Building Community Partnerships to Promote

Positive Work Experiences

Pittsburgh Public SchoolsSodexo Campus ServicesUniversity of Pittsburgh

Allegheny General HospitalJuly 23, 2009

School-Business Partnerships

Partnership – a mutually supportive relationship between a business and a school or school district in which the partners commit themselves to specific goals and activities intended to benefit students and schools.

Council for Corporate & School Partnerships www.corpschoolpartners.org

School – Business Partnerships A partnership between a school and a

business can prove beneficial to both partners if the right components are in place.

School – Business Partnerships can have a powerful impact on the community.

Community leaders should be engaged and supportive of partnerships that improve the education experience.

Council for Corporate & School Partnerships www.corpschoolpartners.orgDaniels Fund www.danielsfund.org

School – Business Partnerships What Works? Clear and measurable program goals Attainable goals Adequate personnel Sufficient resources Measurable outcomes Flexible programming Ability to replicate program

The EMA Journalwww.schoolmatch.com

Seven Strategies for Success

1) Ensure student learning and achievement are the focus of every partnership- Assess the needs of the school- Assess the needs of the business- Ensure that the partners offer resources and assistance that

will compliment school improvement efforts- Ensure “buy-in” from the superintendent and/or school

board

www.danielsfund.org

Seven Strategies for Success2) Develop a well-defined and well-managed

program that supports school-based partnerships

- Establish a formal structure for the program (ie, written

guidelines, partnership handbook, evaluation tools, recognition programs, policy guidelines)

- Assign a program coordinator from both the school and business to oversee the partnership program

- Develop a training plan

www.danielsfund.org

Seven Strategies for Success3) Make strategic matches between schools and

businesses that advance a school’s improvement goals- Research local businesses that can meet the needs of the students- Recruit partners through community organizations, parents and

staff in the school, local businesses and non-profit organizations- Choose companies that promote academics- Establish the desired support from each business (ie, mentoring, job shadowing or apprenticeships, internships, direct financial support,

in-kind donations, etc)

www.danielsfund.org

Seven Strategies for Success

4) Set clear expectations for schools and businesses

- Jointly develop an annual plan that includes measurable

outcomes linked to student achievement (ie, time commitment, volunteers, communication strategies, financial obligations and evaluation)

- Establish an evaluation process and person(s) responsible for these evaluations

www.danielsfund.org

Seven Strategies for Success5) Provide training for school staff and business

employees

- Schedule an initial meeting between the school personnel

and business partner to review the annual plan of activities as well as the duties and responsibilities of those involved

- Conduct training on mentoring students and the school curriculum as necessary

- Develop written job descriptions- Hold regular monthly or quarterly meetings between the

school and business coordinators to assess progress

www.danielsfund.org

Seven Strategies for Success6) Create a meaningful process for

communicating about the program and recognizing the contributions of business partners- Generate an ongoing communications plan and recognition events

to include publicity to recruit new partners and honor existing ones. Examples of recognition can include any of the following: Letters from principals, teachers, students and parents, End-of-year celebrations, Outstanding partner awards, etc)

- Develop guidelines for the recognition events and communicate these guidelines to the business partners

www.danielsfund.org

Seven Strategies for Success7) Regularly monitor and evaluate each

partnership and the overall program

- Evaluate on a regular, agreed-upon basis- Include data collection and analysis to assess

strengths and weaknesses

www.danielsfund.org

Barriers to AvoidPotential Barriers Overcoming Barriers

Cultural differences – Businesses and Encourage both parties to meet and establish schools operate differently. Businesses expectations and goals from the outset. expect immediate results and may be disappointed by the time and process involved in setting up a partnership.

Turnover – New principals and business Provide strong communications and recognition leaders who are unfamiliar with the program events as well as testimonials about successful may not want to participate at first. programs to encourage participation.

Training – Schools may not make the Establish regularly scheduled opportunities for the commitment to train and use volunteers school and business coordinators to talk about how appropriately. the program is going. Provide communication tools

if necessary.

Background checks – Many school districts Ensure that proper documentation is completed all volunteers to have a background check. during orientation meetings.

www.danielsfund.org

Secondary Transition ProgramsPittsburgh Public Schools

Community Based Vocational Education (CBVE)and

Start On Success (SOS)

CBVE

Community Based

Vocational Education

Ms. Peg Fitzgerald, FacilitatorPittsburgh Public Schools CBVE Program

What is CBVE?

• Vocational exploration, assessment, and training that occurs in a typical work setting, rather than a school environment. A vocational class outside the classroom…in the real world.

• It is designed to move the student toward their goal of employment and independence.

• Student participation is on a volunteer non-paid basis. • Students receive academic credit for their participation.• Students are supervised by school staff for the duration of

their vocational experience.• Because it occurs in real work settings, all CBVE must

comply with the Fair Labor Standards Act

Who is it for? Students for whom competitive employment is not immediately obtainable. The primary focus includes students with life skill support needs and autism

spectrum disorders. Regional classrooms are located at six comprehensive high schools in the

Pittsburgh Public School District.

FLSA Safeguards

A CBVE student: Cannot displace a regular worker. Must be supervised by a representative of the school or the business. Is there to meet IEP goals, not business

needs. Is not guaranteed a job at the end of

CBVE.

Examples of CBVE sites

University of Pittsburgh, Sodexo Dining Services Elizabeth Seton Center Honorable Dan Onorato’s Office, Allegheny County

Courthouse Pittsburgh Public Schools Board of Education Mailroom Carnegie Libraries of Pittsburgh Anathan Club Humane Society Marian Manor Nursing Home The Hilton Hotel West Penn Hospital Volunteer Department Mt. Washington Foodland Bidwell Training Center Horticulture Department

K. Ashley McFallPittsburgh Public Schools

Start On Success Transition Facilitator

Designed primarily for students with learning disabilities, minimum supports needed

Four year program, links instruction with community activities

Primary goal: Increase the career potential of students with disabilities, and prepare them for competitive employment after high school.

Incorporates: Career portfolios, both static and

electronic Career Assessment Mentorship Service Learning Summer Employment at CIGNA Paid Internship Presentations/Celebrations

- 4 Year Plan9th Grade Semester 1

Students are Selected Semester 2

Daily Career Development Class Disability Awareness Self Assessment Career Exploration Career Portfolios

10th Grade - Continuation of self-awareness, career exploration and portfolios

Semester 1 Daily Career Development

Class 8 week community

mentorship Semester 2

Daily Service Learning Class

Service Learning Project

11th & 12th Grade - Continuation of self-awareness, career exploration and portfolios

Semesters 1 & 2 Daily Career Development

Class Paid Internships (2

hours/day, 5 days/week) CMU Decision Making Class Summer Employment at

CIGNA Group Insurance

- 4 Year Plan

Examples of Start On Success sites

Sodexo Dining Services University of Pittsburgh

Office of Governmental and Community Relations Housing Department

Allegheny General Hospital Emergency Department Support Services

UPMC Dietary Nursing Units

Carnegie Mellon University Landscaping Electricians

CIGNA Group Insurance Reformed Presbyterian Nursing Home

Key components to developing and maintaining vocational sites

Be honest, trustworthy and realistic Make it win/win for everyone Build strong relationships Believe in your students Be understanding of the employer Make good use of time Always be prepared and have paperwork completed ahead of time

On-site school district staff – direct observations & support

Constant communication – Visits, telephone and email

Completion of community based assessments, task analysis, monthly progress reports Assists in providing both the school district and

the community partner with an understanding of the students progress level – allows for dialogue

Key components cont.

Let’s hear from our Community Partners!

Sodexo Dining Services University of Pittsburgh Allegheny General Hospital