN A
BIG PART OF WHAT WE HAVE BEEN
WORKING ON FOR TWO OR THREE
YEARS.
IN FACT, THEY ARE FINDING GREAT
IMPACT.
FOR EXAMPLE, OUR RECENT REVIEW
IN TERMS OF ATTENDANCE,
REACHING
MATH AND SCIENCE PROFICIENCY.
TO SEE IF THERE IS A VALUE
DIFFERENCE BETWEEN THE TWO, WE
ARE FINDING GREAT IMPACT
OUTPERFORMING THOSE THAT ARE NOT
IN PATHWAYS AND ACADEMIES.
PUSHING A GRADUATION RATE OF 97%
WITH OVER 80% OF STUDENTS
PURSUING TO THE SECONDARY
EDUCATION AND MOVING INTO THE
WORK FORCE.
WHAT WE ARE SEEING IS THE PROOF
POINTS THAT IF WE CAN GIVE GREAT
TOOLS, MATERIALS AND FRAMEWORKS
AND ALSO BEGIN TO GIVE REAL TIME
DATA FOR CONTINUOUS IMPROVEMENT,
WE THINK WE HAVE MANY PLACES
THAT WILL BENEFIT FROM THIS NEW
LAUNCH OF CAREER CONNECT IN A
WAY THAT YOU DON’T HAVE TO
REINVENT THE WHEEL.
LET’S NOT SPEND MONEY REBUILDING
IT BUT ON SCALING BEST PACK
‘TIS.
>> THANK YOU, THANK YOU.
LET’S TURN TO QUESTIONS WE
RECEIVED FROM THE AUDIENCE.
YOU HAVE HAD AN ACTIVE AUDIENCE
PARTICIPATION.
THEY HAVE BEEN SENDING QUESTIONS
AS WE HAVE BEEN SITTING HERE FOR
50 MINUTES.
I WILL TRY TO GET TO A FEW.
WE DON’T HAVE A TON OF TIME.
IF YOU REMEMBER IF YOU WOULD
LIKE TO ASK A QUESTION, USE THE
FORM BELOW THE VIDEO WINDOW.
I WILL START WITH ONE THAT’S
GENERAL FOR EVERYONE.
YOU CAN INDICATE WHETHER IT’S
ONE YOU FEEL COMFORTABLE WITH
RESPONDING TO.
TAMMY FROM NEW YORK ASKS, WHAT
ARE YOUR THOUGHTS ON USING GRANT
FUNDSES TO SUPPORT A PROGRAM IN
ONE SCHOOL DISTRICT VERSUS A
NUMBER OF SCHOOL DISTRICTS
WITHIN A PARTICULAR STATE AND A
FOLLOW UP WOULD BE MORE
EFFECTIVE TO REACH A LARGER
NUMBER OF STUDENTS IN ONE PLACE
OR A SMALLER NUMBER IN MULTIPLE
SITES WORKING TOGETHER.
WANT TO TAKE A STAB AT THAT ONE
FIRST?
JASON.
>> I’M HAPPY TO CONTRIBUTE
THOUGHTS TO THAT.
I LIKE THE IDEA OF TRYING TO
REACH AS LARGE A NETWORK AS
POSSIBLE.
THERE ARE BENEFITS AND SYNERGIES
THAT COULD BE ACHIEVED.
ECONOMIES OF SCALE.
YOU’RE NOT WORKING AS AN ISLAND.
I THINK THAT THURK EFFECT IS
IMPORTANT.
AT THE SAME TIME WITH RESPECT TO
ILLINOIS’S CONTEXT WHEN WE CAME
IN WE DIDN’T DO ANYTHING IN A
MANDATORY WAY.
THIS WAS FOR THE READY AND
WILLING.
THE TEACHERS THAT WANTED TO BE A
PRT OF THIS TO CONNECT TO OTHER
COMMUNITIES AS WELL AS AN
EMPLOYER NETWORK.
THIS WAS AVAILABLE AS SOMETHING
THEY COULD OPT INTO.
INSTEAD OF COMING IN, THERE IS A
HUGE BENEFIT IF YOU HAVE
LEADERSHIP IN PLACE TO DO A
SCHOOL TRANSFORMATION.
MAKING OPPORTUNITIES AVAILABLE
FOR A NETWORK OF THE READY AND
WILLING TO CONNECT ONE ANOTHER I
THINK THE VALUABLE.
>> I THINK IT’S ANOTHER SMALL
THING I WOULD ADD THAT AS STATES
LOOK WITHIN THEMSELVES AS VERY
DIVERSE PLACES WITHIN A STATE
LIKE NEW YORK.
YOU HAVE A DIFFERENT SITUATION
FROM RURAL UP STATE NEW YORK
WHERE MY FAMILY IS FROM TO NEW
YORK CITY WHERE I TAUGHT.
THE REGIONAL ECONOMY THAT
DEFINES ITSELF AROUND
BINGHAMTON, UTICA LOOK T AT
CONSERVATION ISSUES IS DIFFERENT
FROM THE ISSUES THAT PLAGUE A
CROWDED URBAN SYSTEM LIKE I
TAUGHT IN NEW YORK CITY PUBLIC
SCHOOLS.
I THINK THE IDEA OF A NETWORK
EFFECT IS VALUABLE.
WE ALSO NEED TO THINK ABOUT
SPECIFICITY AS WE TRY TO BRING
IN RURAL PARTNERS.
I THINK THE ROLE OF COMMUNITY
COLLEGES IS CRITICAL AS WE LOOK
AT ATTENDING COMMUNITY COLLEGES.
WE HAVE TO LOOK CRITICALLY AT
NOT TAKING A DEFICIT APPROACH
WHEN WE THINK ABOUT RURAL
COMMUNITIES.
PEOPLE THINK, O RURAL
COMMUNITIES ARE DISCONNECTED,
HARD TO REACH.
THAT ISN’T NECESSARILY TRUE.
THERE IS A WEALTH OF RESOURCES
THAT SPECIFICALLY ARE NATURAL
ENVIRONMENT, NATURAL WORLD.
LAND-BASED RESOURCES THAT ARE
PREVALENT AND REVERED WITHIN
RURAL COMMUNITIESES.
WE HAVE TO MAKE SURE WE
EMPHASIZE THAT AS WE STRESS
PARTNERSHIPS.
I THINK THAT’S A PLACE WHERE WE
MIGHT HAVE TO WALK A MIDDLE LINE
WITH THIS QUESTION.
>> THANK YOU.
ALONG THOSE LINES, THIS IS A
QUESTION THAT’S MORE BROADLY
ADDRESSED TO EVERYONE.
WE RECEIVED VARIOUS QUESTIONS.
THERE IS A LOT OF INTEREST IN
FIGURING OUT WHAT IT MEANS FROM
THE RURAL PERSPECTIVE.
I LIKE THE PHRASING OF DON’T
TAKE THE DEFICIT APPROACH.
LET’S TALK ABOUT THE POSITIVE
AREAS.
ONE QUESTION IS HOW TO ADDRESS
THE CHALLENGES FOR RURAL
DISTRICT THAT IS SEEK TO APPLY
FOR GRANTS.
ARE THERE SUGGESTIONS?
I KNOW IN CALIFORNIA, I BELIEVE
IT IS PORTERVILLE DOING THIS.
CAN YOU SPEAK TO ANY OF THE WORK
OR HOW CALIFORNIA OR PORTERVILLE
WAS ABLE TO LOOK AT THIS AS LESS
THAN A DEFICIT APPROACH?
>> THIS IS A CHALLENGING
QUESTION.
PORTERVILLE IS RURAL BY
CALIFORNIA STANDARDS.
IT’S STILL A PRETTY LARGE
DISTRICT AND ABLE TO DELIVER
MULTIPLE LINK LEARNING PATHWAYS.
WHERE THIS BECOMES REALLY
CHALLENGING IS IF YOU ARE A
SINGLE SCHOOL RURAL DISTRICT
WITH FEWER THAN 500 STUDENTS IS
HOW DO YOU PROVIDE STUDENTS WITH
A THEME-BASED APPROACH THAT IS
NOT SONAR ROW THAT IT TURNS OFF
LARGE NUMBERS OF STUDENTS OR IS
SO DISCONNECTED FROM THE
IMMEDIATE RURAL AREA THAT IT
DOESN’T WORK.
CAMSIE’S COMMENTS WERE RIGHT TO
THE MARK THERE.
IF YOU’RE FACED WITH HAVING TO
ORGANIZE PATHWAYS AROUND ONE OR
TWO THEMES THE MOST IMPORTANT
THING IS TO DEFINE THEM BROADLY
ENOUGH TO ALLOW THE KIND OF REAL
WORLD APPLICATION THAT WILL
ENGAGE THE MAXIMUM NUMBERS OF
STUDENTS.
IT CAN’T BE JUST A PATHWAY
EXAMPLE.
THAT’S MUCH TOO NARROW.
RURAL SCHOOLS TAKE A BROADER
APPROACH AND DESIGN A PATHWAY IN
ENGINEERING INNOVATION AND
DESIGN THAT CAN BRING IN THE
VISUAL ARTS, FOR EXAMPLE.
I THINK AS CAMSIE INDICATED,
REALLY TAKING ADVANTAGE OF
POSSIBLY THE NATURAL RESOURCE.
SOMETIMES IT’S THE AGRICULTURAL
BASE WITH.
SOMETIMES AN ENERGY BASE WITH.
USING THAT AS A WAY TO REALLY
BRING CONTEXT AND MEANING TO
TEACHING AND LEARNING IN RURAL
AREAS IS PART OF THE APPROACH.
>> I’M AFRAID WE HAVE RUN OUT OF
TIME.
THIS HAS BEEN A PRODUCTIVE
DISCUSSION.
I WANT TO THANK THE PANEL AND
AUDIENCE FOR JOINING US.
IT’S BEEN A PLEASURE HAVING YOU
IN THE STUDIO WITH US AND
JOINING US BY PHONE.
WE CONTINUE TO DISCUSS IMPORTANT
ISSUES CENTRAL TO PREPARING
STUDENTS FOR COLLEGE AND CAREER.
WE HOPE THE WEBINAR PROVIDED
INFORMATION TO HELP WITH
PREPARING YOUR GRANT
APPLICATION.
BY SHOW CASING THESE PROMISING
PRACTICES YOU WILL BE BETTER
POSITIONED TO IMPLEMENT THESE
INITIATIVES IN YOUR RESPECTIVE
COMMUNITIES.
IF YOU MISSED ANY OF TODAY’S
WEBINAR AND YOU WANT THE TO
SHARE IT WITH COLLEAGUES,
ARCHIVED VIDEO WILL BE AVAILABLE
TOMORROW AT ALL FOR
ED.ORG/WEBINARS.
WE HOPE YOU WILL JOIN US FOR
MORE WEBINARS IN THE NEW YEAR.
THANKS FOR JOINING US.
HAVE A GREAT DAY.

Categories: California, Career & Technical Education, College & Career Readiness, College Graduation Rates, College Remediation, Federal Education Reform, High School Reform, Illinois, Linked Learning, Secondary School Improvement
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