bridging the path between adult education and careers the about setting goals handout and write four...

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Pathways to Careers Network

Bridging the Path Between Adult Education and Careers

We have an urgent need to improve adult transitions into college and careers

By 2020, 67% of jobs will require a

college degree or certificate

3 million IL adults

don’t have education

beyond high school

Of 100 future jobs, 24 will go unfilled



http://womenemployed.org/pathways-careers-network






Polling Question

4

Confirm your membership in the Pathways to Careers Network: o Sign me up! o I think I’m already on the list o I want to learn more, contact me

Career Foundations: Making Your Education Work for You Ann Darnton, Interim Associate Vice Chancellor for Adult Education, City Colleges of Chicago Stephanie Sommers, Curriculum Specialist, Workforce Development Consultant Pathways to Careers Network webinar February 18, 2015

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What is Career Foundations?

▪ Why we created it

▪ Who can use it

▪ How to use it (customization)

▪ What students will produce in the course

▪ What is covered (content & resources)

Workshop Objectives:

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▪ Increase number of students earning college credentials of economic value

▪ Increase rate of transfer to bachelor’s degree programs following CCC graduation

▪ Drastically improve outcomes for students requiring remediation

▪ Increase number and share of ABE/GED/ESL students who advance to and succeed in college-level courses

Drive greater job placement and degree attainment

Ensure student success

Become an economic engine for the City of Chicago

To help our students meet the demands of a changing world, we must start anew, focusing on four critical goals

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CCC’s Bridge and Gateway transition programs together address all of these goals, with greatest focus on the 4th goal.

City Colleges of Chicago Reinvention Goals:

How can AEFL providers help students maximize their time and efforts in the Adult Education program?

…to this:

▪ High student awareness of pathways and expectations beyond GED® attainment

▪ College transition is a goal discussed throughout a student’s AE tenure and encouraged in every way possible

▪ Relevance of Adult Education curriculum to future college coursework

▪ Opportunity to begin college with support while in adult education

▪ Increased sense of self-efficacy

Moving from this…

▪ Few linkages between adult education curriculum and college coursework

▪ Lack of information about what you can study in college

▪ No clear connection made between level of education and expected earnings

▪ Common view of adult ed as classes and courses without any particular end goal, other than passing the GED test

▪ Self image as not “college material”

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Career Foundations helps students gain greater self-awareness as well as knowledge about opportunities available in adult education and college

Students will have a deeper understanding of:

▪ Focus areas that colleges offer or career clusters in general

▪ The difference between an occupational and a transfer pathway

▪ The concept of stackable certifications

▪ How to use the adult education program as a stepping stone to certificate and degree programs and better jobs

▪ The relationship between level of education, expected earnings, and likelihood of employment

Students will come away with products that will serve them throughout their future studies:

▪ Interest inventory

▪ Selection of a focus area or career cluster

▪ Academic and support services plan for getting to college

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The intended audience for Career Foundations is the adult education population at intermediate levels (below transition readiness)

▪ Students already in an adult education program at a college or a community organization

₋ ABE students at Low Intermediate level (grade equivalent 4.0-5.9) and up

₋ ESL students at High Intermediate and up

₋ Students interested in bridges who are not yet at required 6.0 grade equivalent

▪ New audiences, particularly those who may not have considered an adult education program before but are interested in connections to job training or in becoming college-ready

Community organizations and community colleges can design and customize partnerships around Career Foundations and the transition programs it leads to.

Implement as widely as possible within Adult Education program

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PRESENTATION OF THE KEY ELEMENTS OF THE CAREER FOUNDATIONS

CURRICULUM WITH CUSTOMIZATION OPTIONS

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Student work in Career Foundations will include or result in:

▪ Students practicing the soft skills/job skills that will lead to classroom success

▪ Students learning to describe themselves in terms of skills, interests and values

▪ Exploration of career areas and clusters

- Community college and community organization customization options

▪ Exploration of student support services and adult education options


▪ Creation of a plan to get to college related to their career goals

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The soft skills practiced and strengthened through this course include:

Classroom activities include students:

▪ Setting their own standards for attendance, punctuality, teamwork, and homework completion

Developing their own goals that will help them meet student set standards

▪ Selecting support and intervention processes to help each other

▪ Monitoring the quality of their own work and rate their own progress on a weekly basis

▪ Working in pairs or small groups

Soft skills & job skills:

▪ Time management

▪ Problem solving

▪ Teamwork and cooperation

▪ Self-direction

▪ Dependability

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CAREER FOUNDATIONS SELF-ASSESSMENT

As a Career Foundations student, you will rate your own work at the end of the course. Filling in this chart as the class goes along will help. For homework, think about what you need to work on to meet the standards talked about in class. Read the About Setting Goals handout and write four goals that you believe will help you meet the classroom success standards for punctuality, attendance, homework completion, and teamwork. Bring your chart with you so that it can be reviewed in class.

LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 LESSON 6 LESSON 7 LESSON 8

Punctuality

Attendance

Homework Completion

Focused teamwork

CLASSROOM ASSESSMENT Write in 4 goals and rate your success each week.

Rating Scale: 1 – Poor; 2 – Satisfactory; 3 – Good; 4 – Excellent.

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

Goal #1:

Rating:

Goal #2:

Rating:

Goal #3:

Rating:

Goal #4:

Rating:

Goal #5:

Rating:









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Students check off skills in categories to get develop a general set of skills

Sample Activity: Skills Identification

Communication Skills

___ reading and following directions ___ putting things in alphabetical order ___ comparing or cross-checking two lists ___ filling out forms ___ writing letters and memos correctly ___ speaking to people you don’t know ___ speaking English and another Language ___ taking notes while someone speaks ___ using a map ___ reading bus, train, and plane schedules ___ explaining things to other people ___ know when to ask for help or more explanation

Number Skills

Technology Skills

Business Skills ___operating a computer ___ using a business telephone ___ filing, sorting, and classifying information ___ balancing checkbooks ___ working with budgets ___ setting up and closing out a cash register Management and Self Management Skills Creative/ Artistic Skills People Skills

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Students identify skills they use daily, whether at work, at home, or in the community

Sample Activity: Employment Skills You Already Have

• Household Skills

• Carpentry Skills

• Kitchen Skills

• Counseling Skills

• Gardening Skills

• Garage Skills

• Maintenance/ Janitorial Skills

• Factory Skills

• Teaching Skills

• Bookkeeping Skills

• Truck Driving Skills

• Maintenance and Repair Skills

• Beautician Skills

• Construction Skills

• Restaurant Skills

• Sales Skills

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Students also use the Illinois Career Information System for:

Sample Activities: • Interest Profiler: Interests are paired with RIASEC characteristics:

Realistic- the “Doers” Investigative- the “Thinkers” Artistic- the “Creators” Social – the “Helpers” Enterprising- the “Persuaders” Conventional – the “Organizers”

• Career Cluster Inventory: Interests matched with appropriate industries

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Students set financial short-term and long-term goals

Sample Activities:

Comparing expense and income budgets

Determining needs and wants based on different income levels

Translating needs and wants into short and long-term goals as it relates to following a potential career path

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Students match their skills with career interests and industries and produce an elevator speech that includes:

• A description of their personal values

• A list of their strongest skills

• Their short- and long-term goals

• The kind of work or job they might be interested in

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(CUSTOMIZATION ALERTS!)




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$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

$40,000

$45,000

Some High School

High School Graduate

Some College

Two-Year Associate's

Degree

Four-year Bachelor's

Degree

Average Yearly Earning Power : By Education Completed

Persons, Age 25+ with earnings

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(CUSTOMIZATION ALERT!) Students align CCC career focus areas/clusters with their interests and skills:

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CUSTOMIZATION GUIDELINES:

Community Colleges will need to create:

• A handout that features the different areas of college-level study

• A listing of the specific programs and degrees for each of the areas of study

• Clear user-friendly information about programs (ideally provided on-line) including: ₋ How long it will take to complete them ₋ Jobs that students can access after finishing the programs ₋ Salary information on those jobs

Chicago area community-based organizations may want to:

• Integrate community-based vocational training programs into their listing of student choices

• Provide focused user-friendly information on these programs

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CAREER PATHWAY ___________________

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JOBS

AVERAGE PAY

EDUCATION & TIME REQUIRED

High School GED or less BA or more

Students create career paths








(CUSTOMIZATION ALERTS!)


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Students identify and practice their questions, take a CCC field trip to meet and question service providers, identify support services they need, and create a service plan that could include:

Tutoring

Career planning and placement

Wellness Centers

Child care

Academic advising and support

Financial aid and scholarships

(CUSTOMIZATION ALERT!)

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Community Colleges will need to:

• Identify the services they can provide to students

• Provide clear user-friendly information about these services, ideally provided on-line

Chicago area community-based organizations may want to:

• Identify those services that students will get from the agency before, during, and, possibly, after students enroll at City Colleges of Chicago

• Include clear information about these services to go alongside ccc.edu investigation of City Colleges of Chicago services

• Go on the City Colleges of Chicago field trip

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CUSTOMIZATION ALERT! 30

CUSTOMIZATION ALERT! 31


Community colleges will need to:

Prepare a flowchart(s) that clearly articulate adult education programs so that students can understand how to:

-Take advantage of special academic programs -Calculate the amount of time it will take to get to college-level courses

Chicago area community-based organizations will need to:

Decide when students will transition to City Colleges of Chicago services and prepare a flowchart(s) to reflect these decisions. Will they transition to:

-Bridge programs at the 6.0 TABE level? -College-level courses after they pass their GED and COMPASS entrance exams? -The Gateway Program?

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- Community college or community organization customization options


- Community college or community organization customization options


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To complete their planning process students:

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Choose the program flowchart they want to take advantage of

Draw their own program flowchart and match with support services

Create a detailed Pre-College Plan with timeline that:

₋ Names the courses they will take

₋ Identifies the specific months they will take those courses

₋ Matches services and to-do list items to each course

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PRE-COLLEGE PLAN: YOUR TIMELINE

Each page of this plan represents a year, put the current year (and the years to follow) on the top of each page. You can put an “X” on the months that have already passed in the current year. Fill in the courses for each year and the months that it will take to complete this course. Once completed, you will present to the group.

Year 20____ - 20____ Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

Course #1:

To do list (list needed services and activities):

Course #2:


Course #3:


Course #4:

Students produce a final presentation that includes:

The career focus or cluster they are interested in

An explanation of why they chose this career area

A description of their long-term college goal

The adult education courses and programs included in their Pre-College Plan

A list of support services they plan to use

An approximate date for when they will take their first college course

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Addressing misconceptions about the course

What Career Foundations is not:

▪ Career Foundations is not a job readiness course

▪ Career Foundations does not directly teach a specific set of soft skills

▪ Career Foundations is not a reading/writing course (students address these skills in their regular adult education courses)

▪ Career Foundations teachers are not expected to perform the role of college advisors

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Polling Question

Are you interested in customizing Career Foundations for your own program?

o Yes, please contact me o Yes, but I can do so on my own o Not the right time/check back later

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• Career Foundations has opened the door to building an aligned, citywide career pathway system in Chicago

• Community organizations have begun to offer Career Foundations as part of an on-ramp for low-skilled adults to bridge and other transition programs

• Community organizations are customizing Career Foundations to include their own programs as part of the pathway

• Career Foundations has the potential to help increase college transitions as students will enter their chosen pathway with a clear career goal and a well thought out plan for advancing to post-secondary programs

• Community organizations are welcome to join us in this effort to move toward an aligned citywide career pathway system

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Our vision: Any adult education student taking Career Foundations will develop a career goal based on locally available occupational and academic programs leading to post-secondary education

Customizing the curriculum

Decide what level of students you wish to serve

₋ What reading levels will you serve?

₋ What level of English language proficiency will you serve?

₋ What special populations will you serve?

Decide on the preferred education pathway for your students/clients

₋ Add additional adult education programs you provide

₋ Add bridge, occupational, or workforce programs you provide

Identify available services that will support student success

₋ Add support services at your agency or in your community

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The course is flexible enough to be offered in various formats

▪ Preferred format: Twice a week (two 2-hour classes per week for 8 weeks), supplemental to regular ESL or ABE/GED instruction

▪ Other possible formats:

₋ Once a week (one 4-hour class per week for 8 weeks), supplemental

₋ Intensive (8 hours per week for 4 weeks, as an orientation class for new students not yet enrolled in regular fixed-entry classes)

▪ Expansion to 48 hours possible if program wishes to offer more opportunity for exploration and skills development

▪ Selected components used as stand-alone activities (if insufficient time or resources to schedule as a class)

41

Polling Question

How do you envision Career Foundations helping you to implement WIOA?

o Help create a career pathway system o Help support and promote transitions o Not sure yet; need to know more

42


womenemployed.org/pathways-careers-network

• Download Career

Foundations

•Download bridge

curricula

•Find links to archived

webinars

•Find published bridge guides, transitions research, etc.

Questions?


Questions

Presenter information:

Stephanie Sommers Curriculum Specialist, Workforce Development Consultant [email protected]

Ann Darnton Interim Associate Vice Chancellor Adult Education City Colleges of Chicago [email protected] 312-553-3452

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mailto:[email protected]

mailto:[email protected]

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