33rd national training seminar - jobs for america's graduates

33rd National Training Seminar July 13-15, 2016

Pre-NTS Professional Development Workshops July 11-13, 2016

Theme: “JAG—Delivering on the Promise!”

“JAG—Delivering on the Promise!” 2

JAG Board Member Responses to Class

of 2015 Performance Outcomes

“This is remarkable! Hurray for the JAG team!”

Tom Tauke, Chair, Executive Committee

“Powerful data which should lead to even greater

JAG growth. Kudos to all who worked so effec-

tively.” John Engler, President/CEO, Business

Roundtable, Former Governor of Michigan

“This is exciting! Congratulations! We are so

proud of our support for JAG, and will make sure

our relevant state presidents and others see these

great results.” Charlene Lake, SVP Public Affairs

& Chief Sustainability Officer, AT&T

“Excellent news! Thank you and your team for

your efforts as well as those working in the states

that make this happen. Congratulations! Charisse

Childers, Ph.D., Director, Arkansas Department of

Career Education

JAG--Welcome to Disney’s Coronado Springs Resort!

33rd National Training Seminar

JAG National Network & Microsoft Sponsorship ................. 4-5

Disney’s Coronado Springs Map... ...................................... 6-7

“5-of-5” High Performance Club—Class of 2015 ............... 8-10

Welcome Letters ............................................................ 12-13

Wednesday, July 13

1:00 pm Opening Awards Session ................................ 16-17

2016 Outstanding JAG Specialists ....................................... 18

Regions Corporate Ad………. ............................................... 19

3:30 pm Film: “Most Likely to Succeed” ....................... 20-21

In Memoriam: Governor George Voinovich ......................... 22

Photo Gallery: JAG Board Meeting in Jackson, MS ............ 23

6:00 pm Awards Dinner ................................................. 24-25

Thursday, July 14

8:30 am Best Practices Workshop—Series B ................ 26-27

10:30 am Best Practices Workshops—Series C ............. 28-29

Speakers Biographical Sketches .......................................... 30

12:00 n Awards Luncheon ................................................. 31

2:00 pm Best Practices Workshops—Series D ............. 32-33

4:00 pm Best Practices Workshops—Series E ............. 34-35

Friday, July 15

8:30 am Best Practices Workshops—Series F ............. 36-37

Speakers Biographical Sketches .......................................... 38

10:15 am Closing Awards Brunch ........................................ 39

2015 Smith Scholars Announced .......................................... 40

JAG Corporate Partners (Logo Display) ............................... 41

“Most Likely to Succeed” Poster ........................................... 42

Special Appreciation: Corporate Partners………. ................. 43

JAG University—Pre-NTS Monday, July 11

8:30 am JAG University Courses ........................................ 46

12:00 n Lunch and JAG University Courses ..................... 46

Tuesday, July 12

8:30 am JAG University Courses ........................................ 47

12:00 n Lunch and JAG University Courses ..................... 47

Wednesday, July 13

8:15 am JAG University Courses ......................................... 48

10:15 am Graduation Ceremony .......................................... 48

JAG University Library Holdings ............................ 49-61

National Leadership Awards and NSLA Info ............... 62

Jobs for America's Graduates, Inc. 1729 King Street, Suite 100 · Alexandria, VA 22314

Tel. 703.684.9479 • FAX. 703.684.9489

National Center for Evidence-Based Practices 548 Silicon Drive, Suite 101 Southlake, TX 76092

Tel. 972.691.4486 · Fax. 972.874.0063 www.jag.org

1980 — Jobs for America’s Graduates — 2016 3


2015—JAG National Network—2016 Alabama

Arizona

Arkansas

California

Connecticut

Delaware

Florida

Georgia

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maine

Michigan

Minnesota

Mississippi

Missouri

Montana

Nevada

New Hampshire

New Jersey

New Mexico

Ohio

South Carolina

South Dakota

Tennessee

Virgin Islands

Virginia

Washington

West Virginia

Wisconsin

Welcome to the 33rd Annual National Training Seminar


Microsoft—Thank you for sponsoring NTS 2016!


Coronado Springs Convention Center


Coronado Springs Resort Map

“5-of-5” High Performance Club 287 JAG Local Programs Achieved the “5-of-5” Performance Goals for

the Class of 2015.

Class of 2015 “5-of-5” States

“5-of-5” High Performance Club State and Regional Recognition

Recognized for Achieving the “5-of-5” Performance Goals for the Class of 2015

Arizona-#14

Arkansas-#10

Indiana—#2

Iowa—#3

Alabama – 8 Programs

Cherokee County Career Tech Center

Headland High School

Keith High School

Lauderdale County High School

Phil Campbell High School

Southside High School

Tharptown High School

Wilson High School

Arizona – 6 Programs

Coronado High School

Paradise Valley High School

Peoria High School

Santa Cruz Valley Union HS

Sunrise Mountain High School

Tempe High School

Arkansas – 34 Programs

Archer Learning Center

Bald Knob High School

Batesville High School

Cabot High School #1

Cabot High School #3

Cedar Ridge High School

Central High School

Crossroads ALE Center

Fordyce High School

Fouke High School

Greenwood High School

Hall High School

J.A. Fair HS College & Career

Joe T. Robinson High School

Malvern High School

Mansfield High School

McClellan High School

Mena High School

Newport High School

North Little Rock High School

North Pulaski High School

Northside High School

Paris High School

Parkview High School

Pea Ridge Manufacturing and

Business Academy

Pine Bluff High School

Arkansas (continued)

Riverview High School

Sheridan High School

Southside High School

Springdale High School #1

Springdale High School #2

Sylvan Hills High School

Van Buren High School

White County Central High School

Delaware – 6 Programs

Brandywine High School

Delmar High School

Glasgow High School

Laurel High School

Mount Pleasant High School

Smyrna High School

Georgia – 7 Programs

Athens Comm. Career Academy

Chattooga High School

Clarke Central High School

Cross Creek High School

Doughtery Comprehensive HS

Savannah High School

Taliaferro County School

Indiana – 59 Programs

Anderson High School 2

Blackford High School

Crawfordsville Senior HS

Dekalb High School

East Chicago High School 2

Eastern Greene High School

East Noble High School

Elkhart WorkOne OOS

Franklin County High School

Gary Theodore Roosevelt High School

“5-of-5” Regions - 20

Indiana Central Indiana

East Indiana

Marion County

Northwest Central Indiana

Northern Indiana

South Central Indiana

Southeast Indiana

Southwest Indiana

West Indiana

Michigan Detroit Employment Solutions

Corp.

Capital Area Michigan Works!

Network Northwest

West Michigan Works!

Ohio Jobs for Cincinnati Graduates

JOG—East Central

JOG—Greater Canton

JOG—North Central

JOG Our Way

Tennessee North Central Region

South Central Region

Michigan

Montana

New Hampshire

New Mexico


Ohio-#20

South Carolina

Tennessee

Virginia—#18

West Virginia-#3

Kansas

Kentucky

Louisiana

Maine-#21

“5-of-5” High Performance Club Recognized for achieving the ‘5-of-5’ Performance Outcomes for the Class of 2015

(Continued from page 8)

Indiana (continued)

Gary William A. Wirt Sr. High School

Gibson Southern High School

Goshen High School

Goshen Merit Learning Center

Greenfield-Central High School

Huntington North HS

Impact Institute

Indianapolis Arsenal Technical HS 1

Indianapolis Ben Davis High School

Indianapolis Ben Davis HS 2

Indianapolis Decatur Central HS 2

Indianapolis Metropolitan HS

Indianapolis Washington Community HS

Jay County High School

Jennings County High School

Knox High School

Kokomo High School

Kosciusko WorkOne AE

Lafayette Jefferson High School

Lafayette Oakland High School

Logansport High School

Madison Consolidated High School

Manchester Jr/Sr High School

Marion High School

Martinsville High School

McKenzie Center for Innovation and

Technology

Mount Vernon High School

Muncie Central High School

New Haven High School

Northrop High School

North Side High School

Owen Valley High School

Rise Up Academy

Pendleton Heights High School

Peru High School

Petersburg Pike Central HS

Shelbyville High School 2

South Putnam High School

South Side High School

St. Joseph WorkOne OOS

Tell City High School

Terre Haute North High School

Terre Haute South High School

Tippecanoe Valley High School

Turkey Run Junior-Senior HS

Twin Lakes Senior High School

Vincennes Lincoln High School

Washington High School

Whiteland Community High School

Iowa – 12 Programs

Cedar Rapids Jefferson HS

Cedar Rapids Washington HS

Council Bluffs–Thomas Jefferson HS

Creston High School

Davenport Mid City High School

Decatur MacArthur High School

Des Moines Lincoln High School

Dubuque Hempstead

Keokuk High School

Mason City High School

Rock Island High School

Waterloo East High School

Kansas – 20 Programs

Atchison High School

Basehor-Linwood High School

Dodge City Second Opportunity Sch.

Emporia High School

Garden City High School

Greensburg Kiowa County HS

Holcomb High School

Hutchinson High School

Lawrence Free State High School

Lawrence High School

Liberal High School

Newton High School

Parsons High School

Pittsburg High School

Pratt High School

Royal Valley High School

Salina Central High School

Salina South High School

Salina West Education Center

Stafford High School

Kentucky – 3 Programs

Estill County High School

Sheldon Clark High School

Paris High School

Louisiana – 23 Programs

Avoyelles High School

Baton Rouge Community College-

Acadian Campus

Bolton High School

Donaldsonville High School

Fontainebleau High School

General Trass High School

H. L. Bourgeois

Jena High School

John Ehret High School

Leesville High School

Livonia High School

Louisiana Schools for the Agricultural

Sciences

Marksville High School

New Iberia Senior High School

Peabody Magnet High School

Pickering High School

Salmen High School

Sulphur High School

Terrebonne Career and Technical HS

Tioga High School

West St. Mary High School

Westgate High School

Wossman High School

Maine – 15 Programs

Biddeford High School

Carrabec High School

Fort Kent Community High School

Freeport High School

Hodgdon High School

Houlton High School

Lisbon High School

Madison Area Memorial HS

Messalonskee High School

Mt. Blue High School

Oceanside High School - East

Shead High School

Spruce Mountain High School

Waterville Sr. High School

Windham High School

Michigan – 6 Programs

Beaver Island Lighthouse School

Lighthouse Academy School

Osborn College Preparatory

Potterville High School

Ross Beatty Jr./Sr. High School

Woodcreek Achievement Center

Mississippi – 1 Program

Wingfield High School

Missouri – 4 Programs

Caruthersville High School

Jennings Educational Training School

Kennett High School

South Pemiscot High School

Montana – 13 Programs

Bridger High School

Butte High School

Cascade High School

Culbertson High School

Dutton/Brady High School

Frenchtown High School

Glasgow High School

Helena—PAL

Libby Central Pride

Paris Gibson Education Center

Polson High School

Roberts High School

Scobey High School


“5-of-5” (Continued from page 9)

Nevada – 4 Programs

Fernley High School

Reed High School

Virgin Valley High School

West Wendover HS

New Hampshire – 3 Programs

Raymond High School

Winnacunnet High School

Woodsville High School

New Mexico – 1 Program

Rio Grande High School

Ohio – 15 Programs

Buckeye Local Schools

Career Technology Center of

Licking County

Coshocton Co. Career Ctr.

Elgin High School

Fairless High School

Lincoln-West High School

Northmor High School

Northridge High School

Oyler High School

Purcell-Marian High #2

Robert A. Taft High School

Rutherford B Hayes High

Rutherford B Hayes High #2

Western Hills University HS

Woodward Career Tech HS

South Carolina – 17

Chesnee High School

Clinton High School

Colleton County High School

Creek Bridge HS

Lake Marion HS

Marion High School

McCormick County HS

Mullins High School

Rock Hill High School

South Florence HS

Swansea High School

T.L. Hanna High School

Wade Hampton HS

West Florence HS

Westside High School

Wilson Senior High School

Woodmont High School

Tennessee – 12 Programs

Centennial High School

Columbia Central HS

Creek Wood HS

East Hickman HS

Fairview High School

Giles County HS

Hickman County High

Houston County High

Morgan County CTC

Mt. Pleasant HS

Perry County High

Wayne County Tech Center

Virginia – 12 Programs

Burton Center for Arts and

Technology

Bryant High School

Charlottesville HS

Manchester HS

Martinsville HS

Northampton County High

School

Petersburg High School

Rowanty Technical Center

Russell Co. CTC

Smyth County Career and

Technology Center

The Academy at Virginia Ran-

dolph

Washington County Career

and Technical Educa-

tion Center

Washington – 3 Programs

Bremerton – West Sound

Technical Center

Granite Falls - Crossroad

Alternative High School

Highline – Puget Sound

Skills Center

West Virginia–1 Program

Wayne High School

Wisconsin – 2 Programs

Prairie Phoenix Academy

Tomah High School



June 29, 2016

Press Release

Jobs for America's Graduates Announces the Best Results in its History: 94% Graduation Rates and Doubling the Rate Disadvantaged Youth Secure Work

Completing its 35th anniversary year of serving over one million of the nation’s most at-risk and disadvan-taged young people, Jobs for America's Graduates (JAG) announces the results of its services to the JAG Class of 2015. JAG provides a full 12 months of intensive support after graduation to help ensure a success-ful transition to work, college, or – for about half the students – both. Four bipartisan Governors lead the JAG Board of Directors (two Democrats and two Republicans). More Governors serve on the JAG Board than on any other non-profit board in the nation (11). In addition, serving on the JAG Board are national leaders such as former Michigan Governor John Engler (President of the Busi-ness Roundtable), Stacey Stewart (U.S. President of the United Way Worldwide), Marc Morial (President of the National Urban League), and a dozen C-Suite executives of the Fortune 500. The results for the 12 months of follow-up for the Class of 2015 across more than 1,000 classrooms in 32 states highlight the program’s ability to enhance the academic and economic outcomes for these at-risk and disadvantaged youth:

Graduation Rate: 94% Positive Outcomes Rate: 82% (employment, college, or a combination) Job Placement Rate: 61% (the highest in 20 years) Full-time Jobs Rate: 73% (the highest in 20 years) Full-time Placement Rate: 89% (the combination of employment or college, alone or together

equal to a 40-hour weekly commitment of time) Further Education Rate: 43%

Jobs for America's Graduates Board Chairman, Mississippi Governor Phil Bryant, commented on the new results: “JAG convincingly demonstrates that we do know what it takes to help challenged youth suc-ceed. These results are why Governors, State Legislatures, school systems, and leaders of the private sec-tor are so committed to the program.”

Reflecting the value that the business community has found in the employment preparation JAG students re-ceive in the program, Governor Engler noted: “It is a remarkable fact that 5,000 employers across the nation hire JAG every year. They do so for the very best of business reasons. JAG’s young people are great em-ployees. They come to work on time, are excited about their work, anxious to grow in their jobs, and are all about customer service to and the success of their employers.”

Stacey Stewart, the President of the United Way Worldwide, highlighted the “Collective Impacts” that JAG provides that also reflects the goals of the United Way: “The success of these very disadvantaged and at-risk young people demonstrates that they are also young people of truly great promise. They are success-ful not only because of the extraordinary effort the staff and schools make, but also because of the coalescing of the schools and community around the JAG organization to help these young people succeed.

Jobs for America's Graduates offers Middle School, High School, Out-of-School and College Success Pro-gram Applications of the JAG Model, as well as alternative school settings serving high school dropouts and other disadvantaged populations. Twenty-three State Legislatures invest in the program, as do dozens of other agencies, workforce boards, hundreds of schools, and a broad range of private sector contributors and leaders who have given of their time and financial resources.

For more information, please visit the JAG website at www.jag.org.

http://www.jag.org

July 13, 2016

Dear 2016 NTS Delegates:

On behalf of our entire Board of Directors, which now includes 11 Governors (the most Governors to serve on any Board of Directors in the country) and extraordinary national public and private sector leaders, welcome to the 2016 JAG National Training Seminar.

This event is among the most important of 2016. It brings you together as an extremely successful group of

professionals who have demonstrated that you are the best in the nation in most effectively helping build

great economic and personal opportunities for well over 50,000 young people of truly great promise each

year. The results from your work with the Class of 2015 are in – and when they are announced at NTS, they

will prove, once again, that you are the best.

This is the time and place for you to learn the best practices for delivering on the promise that JAG makes to

its students, to acquire new tools, learn new techniques, and advise each other on how to most effectively

help young people succeed in the face of the many challenges they face.

Our Board of Directors is determined to bring this great success story to tens of thousands or more young

people in the months and years ahead. That includes expanding our range of high school, middle school,

and out-of-school offerings, given the extraordinary needs in each of these categories. Our Out-of-School

Program Application has received a great deal of new interest this past year in light of the federal govern-

ment’s shift of funding in support of meeting the needs of out-of-school youth. You will see a new level of

attention to the issue here this week.

We on the Board of Directors share a great deal of pride in being part of this organization. That pride is root-

ed in our confidence in and admiration of the work that you are doing each day. It is making the decisive dif-

ference in the lives of so many young people. We are deeply grateful for your personal passion, commit-

ment, and determination to see to it that every young person succeeds in school, on the job, and in building

great lives.

Sincerely,

Governor Phil Bryant Chair, Jobs for America's Graduates, Inc. Board of Directors

July 13, 2016 Dear Leaders of the JAG National Network: Welcome to the 2016 JAG National Training Seminar! All of us on the management team of Jobs for America’s Graduates are truly excited to have you here. You are in for a treat. This is the event that receives the most positive reviews and enthusiastic praise each year. It is a great opportunity to hear new ideas, learn new techniques and the very best of practices in serving our young people, meet employers who can provide employment and career opportunities for our youth, and hear from leaders who are committed to the success of youth in America. This is also a time to get to know your colleagues from many of our 1,041 classrooms in 32 states. You will learn more about JAG Model applications you may not be familiar with, such as our Middle School, Multi-Year High School, Alternative Education, Senior Year, Out-of-School and the College Success Program ap-plications. We are growing in all of these categories, which increases opportunities for you, your colleagues, and the youth we serve. Joining us from our Board of Directors this year will be:

Mark Butler, Commissioner of the Georgia Department of Labor Larry Caruso, Executive Director of Jobs for Kentucky's Graduates and retired Senior HR

Executive for GE. Carolyn Warner, Founder and President of Corporate Education Consulting, Inc. Carolyn

served as Arizona Superintendent of Public Instruction for 12 years and brought JAG to Arizona. This is the “Family Reunion” of Jobs for America's Graduates. Here you will see old friends and meet new ones as well. As you can see all around you, the individuals in our organization are deeply committed to helping young people succeed in school and on the job. We welcome you to learn, enjoy, and “recharge your batteries” to excel once again, in helping the young people of JAG succeed.

Kenneth M. Smith President and Chief Executive Officer Jobs for America’s Graduates, Inc.

Brian Schoch, National Faculty Member

Brian is a skilled leader of professional development workshops and dynamic

keynote speaker; having worked with teachers throughout the country and Ohio

for the past eight years. He is currently a high school business teacher with the

New Albany-Plain Local School District, near Columbus, Ohio. Brian formerly

taught high school business, marketing, and technology courses in Columbus

(OH) Public Schools.

In addition to teaching and training, Brian was integral in developing and sustain-

ing the Ohio Pathways website, a resource featuring PBL resources as well as

integrated academic and career-technical standards.

He earned his bachelor’s degree in Business from Miami University (Oxford, OH)

and his master’s degree in Education from The Ohio State University, while

working at Ohio State’s Center on Education and Training.


At the Buck Institute for Edu-

cation (BIE), our highest priority

is to help teachers prepare stu-

dents for successful lives. We do

this by showing teachers how to

use Project Based Learning in all

grade levels and subject areas.

As a mission-driven nonprofit or-

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and shares high-quality PBL in-

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and provides highly effective ser-

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districts.

For teachers, BIE offers pro-

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students. For schools, BIE helps

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BIE.org BIE.org/resources PBLU.org

33rd Annual National Training Seminar Wednesday—July 13, 2016

All Day NTS Headquarters ............................................................................................. Cancun

10:30 am—1:00 pm Registration ............................................................................. Fiesta 5-6 Lobby

1:00 pm Opening Awards Session .................................................................................. Fiesta 5

3:00 Break 3:15 Film: “Most Likely to Succeed” ···························································· Fiesta 5 Ted Dintersmith, Executive Producer 5:00 VIP Reception (Invitation Only) .................................................................. Yucatan 1-3

Co-Hosts: JAG-Florida and Jobs for America’s Graduates Board of Directors Invitees: Board Members—Local, State and National; Corporate Partners Council of State Affiliate Representatives; Nationally Certified Trainers School Administrators; JAG National Staff; and Special VIP Guests

Opening Awards Session Highlights

Welcome to NTS 2016 Special Guests Kenneth M. Smith, President/CEO, JAG

Why Project Based Learning? Brian Schoch, BIE National Faculty

JAG-Florida—NTS 2016 Host State Heather Beaven, President/CEO

Jobs for Florida’s Graduates

Theme: “JAG—Delivering on the Promise!”

Awards and Recognition Jim Koeninger, Ph.D., JAG Executive Vice President

- Outstanding Specialists - Peak Performers: Programs

Remarks: “Innovation for Education” Ted Dintersmith, Executive Producer, Author, &

Philanthropist

Announcements


Ken Smith

Ted Dintersmith

Brian Schoch


2016 Outstanding JAG Specialists

145 Specialists are receiving $24,300 in Monetary Awards provided by donations from JAG Board members and Strategic Partnerships LLC.

Alabama - 3

Angela Dawson

Whitney Geohagan

Linda Quigley

Arizona - 4

Holly Gorman

Sommer Meza

Wendy Paez

William Roberts

Arkansas - 7

Linda Black

Kathy Clark

Brenda Early

Dr. Mary Jacob

Barbara Milner

Karen Pervis

Terry Watson

California - 2

Janelle Charles

Jackie Taylor

Connecticut - 2

Emily Carver

Justine Meyer

Delaware – 3

Maurice Floyd

Randle Holmes

Desiree Moore

Florida - 3

Corrliss Marayne

Michelle McNab

Nicole Miller

Georgia - 2

Barry Jenkins

Dr. Cynthia Lovett

Indiana - 14

Ray Davis

Andrea Freeze

Melissa Fritz

Audrey Harbison

Larry Keilman

Whitney Mathews

Elizabeth Moffett

Derek Morgan

Jammie Prezzy

Indiana -14 (continued)

Jody Robinson

Christine Shaffer

Patricia Thacker

Jordan Wilsey

Brenda Yocum

Iowa - 7

Teresa Bowlin

John Gianforte

Rebecca Leinaar

Cara Rypka

Cynthia Safford

Craig Sharp

Erin Whipple

Kansas - 20

Carol Arnold

Jordan Boyles

Patrick Dake

Ashley Ferguson

Jeremy Garcia

Melissa Gates

Danielle Geronymo

Carrie Goodheart

Mary Guerra

Kipp Keffel

Brad Lingafelter

Nidia Lopez

Alexandria Macias

Traci Martinez

Aaron Novack

Connor Phillips

Will Ponder

Elise Potocnik

Samantha Wilkerson

Danelle Wolfe

Kentucky - 2

Marcie Hanson

Mike Rogers

Louisiana - 12

Jeff Boren

Tyrella Bushell

Johnie Crochet

Ann DeClouette

Eric DuBuisson

Alisha Ferrington

Alice Guess

Reginald Johnson

Paula Kircher

Louisiana - 12 (continued)

Tarleisha Miles

Tammie Santos

Lisa Thomas

Maine - 7

Dave Berrang

Skip Bessey

Dee Butler

Cal Dorman

Brian Heal

Tara Poole

Bethany Sevey

Michigan - 2

Carolyn Miller

Dana Venhuizen

Minnesota—1

Becky Clark

Mississippi - 4

Nancy Fortenberry

Marie Harris

Penny Potts

Bettye Sims-Hawkins

Missouri - 5

Butler B’ynote’ III

Kelvin Carter

Wendy Czerwonka

Erica Dement

Jana Loftis

Montana - 5

Susan Atkinson

David Bratsky

Annawyn Griffin

Michelle Mitchell

Janice Rorvik

New Hampshire - 2

Nick Resca

Seth Window

New Jersey - 3

Keith Benson

Elizabeth Clark

Dr. Ruth Patterson

New Mexico - 3

Marivic Cunanan

New Mexico—3 (continued)

Katryn Fraher

Celeste Parrish

Nevada - 6

Trisha Jackson

Chad Kapanui

Jamie Madeiros

Lysette Perez

Maria Romero

Jourdan Rowbottom

Ohio - 6

Vanessa Ackley

Nicole Edwards

Gerry Hartman

Diane McGrew

Soni Morris

Kelly Thomas

South Carolina - 3

Gail Blake

Anson Cunningham

Oscar Neely

South Dakota - 2

Shyloe Bordeaux

Tana Langdeaux

Tennessee - 3

Chana Lymon

Sarah Seavers

Mikki Williams

Virginia - 2

Rebecca Mullin

Sherri Rickman

Virgin Islands-1

Josette Illis

Washington – 4

Laurie Beaver

Jerry Fong

Geri Prader

Cathy Wagner

West Virginia - 2

Kalyn Obiozor

Marvin Vaughn

Wisconsin - 2

Quincy Neri

Kim Shrake


Wednesday—July 13, 2016 Workshop Series A • 3:30–5:00 pm Film: “Most Likely to Succeed!”

After a 25-year career in venture capital, Ted Dintersmith is now

committed to creating national change through initiatives at the in-

tersection of innovation, education and film. He is the originator of

the documentary “Most Likely to Succeed”, and an executive pro-

ducer of “The Hunting Ground” (both films premiered at Sundance,

2015). Ted served as part of the delegation representing the U.S. at

the United Nations General Assembly, where he focused on global

education and entrepreneurship; is a partner emeritus with Charles

River Ventures; and has served on the board of the National Ven-

ture Capital Association, chairing its Public Policy Committee. He

earned a Ph.D. in engineering from Stanford and an undergraduate

degree in physics and English from the College of William and

Mary. Ted Dintersmith

Executive Producer & Author

Storyline The current educational system in the United States was developed a century ago during the rise of the industrial age and was once the envy of the world. However, the world economy has since trans-formed profoundly, but the US education system has not. Schools are attempting to teach and test skills, when mastered, that still leave graduates woefully unprepared for the 21st Century. After pre-senting this problem, the documentary focuses on the story of a school in San Diego that is com-pletely rethinking what the experience of going to school looks like. As we follow students, parents and teachers through a truly unorthodox school experience, the audience is forced to consider what sort of educational environment is most likely to succeed in the 21st century?


In the U.S.

66% of kids

experience academic

difficulties.

“The 21st Century is going to be all about building, creating, and innovating. This remarkable film

shows a path of how we can empower all of our children

to do that.” Sal Khan, Khan Academy

Today, education

ranked only

18th out of 23

industrialized countries

“There is something special that permeates the film. It is

something that educators might recognize from their own

experiences—a sense of hope.” National Math + Science Initiative

“...a smart and engaging

look at education in

21st century America.”

The Hollywood Reporter

Our School

System Was

Designed in

1893.

85% of current jobs

require some

or more college

or post-secondary

education

Only 1 in 4

high school students

graduate college-ready

in English, Math

and Science

“This movie brilliantly tells a story

every community needs to hear. It

shows us how reinventing our ap-

proach to education can make every

student an independent lifelong

learner fully prepared for today’s

challenges and opportunities.”

Mark Lang, Charter Partners Inst.

Today more than ever, we prize academic achievement, pressuring our children to get into the “right” col-

leges, have the highest GPAs, and pursue advanced degrees. But while students may graduate with cre-

dentials, by and large they lack the competencies needed to be thoughtful, engaged citizens and to get

good jobs in our rapidly evolving economy. Our school system was engineered a century ago to produce a

work force for a world that no longer exists. Alarmingly, our methods of schooling crush the creativity and

initiative young people need to thrive in the twenty-first century.

In Most Likely to Succeed, bestselling author and education expert Tony Wagner and venture capitalist

Ted Dintersmith call for a complete overhaul of the function and focus of American schools, sharing in-

sights and stories from the front lines, including profiles of successful students, teachers, parents, and

business leaders.

….A must read for JAG Managers, Specialists, Educators and Administrators who wish to equip their stu-

dents for the 21st century. Let’s prepare our young people for “The Innovation Era!” JAG is introducing a

powerful enhancement to the JAG Model to do so—Project Based Learning! Attend all possible PBL work-

shops at NTS 2016!

T he entire JAG organization deeply mourns the

loss of US Senator George Voinovich, who

also previously served as Governor of Ohio,

Mayor of Cleveland, and as a great leader and Chair of

the JAG Board of Directors.

Governor Voinovich led JAG’s largest State Affiliate ever in Ohio. At the time, Jobs for Ohio Graduates operated in 350 schools, serving more than 23,000 youth, with the largest state appropriation in our history - $12 million – which further leveraged signifi-cant local funding from schools, workforce boards, and others.

As Governor of Ohio, US Senator, and in retirement, Voinovich was relentless in advocating for JAG. As late as two weeks before his passing, he was on the phone “making the case” for Jobs for America's Graduates to Governors and other state leaders.

A favorite – and completely true – story concerns his

actions at a National Governors Association meeting

some years ago when he served as our Chair. A cou-

ple of Governors clearly had been difficult to reach

about JAG. As a meeting broke up and they headed

for the men’s room, Governor Voinovich immediately

surged in front of them, blocked their entrance, folded

his arms and said, “Let’s talk about JAG.” The Gover-

nors quickly agreed to talk with him about JAG – if, he

would just let them proceed to their destination, first.

Having worked with George Voinovich for more than

2½ decades, we also knew him as a genuine public

servant. As Mayor, he turned Cleveland around after

some of its most difficult days. As Governor, he

brought Ohio to a new level of economic and individual

success. He served as a great leader in the US Sen-

ate, highly respected and personally engaged with

leaders from both parties.

America and Jobs for America's Graduates are both so

much better off having had George Voinovich as one of

its leaders.

George V. Voinovich

July 15, 1936 — June 12, 2016

Senior Fellow, Cleveland State University—2011

U.S. Senator—1999 to 2011

Visiting Professor, Ohio University—1998

Chairman, National Governors Assn—1997-1998

65th Governor of Ohio—1991 to 1998

JAG Chairman of the Board—1996 to 1998

54th Mayor of Cleveland—1980 to 1989

Lieutenant Governor of Ohio—1979

Ohio State Representative—1967 to 1971

Assistant Attorney General of Ohio—1963

Married Janet Allan—1962

Ohio State University College of Law—1961

B.A. in Government, Ohio University—1958

Born in Cleveland, Ohio—July 15, 1936


JAG National Board Meeting Jackson, Mississippi • March 31 to April 1, 2016

Press Conference: Governor Phil Bryant (podium); l-r: Chris Masingill, Delta Regional

Authority; Leo Denault, Entergy; JAG-Mississippi Students, Specialists and Managers

L-R: Ken Smith, JAG President; Louisiana Governor John Edwards and his wife, First

Lady Donna Edwards; Mississippi First Lady Deborah Bryant and Governor Phil Bryant;

and, Chris Masingill, Federal Co-Chairman, Delta Regional Authority.

← Governor John Engler, President, Business Roundtable

R-L: Larry Caruso (KY); Cathy Olesen; Governor Bryant (MS); 2016 Smith Scholar Austin Vardaman; Bettye Haw-kins, MS Specialist; Mark Nicholls, JAG Board Member; Jim Koeninger, JAG Staff Member


Assistant Secretary for Civil Rights

Joe Leonard, Jr., Ph.D.

Agriculture Secretary Tom Vilsack swore in Dr. Joe Leonard, Jr., as Assis-tant Secretary for Civil Rights on April 6, 2009. Nominated by President Barack Obama and confirmed by the U.S. Senate on April 2, 2009, Assis-tant Secretary Leonard has a strong academic, legislative and working his-tory in civil rights. Under Assistant Secretary Leonard’s leadership, USDA was able to accom-plish several historic accomplishments. To address long-standing allega-tions of past discrimination, Assistant Secretary Leonard spearheaded an effort to settle large-scale class-action lawsuits with Native American and African American farmers and ranchers and established a voluntary claims process for women and Hispanic farmers and ranchers, which provided payments of more than $2.5 billion combined and over $118 million in debt forgiveness. Notably, during Dr. Leonard’s tenure, there has been an in-crease in civil rights trainings within USDA nationwide, a 90% decrease in farmer complaints nationwide, a 12% increase in the number of African-American farmers and a 21% increase in the number of Hispanic farmers in the United States.

Additionally, in 2013, the Office of the Assistant Secretary for Civil Rights (OASCR) provided unprecedented protections for Gender Identity and Gender Expression for conducted programs at USDA. And, more recently, in 2014, OASCR issued a Departmental regulation prohibiting discrimination on the basis of National Origin affecting persons with limited English proficiency in assisted and conducted programs. Under Secretary Vilsack’s leadership, and the tremendous efforts of the Office of the Assistant Secretary for Civil Rights, USDA has made a comprehensive cultural transformation. USDA’s Senior Executive Service (SES) now exceeds the government-wide workforce in 9 out of 10 diversity categories. Most notably, the percentage of minorities and women in the SES have increased by 88% and 38%, respectively. These achievements have earned USDA recognition as one of the most diverse groups of executives in the entire federal government. Before joining USDA, Assistant Secretary Leonard served as Executive Director of the Congressional Black Caucus (CBC) under the leadership of Representative Carolyn Cheeks Kilpatrick (D-MI). While at the CBC, Leonard managed the daily activities of the Caucus and helped guide the legislative policy for its 43 congressional members. Prior to his role at the CBC, Assistant Secretary Leonard served as the Executive Director of the Black Leadership Fo-rum, an umbrella organization of 32 member groups that together work to develop and implement progressive public policies for social change. He has also served as the Washington, DC Bureau Chief of the Rainbow/ PUSH Coalition and Director of the Arthur Fleming Institute of the Center for Policy Alternatives. Assistant Secretary Leonard is a native of Austin, TX. He holds a Ph.D. in American history with a specialization in civil rights history from Howard University, Washington, DC; an M.A. degree from Southern University, Baton Rouge, LA; and a B.A. degree from Huston-Tillotson University in Austin, Texas. Assistant Secretary Leonard and his wife, Dr. Natasha Cole-Leonard are proud parents of a 13-year-old son, Cole.

33rd Annual National Training Seminar Wednesday—July 13, 2016

5:00 pm VIP Reception—By Invitation ........................................................... Yucatan 1-3

Co-Hosts: JAG-Florida and Jobs for America’s Graduates Board of Directors Invitees: Board Members—Local, State and National; Corporate Partners Council of State Affiliate Representatives; Nationally Certified Trainers School Administrators; JAG National Staff; and Special VIP Guests

6:00 Awards Dinner .......................................................................................... Fiesta 5

Welcome and Special Guests Kenneth M. Smith, President, JAG

Special Remarks

Speaker: Dr. Joe Leonard Assistant Secretary for Civil Rights

U.S. Department of Agriculture

Awards and Recognition Jim Koeninger, Ph.D. JAG Executive Vice President

“5-of-5” National Recognition - 287 JAG Model Programs - 20 State Regions - 17 States Peak Performers—States High Performer Awards

Closing Remarks

Announcements


Special Request Mr. Dintersmith would like to meet with the CSA Representative from the following states:

Alaska, Iowa, Kentucky, Minnesota, Mississippi, New Hampshire, North Dakota, Utah, Virginia, Washington State, and West Virginia.

A location will be announced at the close of the Awards Dinner. Thank you for reserving 15-20 minutes following the Awards Dinner.

Dr. Joe Leonard

Ken Smith


Thursday—July 14, 2016

8:30—10:00 am Workshop Series B

# Description Presenters Room

B-1 Fundamentals of Project Based Learning Welcome to a crash course in Project Based Learning! Walk through the eight essential project design elements to implement a Gold Standard PBL according to the Buck Institute for Education. This workshop is modeled after the PBL 101 training, where we will condense a three-day workshop into a 90-minute seminar that will break down a project into bite-sized pieces. Don’t let this process feel overwhelming, learn the fundamentals to bring your curriculum to life using Project Based Learning.

Jenn Beal, Iowa JAG, Karey Webb, JAG National Trainer

Fiesta 1&2

B-2 Demonstration & Development of PBL—Character Development Would you be interested in an interactive and engaging way to get to know your students and launch an amazing school year? Learn from experienced Specialist, Missy Boutwell, as she provides a demonstration of one of her successful Project-Based Learning experiences. This workshop will be tailored to the interest of attendees and is designed to allow your PBL to take shape. Experienced Specialists will assist by sharing their step-by-step process from an established project; while you take control of accommodations specific to your students and community needs. Walk away with not only ideas for future projects, but also a framework for a BIE-PBL

Lead: Missy Boutwell Team: Erin Whipple; Tim Dolson; Amy Kennel and Jeremy White *Iowa JAG Specialists

Fiesta 3&4

B-3 Can Cell Phone Addiction Improve College & Career Readiness Skills? Students check their phones over 150 times a day and are consuming media on average for 53 hours a week (social media, gaming, videos, etc.). Almost 50% of kids receive their 1st cell phone at age 7 and 89% of teens are on at least one social media site. 97% of boys and 94% of girls are gamers (including mobile/phone games). American boys and girls on average invest 10,000 hours (playing video games by the time they turn age 21). In this hyper digital age, 50% of students report being chronically disengaged with school. The big question is "Can Cell Phone Addiction Improve College and Career Skills?"

Gerald Meggett, Jr. Co-Founder MyQVO.com

Fiesta 7

B-4 The A-R-T of Leadership Leadership applications with universal application will be covered in this session. Leadership is the ability to influence those with whom we interact. It is not about Title, Length of Service, Who You Know, or Being in the Right Place. Everyone who interacts with others, disregarding level, can apply these principles to guarantee their success. The ART of Leadership will be learned and applied during the session. Participants will be challenged to apply the principles while attending NTS 2016. Delegates will see positive outcomes before they leave Disney’s Coronado Springs!

Paul Booden, President, Prepare-Act-Become, LLC and JAG National Trainer

Fiesta 8

B-5 Lesson Planning the JAG Curriculum "Lesson Planning the JAG Curriculum" is a three-peat presentation of Mr. DuBuisson's formula for creating comprehensive lesson plans. JAG-National will provide a limited number of flash drives that contain updated copies of his lesson plans from the past year.

N. Eric DuBuisson, JAG Specialist Salmen High School Louisiana-JAG

Fiesta 9


8:30—10:00 am Workshop Series B



B-6 Running in Place about Race: The Importance of Multicultural Education & the Connection to Teacher Efficacy, Advocacy & Anti-Racism This workshop will be an introduction to multicultural education and enhancing teacher efficacy through anti-racism and social justice practices. This workshop will be designed to engage Treasure Hunters and JFG Managers to work with and advocate for marginalized students and communities.

Carlisa Russell, JAG-Florida, Florida Atlantic University, Broward Community College, Broward County Public Schools

Monterrey 1

B-7 How to Build Your Team TALLER! Utilizing team members’ strengths, experiences, and perspective; Region 5 JAG Indiana continues to strive towards new heights. Not wanting to remain stagnant, the team looked where improvements could be made and the program(s) could progress. Hear from the management staff on recruitment strategies, curriculum model, lesson plans, training opportunities along with professional development to help the needs of staff. Specialists will discuss how healthy self-care, personal SMART goals, and enhancing their careers/education is built into the team and in-turn taught to the students. Preserving health, prioritizing family, and serving youth has made a “TALLER” (stronger, more durable) team.

Sarah M. Vincent, Manager, Region 5 Staff, JAG-Indiana

Monterrey 2&3

B-8 Tyson Foods & JAG: “Winning Together!” With 113,000 Team Members and over 100 locations across the U.S., Tyson Foods offers opportunities for individuals from all different backgrounds who want a place where they can begin their career. With the JAG program and the incredible resources that are offered to students, we believe that we have a great opportunity to partner together and win together. In this session, we will learn more about Tyson Foods, the business that we are in and what we stand for, why the agriculture industry is so important and the challenges we are facing and areas of opportunities for us to partner together and win.

Megan Cherry Senior Talent Acquisition Manager, Tyson Foods Rashad Delph Director, Talent Acquisition, Tyson Foods

Yucatan 1

B-9 Enhancing the Middle School Curriculum—Through a Creative & Interactive Approach Attendees will be exposed to curriculum, activities and programs that may be implemented with the 6th through 8th grade population. Presenters will deliver information in a creative, fun and unique manner. Workshop attendees will leave the workshop with valuable and tangible information that may be implemented in the classroom. Workshop will cover the following topics; College and Career readiness, alleviating stress during standardized testing, money management and much more! Attendees, please dress comfortably and wear something that identifies your school and shows your school spirit.

Natoya Campbell, Middle School Coordinator, JAG-Arizona

Yucatan 2

B-10 Hands-On, Interactive, Structured Learning Activities for Multi-Year JAG Programs The New Jersey Chamber of Commerce Foundation will present multiple, hands-on games that simulate processes in the ultra-competitive worlds of college admissions and employment. Developed in partnership with the business community as well as educators, these games reinforce JAG’s Competency-Based Employability Skills Curriculum in a fun, collaborative structure that engages students with varied learning styles. Students participate in teams and individually to develop college and career readiness, financial literacy, time management, situation judgement, interview preparation and much more. All participants will receive a free mini-activity to use with the students and a discount coupon.

Donna Custard, President, New Jersey Chamber of Commerce Foundation

Yucatan 3


10:30—12:00 noon Workshop Series C


C-1 Fundamentals of Project Based Learning Welcome to a crash course in Project Based Learning! Walk through the eight essential project design elements to implement a Gold Standard PBL according to the Buck Institute for Education. This workshop is modeled after the PBL 101 training, where we will condense a three-day workshop into a 90-minute seminar that will break down a project into bite-sized pieces. Don’t let this process feel overwhelming, learn the fundamentals to bring your curriculum to life using Project Based Learning.

Jenn Beal, Iowa JAG, Karey Webb, JAG National Trainer

Fiesta 1&2

C-2 Demonstration and Development of PBL-Service Learning Are you “over” the traditional community service ventures like a canned food drive or

picking up trash? How do you achieve true Service “Learning”? Utilizing PBL to connect

service to JAG competency attainment not only makes sense but can be easier than you

imagine. Open your heart and mind to the possibilities that experienced Specialist Amy

Kennel will provide. This workshop will bring service learning to life!

Join this workshop that will be tailored to the interest of attendees and is designed to

allow your PBL to take shape. Experienced Specialists will assist by sharing their step-by-

step process from an established project; while you take control of accommodations

specific to your students and community needs. Walk away with not only ideas for future

projects, but also a framework for a BIE PBL to get started this school year.

Lead: Amy Kennel Team: Tim Dolson; Erin Whipple; Jeremy White; and Missy Boutwell. *Iowa JAG Specialists

Fiesta 3&4

C-3 Critical Skills for Digital Learners Responsible financial decision-making; navigating online privacy; engaging in healthy relationships; understanding careers and entrepreneurships—these extra-academic skills have been shown to be vital in determining a student’s success in preparing for college and a career, and are central to JAG areas of focus. Participants will learn how to put EverFi’s no cost, dynamic software courses to work in their schools to address these critical areas, and to implement them within existing curricula, thus taking a holistic, integrated instructional approach.

Brittany Ferguson Senior Implementation Manager, EverFi

Fiesta 7

C-4 Middle School Curriculum—“Believing the College Dream” ECMC, a JAG partner, developed “Believing the College Dream” to help middle school students and their families by: (a) showing them that going to college is in their grasp; (b) helping them believe in themselves and their ability to succeed in school; (c) teaching them how to identify people they can trust to support their journey in education; (d) giving families and communities tools, information and the college-bound attitude they need to support their children. This middle school curriculum is “FREE” for JAG Specialists to use in opening the door to higher education for college hopefuls. ECMC believes it’s never too late to inspire young people with the promise of college. JAG Middle School Specialists—are you talking to your middle schoolers now? “Believing the College Dream” is a valuable resource for the JAG National Network.

Presenters: Vicki Whebbe March Kessler Steven Baumann Johnnie Hill-Marsh Adrelle Pinkney ECMC Student Success, Educational Credit Management Corp. (ECMC)

Fiesta 8

C-5 Building a College Success Program: An Extension of the JAG Model Maine's College Success Program, one-year old, is now on seven Maine campuses and is supported financially through state appropriations, colleges, and private funders. Come learn from the Maine team how they got this program started, what they've learned working with college students on campus, and where the program is headed.

Craig Larrabee, President, Mike LeVert & Dwight Littlefield JAG-Maine

Fiesta 9



10:30—12:00 noon Workshop Series C


C-6 Preparing to Win: A Strategic Approach to Job Placement in the Service Industry In the fast-paced service industry there are common qualities which lead to hire and promotion. Understand what those qualities are and how you can prepare your graduates for successful placement and growth in the service industry. In addition to the keys of building long-term mutually beneficial relationship with organizations for job placement partnerships.

Chris Stewart Regional HR Manager McDonald’s USA LLC

Monterrey 1

C-7 Can Cell Phone Addiction Improve College and Career Readiness Skills? Students check their phones over 150 times a day and are consuming media on average for 53 hours a week (social media, gaming, videos, etc.). Almost 50% of kids receive their 1st cell phone at age 7 and 89% of teens are on at least one social media site. 97% of boys and 94% of girls are gamers (including mobile/phone games). American boys and girls on average invest 10,000 hours (playing video games by the time they turn age 21). In this hyper digital age, 50% of student report being chronically disengaged with school. The big question is "Can Cell Phone Addiction Improve College and Career Skills?"

Gerald Meggett, Jr. Co-Founder MyQVO

Monterrey 2&3

C-8 ‘Fake It Until You Make It!’ Better Yet, ‘Fake It Until You Become It!’ This workshop is a take-off of Amy Cuddy’s Ted Talks video, ‘Your body language shapes who you are’. The workshop is designed to empower specialists to become an advocate for themselves, to believe in themselves and to be confident in working within the JAG program. JAG Specialists wear multiple hats and often they have limited, or no, experience with certain topics. The workshop is designed to show specialists how, with limited or no experience, one must ‘fake it until they make it’. In other words, Specialists must profess to know their jobs until they gain the experience, the tools, and the knowledge they need to be successful in JAG.

Curtis Goss, Manager WorkOne Region 5 JAG-Indiana

Yucatan 1

C-9 Global Teen Wealth How often do we get the chance to interview 15 super successful entrepreneurs and implement their strategies to help ourselves prosper? Join us for a session on how to achieve both physical, emotional and financial success. Find out how to empower yourself and your teens to make the most out of every day while inspiring others around you.

Brandi England, Founder,

Global Teen Wealth & Evan Oglesby, Former NFL Player & Co-Founder of Global

Teen Wealth

Yucatan 2

C-10 The Speaker’s Art From a lifetime of public speaking–from a teen-age stump speaker for political candidates in her native Oklahoma, to a successful public servant, to a business owner and acclaimed author & speaker–Carolyn Warner has honed her craft in every imaginable venue. In this dialogue with JAG Specialists, she shares her “tricks of the trade”–from mental, physical and research preparation to platform techniques & strategies, and even talks about the different challenges faced by speakers. “Nobody is ever too well-prepared,” according to Carolyn. “If you look like you’re completely relaxed but focused, and everybody in your audience believes you know precisely what you’re doing and that you’re enjoying it as much as they are, that means you have done your job. No matter if it’s an audience of one, one hundred, or one thousand, they are giving you the most precious gift they have– their time–&you have the responsibility of making sure that they have invested well.

Carolyn Warner, Professional Speaker, Former Arizona State Superintendent, JAG National Board Member and Treasurer Ms. Warner’s biographical sketch is posted on page 38.

Yucatan 3



Fabrice Homidas Jobs for Florida’s Graduates

2016 Graduate--Oak Ridge High School

Special Presentation: “Shining Boy”

Byron V. Garrett

Director, Educational Leadership and Policy, Microsoft

One of the most compelling voices of our time, Byron V. Garrett is

Chairman of the National Family Engagement Alliance (NFEA); a

nonprofit dedicated to transforming education through meaningful

family engagement. Byron serves as the Director of Educational

Leadership & Policy for Microsoft and a consulting author for Scho-

lastic. Currently, he serves on the Advisory Board for The Lincoln

University in Pennsylvania, is a trustee for the Guyana Foundation

and the CeCe Peniston Youth Foundation and was recently named

to The Root 100 which recognizes emerging and established African

-American leaders under 45 who are making extraordinary contribu-

tions.

Throughout his career, he has been a visionary agent of change pro-

moting the idea that everyone has an obligation and opportunity to

serve the best interests of our nation’s most precious resource—

children. Byron is a former columnist for Parenting, where he wrote

“Parent University” monthly and served on their Editorial Board.

Byron served as a lead strategist and planner for the America’s Promise Alliance which featured Vice Presi-

dent Joe Biden. The former CEO of the National PTA, Byron has a unique combination of experience from

both the non-profit and governmental sectors, having served as the first Chief of Staff for the Office of

Public Affairs at U.S. Customs and Border Protection (an agency of the U.S. Department of Homeland

Security). Prior to this, Garrett served as National Program Leader for the National 4-H Headquarters at the

U.S. Department of Agriculture for the program’s seven million

participants and 90,000 clubs. While at USDA he was appointed

by The White House as co-convener of the Helping America’s

Youth initiative, an interagency effort to address challenges facing

youth and to promote successful solutions.

Earlier in his career, Garrett spent a decade in Phoenix as an edu-

cation advocate and community leader. He served as Policy Advi-

sor for Faith and Community Initiatives for then Governor Janet

Napolitano (former U.S. Secretary of Homeland Security); prior to

that role, he was the Director of the Governor’s Division for Com-

munity and Youth Development, where he administered multiple

boards and commissions. A former K-8 charter school principal,

Byron has been a guest on the Today Show, MSNBC, Fox and the Dr. Phil Show, and featured in a number

of publications, such as the Wall Street Journal, USA Today, and JET Magazine. Ebony named Garrett to

its “Power 150,” an annual list of “The Most Influential Black Americans.”

33rd Annual National Training Seminar Thursday—July 14, 2016

All Day NTS Headquarters ················································································Cancun 7:00 am CSA Business Meeting and Breakfast ....................................................... Coronado C For CSA Only—Presiding: Kenneth M. Smith, President, JAG

8:30 Workshop Series B ········································································ Pages 26-27 10:00 Break 10:30 Workshop Series C ········································································ Pages 28-29 12:00 n Awards Luncheon ....................................................................................... Fiesta 5 & 6

2:00 pm Workshop Series D ········································································ Pages 32-33 3:30 Break 4:00 Workshop Series E ········································································ Pages 34-35 5:30 Adjourn Dinner on Your Own

Opening Remarks and Introductions Presiding: Kenneth M. Smith, JAG President

Special Presentation: “Shining Boy” Fabrice Homidas, Jobs for FL Graduates 2016 Graduate--Oak Ridge High School

“Preparing Students for a World that Does Not Exist!”

Byron Garrett, Director, Educational Leadership and Policy, Microsoft

Awards and Recognition Jim Koeninger, Ph.D., JAG Executive Vice President Awards: - Top 10 State Scholarship Recognition - High Performer Awards

Closing Remarks and Announcements


Byron

Garrett

Fabrice

Homidas



D-1 PBL for Managers What’s all this talk about PBL?

Jump aboard the PBL Bus to begin the journey managing Project-Based Learning.

First stop… How to motivate and inspire a Specialist who is curious to try PBL

Next stop… Managing project partners

On to… Evaluating quality projects

Moving on to… Differentiating PBL by grade level

Final stop… Sharing finished PBLs between Specialists

Hold on tight and enjoy the ride!

Jenn Beal, Iowa JAG, and Karey Webb, JAG National Trainer

Fiesta 1&2

D-2 Demonstration & Development of PBL—Employability Skills How do you rejuvenate and recharge the mundane nature of cover letters, resumes, applications, references and interviews? Project Based Learning, of course!! PBL is a natural fit to spice up this important core component of the JAG Model. Jeremy White will share his expertise through a demonstration of a successful employability skills PBL. Join this workshop that will be tailored to the interest of attendees and is designed to allow your PBL to take shape. Experienced Specialists will assist by sharing their step-by-step process from an established project; while you take control of accommodations specific to your students and community needs. Walk away with not only ideas

for future projects, but also a framework for a BIE PBL to get started this school year.

Lead: Jeremy White Team: Erin Whipple; Tim Dolson; and Missy Boutwell* *Iowa JAG Specialists

Fiesta 3&4

D-3 Supersize your PBL through Employer Engagement “Supersize Your PBLs” walks Specialists through small, medium, and large projects and shows them how to supersize their PBLs with business partners, employers, and community mentors. Specialists will be shown three program-tested PBL case studies and given PBL packets feature small, medium, and large PBL lesson plans and resources. Small – Work Ethics Challenge: See how John Deere mentors challenged students to demonstrate the value of work ethics: Ambition, Attendance, Appearance, Attitude, Appreciation, Acceptance, and Accountability. Specialists will receive step-by-step instructions for each work ethics challenge as well as ideas for right-sizing the PBL for their own programs. Medium – Motivate 2 Graduate: What can we do to help more students graduate? iJAG students considered this driving question as they studied the school's drop-out problem, brainstormed solutions, and executed a dropout prevention strategy for school – with support from Principal Financial Group and local organizations including Job Corps, Des Moines Area Transportation, Lions Club, and Children and Families of Central Iowa. Large – Puppy Jake Foundation: Students worked with the Puppy Jake Foundation, an organization that provides service dogs to veterans, to identify some of their fundraising and marketing needs. With the support of Nationwide Insurance, students held a fundraising event, produced a Puppy Jake Foundation commercial, and launched their campaign at an Iowa Barnstormers game at Wells Fargo Arena. Whether the PBL is small, medium, or large – Specialists will also learn how to supersize their PBLs with best practices for: • Recruiting business partners, employers, and community mentors; • Right-sizing PBLs for your students and community; and • Developing long-lasting relationships through PBL. Handouts to follow will include: 3 case studies (small, medium,

and large), "SUPERsize" tip sheet, and PBL lesson packet.

Amy Kennel, Specialist, Iowa-JAG

Fiesta 7

D-4 Can Cell Phone Addiction Improve College and Career Readiness Skills? Students check their phones over 150 times a day and are consuming media on average for 53 hours a week (social media, gaming, videos, etc.). Almost 50% of kids receive their 1st cell phone at age 7 and 89% of teens are on at least one social media site. 97% of boys and 94% of girls are gamers (including mobile/phone games). American boys and girls on average invest 10,000 hours (playing video games by the time they turn age 21). In this hyper digital age, 50% of student report being chronically disengaged with school. The big question is "Can Cell Phone Addiction Improve College and Career Skills?"

Gerald Meggett, Jr., Co-Founder MyQVO

Fiesta 8


2:00—3:30 pm Workshop Series D


2:00—3:30 pm Workshop Series D



D-5 Critical Skills for Digital Learners. Responsible financial decision making;

navigating online privacy; engaging in healthy relationships; understanding careers and entrepreneurships—these extra-academic skills have been shown to be vital in determining a student’s success in preparing for college and a career, and are central to JAG areas of focus. Participants will learn how to put EverFi’s no cost, dynamic software courses to work in their schools to address these critical areas, and to implement them within existing curricula, thus

taking a holistic, integrated instructional approach.

Brittany Ferguson, Senior Implementation

Manager, EverFi

Fiesta 9

D-6 Preparing to Win: A Strategic Approach to Job Placement in the Service Industry. In the fast-paced service industry there are common qualities which lead to hire

and promotion. Understand what those qualities are and how you can prepare your graduates for successful placement and growth in the service industry. In addition to the keys of building long term mutually beneficial relationship with organizations for job placement partnerships.

Chris Stewart Regional HR Mgr. McDonald’s USA LLC

Monterrey

1

D-7 Career and Job Attainment Competencies: Projects Using Online Tools

and Resources. This workshop will present online tools and projects to develop, practice

and refine the JAG career and job attainment competencies. These projects and online tools and resources equip students with the strategies and skills/education required for the opportunities in their future careers. Learning strategies to engage all of your students in the learning process and put into practice the skills that are needed for their future success. Take their classroom learning out into the real world to use now and in their future. Example projects - Job Search and Career Action Plan (including e-portfolio). The main online tools and resources presented are: Kuder (Career and College planner), Occupational Outlook Handbook, O*Net, Discover Arkansas, OWL (Purdue Online Writing Lab), ACT Career Ready

101, Google Classroom.

Karen Purvis, JAG

Specialist Monterrey

2&3

D-8 A Winning Way with WIOA. Indiana has been operating in-school and out-of-school

JAG models since 2006 using federal and other funding for program services and staff. The updated Workforce Innovation and Opportunity Act provides new and exciting opportunities to expand the curriculum and emphasis on work-based learning to align with the WIOA program elements in entrepreneurial skills training, financial literacy and work experience. Additionally, Indiana ties the JAG model metrics with expected WIOA outcomes for education and employment. Learn how Indiana structures its JAG programs, implements innovative curriculum, leverages multiple funding sources and meets JAG’s 5 of 5 metrics with the

hardest to serve youth!

Brianna Morse, Associate Director of Strategic Initiatives & Laura Phillips, Youth Program Manager,

JAG-Indiana

Yucatan

1

D-9 Tyson Foods & JAG: “Winning Together!” With 113,000 Team Members and over 100 locations across the U.S., Tyson Foods offers opportunities for individuals from all different backgrounds who want a place where they can begin their career. With the JAG program and the incredible resources that are offered to students, we believe that we have a great opportunity to partner together and win together. In this session, we will learn more about Tyson Foods, the business that we are in and what we stand for, why the agriculture industry is so important and the challenges we are facing and areas of opportunities for us to partner together and win.

Megan Cherry Senior Talent Acquisition Manager, Tyson Foods Rashad Delph Director, Talent Acquisition, Tyson Foods

Yucatan

2

D-10 Teen Entrepreneurs. JAG participants know the importance of empowering youth. You

now have access to a program that helps them build their own self worth through an entrepreneur program leading to a lifetime of financial freedom. These tools are now available for all teens through Global Teen Wealth. Find out how to empower yourself while inspiring future generations. We finish off this session with fun interactive activities from our Fit Kids,

Healthy Teens program... lots of laughs and prizes to be won.

Evan Oglesby, Former NFL Player & Co-Founder of Global Teen Wealth, & Brandi England, Founder, Global Teen

Wealth

Yucatan

3



E-1 PBL for Managers What’s all this talk about PBL?

Jump aboard the PBL Bus to begin the journey managing Project Based Learning.

First stop… How to motivate and inspire a Specialist who is curious to try PBL

Next stop… Managing project partners

On to… Evaluating quality projects

Moving on to… Differentiating PBL by grade level

Final stop… Sharing finished PBLs between Specialists

Hold on tight and enjoy the ride!

Laurie Phelan, Iowa JAG, and Karey Webb, JAG National Trainer

Fiesta 1&2

E-2 PBL Mashup Now that you’ve been introduced and heard a variety of different project ideas, let’s

explore the logistics of implementing PBLs in your classroom.

1. What are the benefits and challenges associated with using PBL?

2. How can you create project opportunities through community partnerships?

3. How can you acquire appropriate resources for implementation?

4. How do you create buy-in for PBL?

5. How do you accurately assess student learning? Bring your questions on PBL and join us for a group discussion.

Amy Kennel, Erin Whipple, and Jenn Beal *Iowa JAG Specialists and Manager

Fiesta 3&4

E-3 Demonstration and Development of PBL--Healthy Lifestyles Are your students conscious of the importance of leading a healthy lifestyle, but lack execution on making positive decisions for their future? Through a quality project, students are able to create healthy habits that will lead to their overall long term success. Tim Dolson, expert Specialist, on healthy lifestyle projects will provide

strategies to students to be the best version of themselves.

Join this workshop that will be tailored to the interest of attendees and is designed to allow your PBL to take shape. Experienced Specialists will assist by sharing their step-by-step process from an established project; while you take control of accommodations specific to your students and community needs. Walk away with not only ideas for future projects, but also a framework for a BIE PBL to get started

in 2016-2017.

Lead: Tim Dolson Team: Jeremy White and Missy Boutwell, iJAG *Iowa JAG Specialists

Fiesta 7

E-4 Successful High School Transition Toolbox for 8th Grades In this workshop, best practices will be presented for developing an environment that supports and celebrates successful high school transition from 8th grade to 9th grade. Attendees will brainstorm best practices as a group, while leaving with valuable timeliness, documents and activities for their transition toolbox.

Natoya Campbell, Coordinator, JAG-Arizona

Fiesta 8

E-5 Innovation in Learning Job Skills: Using Underwater Robotics to Teach Job Skills Specialists will get a brief overview of the SEAperch program, an underwater robotics project designed to teach students basic engineering and mechanical principles. Using this curriculum combined with JAG curriculum, students at the Academy 360 in Chesterfield County explored career opportunities as well as learning basic electronic skills, teamwork, and innovation. This workshop will focus on using project based learning to teach innovative methods to teaching students STEM related career opportunities.

William “Ike” Tucker, Teacher, Social Studies, JAG-Virginia

Fiesta 9


4:00—5:30 pm Workshop Series E

1980 — Jobs for America’s Graduates — 2016


E-6 Lesson Plans, A Closer Look "Lesson Plans, A Closer Look," will examine several specific lessons created by Mr. DuBuisson. Special attention will be given to "Speed Interviewing." Prior attendance in Mr. DuBuisson's workshop, "Lesson Planning the JAG Curriculum," is recommended but not required.

N. Eric DuBuisson, JAG Specialist, Salmen High School, JAG-Louisiana

Monterrey 1

E-7 Managing Project Based Learning Curriculum Region 5 of JAG Indiana has begun climbing the ropes of Project Based Learning and developing curriculum to support its success. Learn how the JAG Manager, Coordinator, and Specialist(s) came together to develop guidelines, calendars, and project ideas that would support their individual JAG programs. At least three examples of PBL will be given, the process, and the end result. Time will be allotted for guests to ask questions and brainstorm ideas in order to begin implementing projects upon their own return home. JAG Manager and/or Coordinator will present on how ideas were established, what the needs of the community were for each program area, and how staff were empowered to build the JAG National Competencies uniquely within the designated PBL in order to accomplish the overall goal of sustainment.

Sarah M. Vincent, Manager, Region 5 Staff, JAG-Indiana

Monterrey

2&3

E-8 Effective Collaboration between JAG, School Administration and Corporation Presenters will share proven methods for JAG and school systems to work together effectively in order to benefit students. Areas covered will include each presenters role in the partnership and how JAG can enhance each position and vice versa. Attendees will have the opportunity to participate in a Q&A session.

Brenda Yocum, Specialist; Wendy Ternieden, Guidance Counselor; Lukas Schoenhals, Teacher; & Jana Vance-Supt., JAG & Rochester Community School Corporation

Yucatan

1

E-9 Work-based Learning and Community Partnerships In this interactive presentation, I will demonstrate the importance of building relationships and community partners with the objective of developing job opportunities and paid internships. Instruction on using sales based models to approach local organizations to create opportunity for JAG students. I have built relationships and have created dozens of paid internships including 14 paid internships for just JWG kids with Columbia Bank and CFM Consolidated Manufacturing.

Chris Sieg, JAG-Washington Coordinator

Yucatan

2

E-10 Hands-On, Interactive, Structured Learning Activities for Multi-Year JAG Programs The New Jersey Chamber of Commerce Foundation will present multiple, hands-on games that simulate processes in the ultra-competitive worlds of college admissions and employment. Developed in partnership with the business community as well as educators, these games reinforce JAG’s Competency-Based Employability Skills Curriculum in a fun, collaborative structure that engages students with varied learning styles. Students participate in teams and individually to develop college and career readiness, financial literacy, time management, situation judgement, interview preparation and much more. All participants will receive a free mini-activity to use with the students and a discount coupon.


Yucatan

3


4:00—5:30 pm Workshop Series E

35

Friday—July 15, 2016

8:15—9:45 am Workshop Series F


F-1 Demonstration and Development of PBL: 21st Century Skills Are your students conscious of the importance of leading a healthy lifestyle, but lack execution on making positive decisions for their future? Through a quality project, students are able to create healthy habits that will lead to their overall long term success. Erin Whipple, expert Specialist, on

healthy lifestyle projects will provide strategies to students to be the best version of themselves. Join this workshop that will be tailored to the interest of attendees and is designed to allow your PBL to take shape. Experienced Specialists will assist by sharing their step-by-step process from an established project; while you take control of accommodations specific to your students and community needs. Walk away with not only ideas for future projects, but also a framework for a

BIE PBL to get started in 2016-2017.

Lead: Erin Whipple, Iowa JAG Team: Karey Webb, JAG National Trainer and Amy Kennel, Iowa JAG

Fiesta 1&2

F-2 PBL Mashup Now that you’ve been introduced and heard a variety of different project ideas, let’s explore the logistics of implementing PBLs in your classroom. 1. What are the benefits and challenges associated with using PBL? 2. How can you create project opportunities through community partnerships? 3. How can you acquire appropriate resources for implementation? 4. How do you create buy-in for PBL? 5. How do you accurately assess student learning? Bring your questions on PBL and join us for a group discussion.

Jenn Beal, Tim Dolson, Jeremy White, and Missy Boutwell

Fiesta 3&4

F-3 Gear Up and Let’s Begin a State Career Association The State Career Associations has played an important role in JAG Programs in South Carolina. This workshop will teach you how to get started and be successful in your State Career Association.

Participants will learn the following: Purpose and function of a State Career Association Role of officers and their job descriptions Procedures for selecting delegates to represent your state at national and local conferences Eligibility and election process for state officers Identification of key Task Force members that reinforce and supports your association Star bursting questions will be answered as to Where, How, When, and Why you should start your

State Delegate Career Association!

Linda Barr Williams, West Florence High School, JAG-South Carolina

Fiesta 7

F-4 Simplified Communication Across Statewide Networks: Slack Used by tens of thousands of teams around the world, including NASA, Samsung, ebay, airbnb, BuzzFeed and Dow Jones, Slack is making working lives simpler, more pleasant, and more productive. Imagine all your team communication in one place, instantly searchable, available wherever you go. That's Slack. Communication is the essential activity of the information economy, and keeping that communication efficient is the essential challenge. In survey after survey, knowledge workers report email and meetings as their biggest drains on productivity. Named by Inc. Magazine as their 2015 Company of the Year, Slack Technologies has created a free on-line communication platform that strives to streamline communication and eliminate productivity drains. This workshop will demonstrate how Slack has made communication for Jobs for Michigan’s Graduates’ statewide network simple and exciting, while also showing how Slack can be

implemented within your own JAG Network.

Beth Vander Ark, Operations & Training Supervisor, & Jan Ennis, Director of Operations, JAG-Michigan

Fiesta 8

F-5 #INB: Interactive Note Book #INB will help Specialists ease into using interactive notebooks in the JAG classroom. I'll focus on: ~How I use a sequential/combination interactive notebook to capture resources, note taking and reflections. ~ Top 20 frequently asked questions including how to get started. ~ Planning & implementing INB in your JAG classroom.

Rebecca Mullin, Job Specialist, Petersburg High School, JAG-Virginia

Fiesta 9



Friday—July 15, 2016

8:15—9:45 am Workshop Series F


F-6 Budgeting for Real Life in Middle School A semester long reality check that explores time sheets and take home pay. Students are "paid" daily for being in school. They research local housing trends and other required monthly bills. Eventually students choose a house to live in and transportation needed. Other topics covered include rental agreements, roommate agreements, leave slips, monthly bills, and checking accounts. If time allows, I can also talk about some of the other projects that the middle school students have enjoyed.

Janice Rorvik, Career Specialist, Nashua High School, JAG-Montana

Monterrey 1

F-7 Fantastic Teaching: Fish are Smart Too! In a world of starfishes, how do you reach the snail? In this workshop, specialists will face their own learning challenges, explore different learning styles, and examine how even Hollywood understands the importance of learning styles. Get on your feet and explore the teaching methods our students will thrive on. Can you master an activity if your strengths are taken away? See for yourself! Help our students understand their own learning styles, while exploring the many ways you can increase their retention of information through fantastic teaching! You may just discover something about your own abilities along the way!

Cynthia Safford, Education Specialist, Iowa-JAG

Monterrey 2&3

F-8 Be a JAG Specialist Survivor This workshop will offer new and less experienced specialists some tips and tricks to use alongside the JAG curriculum in the classroom with the ultimate goal: to outwit, outplay and outlast. This fun interactive workshop will offer activities to give you information to start the school year without being voted off the island. Workshops participants will compete in immunity challenges earn rewards and form alliances to aid in being crowned the Sole Survivor of your classroom.

Christine Shaffer, Twin Lakes High School, JAG-Indiana

Yucatan 1

F-9 Microsoft: Empowered Educators, Inspired Students There’s a TED Talk about motivation by Dan Pink who says “…that new operating system for our businesses revolves around three elements: autonomy, mastery and purpose. Autonomy: the urge to direct our own lives. Mastery: the desire to get better and better at something that matters. Purpose: the yearning to do what we do in the service of something larger than ourselves. These are the building blocks of an entirely new operating system for our businesses.” What motivates your students? What motivates you?

Tony Franklin, Partner Sales Executive, Microsoft

Yucatan 2

F-10 Hands-On, Interactive, Structured Learning Activities for Multi-Year JAG Programs The New Jersey Chamber of Commerce Foundation will present multiple, hands-on games that simulate processes in the ultra-competitive worlds of college admissions and employment. Developed in partnership with the business community as well as educators, these games reinforce JAG’s Competency-Based Employability Skills Curriculum in a fun, collaborative structure that engages students with varied learning styles. Students participate in teams and individually to develop college and career readiness, financial literacy, time management, situation judgement, interview preparation and much more. All participants will receive a free mini-activity to use with the students and a discount coupon.


Yucatan 3


The Honorable Carolyn Warner Founder and Chairman, Corporate Education Consulting, Inc.

Treasurer, JAG Board of Directors

Dr. Carolyn Warner is Founder and Chairman of Corporate Education

Consulting, Inc. (CECi). Her firm offers advisement, speaking, seminar and

training services focusing on workforce/work place issues, education, leader-

ship, women's issues and public/private partnerships. Warner delivers over

forty keynote presentations a year, both in the U.S. and abroad on education

and skills training related topics.

Warner served for twelve years as Arizona's elected State Superintendent of

Public Instruction, the first non-educator to hold that post. Increased accounta-

bility and the formation of business-education partnerships were hallmarks of

her administration. Under her leadership, Arizona had the nation's first se-

quential job skills identification initiative. She was then her party's nominee for

Governor, narrowly losing in an historic three-way general election. Warner serves as national Treasurer of Jobs

for America's Graduates, the nation's most successful school-to-work transition program.

In 1998, Warner received an honorary Doctorate from Northern Arizona University in recognition of her service to

education and the community. Among her numerous awards are Policy Leader of the Year by the National Associ-

ation of State Boards of Education, the Racial Justice Award from the YWCA of the USA, and the Carl Perkins

Humanitarian Award from the Association for Career and Technical Education. She is the author of four books,

including the best-selling The Last Word, A Treasury of Women's Quotes.

Today Carolyn is sharing her thoughts on “Thinking Anew”. Drawing her inspiration from Abraham Lincoln’s charge, “As our case is new, we must think anew and act anew,” Carolyn challenges Jobs for America’s lead-ers at every level, saying, “If we don’t ‘think anew’ about the challenges and opportunities to build greater support and understanding for our JAG students, their schools, and their needs,’ we are essentially applying 20th century answers to 21st century questions.” Discussing what she calls the Three C’s of Opportunity - Crisis, Collaboration, and Convergence – Warner describes how events and decisions – legislative, judicial and social – have combined to create a historic climate for creating new allies for the work and the cause of Jobs for America’s Graduates. Welcome, Carolyn Warner!

Imani Brutus

2016 Graduate

South Broward HS

Jobs for Florida’s Graduates President of Mentoring Tomorrow’s Leaders and Jobs for Florida’s Gradu-ates Career Association. Attending Broward Col-lege majoring in Cinema-tography.

Kerby Collins

2016 Graduate

South Broward HS

Jobs for Florida’s

Graduates

Plans on attending

the American Musical

& Dramatic Acade-

my, a college con-

servatory for the per-

forming arts in New

York City in 2017


33rd Annual National Training Seminar Friday—July 15, 2016

All Day NTS Headquarters ............................................................................................. Cancun 7:00 am CSA Business Meeting and Breakfast....................................................... Coronado C Presiding: Kenneth M. Smith, JAG President

8:15 Best Practices Workshops—Series F ....................................................... Pages 36-37

9:30 Break

10:00 Closing Awards Brunch .............................................................................. Fiesta 5 & 6

12:00 n Adjourn—”Safe Travels” Safe Travels and have a GREAT 2016-2017 Program Year!

Welcome and Special Guests Presiding: Kenneth M. Smith, JAG President

Special Presentation: “A Graduate’s Journey” Imani Brutus, Jobs for Florida’s Graduates Attending Broward College--Cinematography

Keynoter: The Honorable Carolyn Warner Author & Speaker; Founder & Chairman Corporate Education Consulting Former Arizona State Superintendent JAG Board Treasurer

Special Presentation: “Blackface”

Kerby Collins, Jobs for Florida’s Graduates 2017--American Musical & Dramatic Academy, NYC Awards and Recognition Jim Koeninger, Ph.D., JAG Executive Vice President Closing Remarks

Remember: The Class of 2017 follow-up period concludes on May 31, 2017. We will gather again in mid-July of 2017 to recognize outstanding performance of those that achieve extraordinary outcomes for the Class of 2017. Class of 2017 Goal: Be the first to achieve the “5-of-5”! Recognition! A WIN-WIN for GRADUATES!

Imani Brutus

The Honorable Carolyn Warner

Kerby Collins

Congratulations—2016 Smith Scholars! The JAG Governance and Scholars Committees announced the 2016 Smith Scholars who were

awarded $1,000 scholarships.

A special thanks to the Board’s commitment to regularly donate to the Scholarship Fund as well as those who want to help JAG graduates overcome their challenging backgrounds and pursue their dream to be a collegiate graduate to achieve their career goals.

Smith Scholar State Destination Career

Saada Abdi MN Hennepin Technical College Registered Nurse

Kaylee Brewster MT University of Mary Occupational Therapist

Jalen Bullock IN Ball State University Registered Nurse Anesthetist

Austin Czichilski IN Ancilla College Nursing

Chanc Daughtery IN Ohio Technical College Automotive Fabrication

Jakaysia Dozier SC Francis Marion University Finance Manager

Julia Gardner AR University of Central Arkansas English Teacher

Brea Henderson LA University of LA at Monroe Dental Hygiene

Isabella Henderickson TN University of Alabama Surgeon

Zakeya Herring CT University of Connecticut Registered Nurse

Kyla Horn KY Morehead State University Strategic Communications

Lacey Howard AR Rich Mountain Community College Nursing

Christen Johnson LA Nicholls State University Travel Nurse Neonatal

Tehya Long GA Dalton State University Elementary School Teacher

Alexis Neal GA Young Harris College Pediatric Nursing

Laura Schwab KS University of Kansas Psychology/Social Worker

Candance Smith LA University of LA at Monroe Pediatrician

Veronica Smith MT Great Falls College Montana State U. Nursing

Elijah Tribbett IN Le Cordon Bleu of Auguste Escoffier Executive Chef

Alyssa Turner LA Northern State University Veterinarian Technician

Austin Vardaman MS University of Mississippi Business Management/Law

Emily Waller KY University of Pikeville Dentistry

Taytum Widseth MT University of Great Falls International Radiologist


A special thanks to JAG-Financial Contributors!



Special Appreciation We are most appreciative of our corporate sponsors who are conducting

best practices workshops. Demonstrate your support of our corporate

sponsors by participating in their workshops and learning more about the

career opportunities with their companies. Introduce yourself to our

corporate sponsors during general sessions, meals, and breaks and

express your appreciation for their investments in

Jobs for America’s Graduates and the National Network!

ECMC (C-4) March Kessler, Director, Student Success

Vicki Whebbe, ECMC Student Success Program Director Steven Baumann, Believing the College Dream Faculty

Johnnie Hill-Marsh, Believing the College Dream Faculty Adrelle Pinkney, Believing the College Dream Faculty

McDonald’s (C-6, D-6)

Chris Stewart, Regional Human Resource Manager

Microsoft (Awards Luncheon) Byron Garrett, Director, Educational Leadership and Policy

MyQVO (B-3, C-7, D-4) Gerald Meggett, Jr., Co-Founder and CEO

Tyson Foods (B-8, D-9) Megan Cherry, Senior Talent Acquisition Manager

Rashad Delph, Director, Talent Acquisition

44 “JAG—Delivering on the Promise!”

2015 National Student Leadership Academy Highlights

University

2016 Pre-NTS Courses and Faculty

JAG 101 New Specialist Training—Professor Jenny Powell (AK, AL, FL, IN, KY, LA, MI, MN, MO, NJ)

JAG 101 New Specialist Training—Professor Julie Ray, Ed.D. (MS, SC, SD, TN, VA, WA, WI, WV)

JAG 110 Advanced Specialist Training—Professors Paul Booden; Jenn Beal, Erin Whipple,

and Tim Dolson

JAG 200 Management Development Institute (MDI)—Professors Penson Bartlett

and Sherrye Haney

JAG 310 Project Based Learning (PBL) Train-the-Trainer Workshop--Professors Brian

Schoch, BIE National Faculty; Karey Webb and Jenn Beal

JAG 400 JAG Out-of-School Training Academy—Professors Chris Canova and John

McConnell

JAG 520 JAG Council of State Affiliates Management Seminar and Business Meeting

Professors Jim Koeninger, Ph.D.; Laurie Phelan, Amy Kennel, Jeremy White & Missy Boutwell;

Craig Larrabee, Mike LeVert, and Dwight Littlefield; Ken Smith and Janelle Duray

45 1980 — Jobs for America’s Graduates — 2016

JAG University Course Catalog Monday—July 11, 2016

All Day Headquarters ....................................................................................................... Cancun 8:00 am JAG 520 CSA Management Seminar and Business Meeting .................... Fiesta 3 & 4 Presiding: Jim Koeninger Faculty Members: Professors Jim Koeninger, Ph.D., JAG Executive Vice President Visiting Professors: Laurie Phelan, President, Iowa-JAG, Amy Kennel, Jeremy White and

Missy Boutwell, Iowa-JAG; Craig Larrabee, Mike LeVert and Dwight Littlefield, JAG-Maine; Ken Smith and Janelle Duray, JAG

8:30 JAG University Courses Breakfast (On Your Own) JAG 101 New Specialist Training ............................................................... Monterrey 1 Faculty Member: Professor Jenny Powell, JAG National Trainer Students: AK, AL, FL, IN, KY, LA, MI, MN, MO, NJ

JAG 101 New Specialist Training ........................................................... Monterrey 2&3 Faculty Member: Professor Julie Ray, Ed.D., JAG National Trainer Students: MS, SC, SD, TN, VA, WA, WI, WV

JAG 110 Advanced Specialist Training .................................................... Yucatan 2&3 Faculty Member: Professor Paul Booden, JAG National Trainer PBL Visiting Professors: Jenn Beal, Erin Whipple, and Tim Dolson; JAG-Iowa JAG 200 Management Development Institute .............................................. Yucatan 1 Faculty Members: Professors Penson Bartlett and Sherrye Haney, JAG-Maine

JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop ..... Fiesta 1&2 Faculty Members: Professor Brian Schoch, Buck Institute for Education (BIE) PBL Visiting Professors: Karey Webb, JAG National Trainer, and Jenn Beal, Iowa JAG

JAG 400 JAG Out-of-School Training Academy ......................................... Fiesta 7&8 Faculty Members: Professors Chris Canova & John McConnell, JAG-Ohio & JAG National Trainers

10:00 Break 10:15 JAG University Courses (continued)

12:00 n Luncheon...................................................................................................... Fiesta 9&10 1:00 pm JAG University Courses (continued)


5:30 Adjourn and Dinner on Your Own


JAG University Course Catalog Tuesday—July 12, 2016

All Day Headquarters ...................................................................................................... Cancun 7:00 am JAG 520 CSA Management Seminar and Business Meeting .................... Fiesta 3 & 4 Presiding: Kenneth M. Smith, JAG President Faculty Members: Professors Jim Koeninger, Ph.D., JAG Executive Vice President Visiting Professors: Laurie Phelan, President, Iowa-JAG, Amy Kennel, Jeremy White and

Missy Boutwell, Iowa-JAG; Craig Larrabee, Mike LeVert and Dwight Littlefield, JAG-Maine; Ken Smith and Janelle Duray, JAG


JAG 101 New Specialist Training ........................................................... Monterrey 2&3 Faculty Member: Professor Julie Ray, Ed.D., JAG National Trainer Students: MS, SC, SD, TN, VA, WA, WI, WV


JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop ..... Fiesta 1&2 Faculty Members: Professor Brian Schoch, Buck Institute for Education (BIE) PBL Visiting Professors: Karey Webb, JAG National Trainer, and Jenn Beal, Iowa JAG

JAG 400 JAG Out-of-School Training Academy ......................................... Fiesta 7&8 Faculty Members: Professors Chris Canova & John McConnell, JAG-Ohio & JAG National Trainers


12:00 n Luncheon ..................................................................................................... Fiesta 9&10 1:00 pm JAG University Courses (continued)


5:30 Adjourn and Dinner on Your Own


JAG University Course Catalog Wednesday—July 13, 2016

All Day Headquarters ...................................................................................................... Cancun 7:00 am Council of State Affiliates Business Meeting ............................................. Fiesta 3 & 4 Presiding: Kenneth M. Smith, JAG President


JAG 101 New Specialist Training .......................................................... Monterrey 2&3 Faculty Member: Professor Julie Ray, Ed.D., JAG National Trainer Students: MS, SC, SD, TN, VA, WA, WI, WV


JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop ......Fiesta 1&2 Faculty Members: Professor Brian Schoch, Buck Institute for Education (BIE) PBL Visiting Professors: Karey Webb, JAG National Trainer, and Jenn Beal, Iowa JAG

JAG 400 JAG Out-of-School Training Academy ..........................................Fiesta 7&8 Faculty Members: Professors Chris Canova & John McConnell, JAG-Ohio & JAG National Trainers

10:00 Break

10:15 JAG University Graduation Ceremony Breakfast ............................................. Fiesta 6 Recognition of Workshop Participants and Professors

Presiding: Kenneth M. Smith, JAG President

JAG 101 New Specialist Training—Professors Jenny Powell & Dr. Julie Ray

JAG 110 Advanced Specialist Training—Professors Paul Booden, Jenn Beal, Erin

Whipple, & Tim Dolson

JAG 200 Management Development Institute—Professors Penson Barlett & Sherrye

Haney

JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop—Professors

Brian Schoch, Karey Webb & Jenn Beal

JAG 400 JAG Out-of-School Training Academy—Professors Chris Canova & John

McConnell

JAG 520 JAG CSA Management Seminar—Professors Ken Smith, Janelle Duray, &

Dr. Jim Koeninger


Indiana

Iowa

Kansas

Louisiana


JAG University Library


It’s a Tough Job Market for the Young Without College Degrees By PATRICIA COHENMAY 10, 2016

Vynny Brown at his home in Houston. He would like to apply for a management po-sition at the restaurant he works for, but college experience is required. Credit Sa-rah Lim for The New York Times For seniors graduating from the University of Michigan this month, employers have been lining up since the fall to offer inter-views and boast of their companies’ bene-fits. Recruiters would ask when their com-petitors were coming, said Geni Har-clerode, the university’s assistant director of employer development, and then they’d say: “Well, we want to come the week before.”

“This has been one of our largest seasons of hiring,” she said. “The job market has been very good.” The outlook for many high school graduates is more challenging, as Vynny Brown can attest. Now 20, he graduated two years ago from Waller High School in Texas, and has been working for nearly a year at Pap-pasito’s Cantina in Houston, part of a chain of Tex-Mex restaurants. He earns $7.25 an hour filling takeout orders or $2.13 an hour plus tips as a server, which rarely adds up to more than the minimum, he said. He would like to apply to be a manager, but those jobs require some college experience. “That is something I don’t have,” said Mr. Brown, who says he cannot afford to go to college now. “It’s the biggest struggle I’ve had.” Most young workers have the same problem as Mr. Brown. Only 10 percent of 17- to 24-year-olds have a col-lege or advanced degree, according to a new study by the Economic Policy Institute, although many more of them will eventually graduate. And for young high school graduates, the unemployment rate is disturbingly high: 17.8 percent. Add in those who are underemployed, either because they would like a full-time job but can only find part-time work, or they are so discouraged that they’ve given up actively searching, and the share jumps to more than 33 per-cent. Younger workers have always had a tougher time finding a job than their older, more experienced counter-parts. Even so, the economic recovery has progressed more slowly for young high school graduates than for those coming out of college.

http://topics.nytimes.com/top/reference/timestopics/people/c/patricia_cohen/index.html

http://pappasitos.com/home/



http://www.epi.org/


Among 17- to 24-year-olds, just over 10 percent have completed college or achieved an advanced degree. “It’s improved since the recession, but it’s still pretty poor,” said Elise Gould, a senior economist at the Eco-nomic Policy Institute, who noted the average hourly wage for high school graduates had declined since 2000 despite increases in the minimum wage in some places. Ms. Gould is part of a growing chorus of economists, employers and educators who argue more effort needs to be put into improving job prospects for people without college degrees. “Without question we have failed to pay attention to and invest in opportunities for young people who are not on a path to go to four years of college,” said Chauncy Lennon, the head of work force initiatives at JPMorgan Chase, which has started a $75 million program to design and deliver career-focused education in high schools and community colleges. For high school students, a four-year college education is frequently held out as the only viable option, pre-cisely because job opportunities and wages are so much better upon graduation. But many who sign up nev-er finish. “The most common reason they fail to complete is that they need to start earning a living to sup-port their families,” Mr. Lennon said. Vocational, career and technical high schools have often been stigmatized as a last resort for underachievers. At the same time, educators and administrators in some places have been criticized for steering minority stu-dents toward them in lieu of academic programs. The initiative sponsored by Chase is aimed at repairing that reputation. Although some traditional middle-skills opportunities for construction and clerical workers are shrinking, Mr. Lennon said, others are growing. In health care, for instance, radiology and phlebotomy technicians are needed; in advanced manufacturing and aviation, mechanical maintenance workers are in demand.

http://topics.nytimes.com/top/reference/timestopics/organizations/e/economic_policy_institute/index.html?inline=nyt-org

http://topics.nytimes.com/top/reference/timestopics/organizations/e/economic_policy_institute/index.html?inline=nyt-org


The initiative sponsored by Chase is aimed at repairing that reputation. Alt-hough some traditional middle-skills op-portunities for construction and clerical workers are shrinking, Mr. Lennon said, others are growing. In health care, for instance, radiology and phlebotomy technicians are needed; in advanced manufacturing and aviation, mechanical maintenance workers are in demand. He added that vocational schools should no longer be thought of as dead ends, since they can serve as steppingstones to associate degrees at community colleges or to enrollment at four-year institutions. Issac Cordoso, who is graduating from Medford Vocational Technical High School in Massachusetts in June, already has a job lined up as an electrical apprentice, earning $12 an hour. Isaac Cordoso is studying electrical work at Medford Vocational Technical High School in Medford, Mass. Credit Scott Eisen for The New York Times “I went into vocational school with my heart set on the automotive program, but I fell in love with electrical and saw a bigger future for myself,” Mr. Cordoso, 17, said. He is also applying for a coveted spot as an apprentice with the local electrical union, where the starting pay is $18.25 an hour. As an apprentice, he could work while training to become a journeyman, a position with an hourly wage of $28. Most of Mr. Cordoso’s classmates also have jobs waiting for them, he said. Stefanie A. DeLuca, a sociologist at Johns Hopkins University, is the co-author of a study of low-income Afri-can-American millennials in Baltimore titled, “Coming of Age in the Other America.” She agrees there is a pressing need for more targeted, streamlined vocational programs in high schools and at community colleg-es. “They’re looking for jobs,” Dr. DeLuca said of the youths she interviewed. “They want a quick launch.” Still, low wages combined with rising housing costs make it tough to get ahead. “They’re juggling a job at Pot-belly and a security job and working 60 hours a week and it’s still not enough,” she said. Despite the improving job market, what particularly troubled Martha Ross, a researcher at the Brookings In-stitution in Washington, were the 3.2 million disadvantaged youths between 16 and 24 who were not in school and did not have a job.

http://www.medfordpublicschools.org/schools/medford-vocational-technical-high-school/

http://www.theatlantic.com/business/archive/2016/04/kids-poverty-baltimore/476808/

http://www.brookings.edu/

http://www.brookings.edu/


“The size of that population was bigger than I expected,” said Ms. Ross, who is the co-author of a paper on youth employment across the country. Although metropolitan areas can vary widely, the report found, in some communities, young blacks and Latinos are three to five times more likely than whites to fall into this group. If things are tough for high school graduates, for those without a high school diploma, the job hunt can be grim. Adam McKinley, 18, said he dropped out of his high school in Baltimore last year because he needed to work full time. He worked briefly at Dunkin’ Donuts and has searched for jobs at coffee bars and restaurants, hotels and warehouses. Because many of the applications were online, Mr. McKinley said he did not know why he never heard back. “It’s extremely frustrating,” he said. “You have no idea what’s going on.”


Let's end our dropout epidemic

April 30, 2014 Four successive U.S. presidents have set similar national goals to end the high school dropout crisis, only to see deadlines come and go without much progress. Until recently. After 30 years of flat-lining graduation rates since the early 1970s, and more than 1 million students dropping out of high school every year, significant progress has been made over the last decade. Graduation rates have risen from 71% in 2001 to 81% in 2012. Gains have been so strong since 2006 that, for the first time, the nation has crossed the 80% threshold and is on pace to meet its 90% high school graduation rate goal by the Class of 2020. Progress has been driven within the very populations that had the furthest to climb — with 15 percentage point gains among Hispanics and 9% point gains among African-Americans. The number of "dropout facto-ries"— those schools graduating 60% or fewer of their students — has declined by nearly 650 schools, with 1.2 million fewer students attending them. The gains over the last decade translated into 1.7 million more students graduating, instead of dropping out. Reaching the national goal by the Class of 2020 — those students in the sixth grade today — would mean an additional 2 million students would graduate from current levels, with huge consequences for them, our economy and civic life. High school graduates earn $1 million more over their lifetimes than dropouts. As former West Virginia Gov. Bob Wise's Alliance for Excellent Education reports, reaching the 90% goal for just one high school class would create as many as 65,700 new jobs and boost the national economy by as much as $10.9 billion. What's more, high school graduates are more likely to vote and volunteer. Dropouts are far more likely to be poor, unemployed, incarcerated and absent from the civic lives of their communities than graduates. The stakes are high. So what will it actually take to reach the 90% goal? America cannot reach its goal without closing the oppor-tunity gap. Graduation gaps between low-income students and their middle- to higher-income peers reach nearly 30 percentage points in some states. The majority of states must significantly close these gaps for the nation to reach its goal. A similar challenge is represented by how we educate students with disabilities, who represent 13% of all students. In Nevada, graduation rates for students with disabilities are at 24%, while in Montana rates equal 81%. The fact that some states are doing much better for low-income students and those with disabilities means that this is not an unfixable problem of poverty or ability. While school reform in big cities has driven up graduation rates and resulted in 200 fewer dropout factory high schools, another wave of reform must drive up rates well above the 50s and 60s in urban areas and among men of color whose graduation rates languish behind all others. Big states, such as California, which has 14% of all students and 20% of low-income students, will need to continue to make significant progress as well.

http://all4ed.org/


Progress is possible and hope abounds. The dropout crisis went from a "silent epidemic" a decade ago to a top national and state priority. Better data and strong accountability for increasing graduation rates played key roles. School reforms, including higher expectations, more personalized learning environments, leadership from administrators and teachers in the lower-performing schools, early warning systems that identified patterns of attendance, behavior and performance in reading and math that signaled trouble and high quality alterna-tive schools all have made a difference. Supports for students — from parents, counselors, mentors, tutors and national service corps members — helped create a culture where "every student counts." States such as Tennessee, urban school districts such as New York and Chicago and rural districts such as Washington County, Md., all have seen significant gains in high school graduation rates. The poster school for "Dropout Nation" — Shelbyville, Ind. — raised its graduation rate from the low 70s in 2005 to 93% by 2013. The greatest gains in all these examples and nationally have come since 2006, when graduating from high school became more challenging, with more course credits, AP courses and exit exams required to graduate. Progress has been about rising to a standard of excellence. America has significant social and economic issues to address and our trust in institutions and one another is at historic lows. Progress in improving student achievement and graduation rates could boost the life pro-spects for millions of young people and restore our nation's confidence that we can tackle our greatest chal-lenges. Robert Balfanz is director of the Everyone Graduates Center at Johns Hopkins University, and John Bridgeland is CEO of Civic Enterprises; they are co-authors of "Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic." Write to them at Civic Enterprises, 1101 14th Street NW, Suite 1260, Washington, D.C. 20005; website: www.civicenterprises.net The economic benefits of increasing the high school graduation rate for public school students in the USA (based on the Class of 2013) to 90% would have: Increased 65,150 New Jobs

Increased Annual Earnings by $7.2 Billion Increased Auto Sales by $800 Million

Increased Home Sales by $16.8 Million Increased Annual Spending by $5.3 Billion

Increased State/Local Tax Revenue by $700 Million Increased Federal Tax Revenue by $1.1 Billion Increased Annual Gross Domestic Product by $11.5 Billion

The best economic stimulus package is a high school diploma. Earnings. The more you learn, the more you earn! High school graduates earn a national average of $8,000 more annually compared to high school dropouts. High school graduates are also less likely to be periodically unemployed, on government assistance, or in and out of the prison system compared to high school drop-outs. http://impact.all4ed.org/#national/increased-investment/all-students

http://www.every1graduates.org/

http://www.civicenterprises.net/home

http://www.civicenterprises.net/home

http://impact.all4ed.org/#national/increased-investment/all-students


Enabling Students to Navigate Risks I recently heard three news stories, each a narrative about students “acting out” both on and off the campus. What do these stories have in common?

A skateboarder was hit and killed by a train at a railroad crossing when he tried to beat the train while riding across the tracks. Parents of a 19-year old student negotiated with a local community college to pay a fine to keep him enrolled after he painted graffiti all over a building. A Sigma Alpha Epsilon fraternity member’s video went viral. The song lyrics were full of racist remarks about African-Americans at Oklahoma University. All three were pitiful examples of stories from a population of kids born since 1990. (These kids make up the second half of the Millennials, and I call them Generation iY.) They’re all tragic examples of young people who failed to factor in the consequences of poor decisions. They were unable or unwilling to comprehend the weight of their actions—and later required someone to be responsible…for their irresponsibility.

photo credit: “Balancing on the Brink.” Eagle Peak summit, Chugach Mountains, Alaska via photopin (license)

Rewards and consequences are a huge part of life. In fact, I could argue life is all about benefits and consequences. Neurologists remind us that one of the toughest parts of adolescence is the distorted development of interpreting risky behavior. The part of their brain that signals a reward for risky behavior develops before the part of their brain that signals the consequences for failing at risky behavior. This is why a teen will attempt a ludicrous stunt, like the ones I listed above: they can see the benefits of their peers’ response, and cannot yet

see the price tag of failing. This allows someone who is 18 or older to still act like a “pre-adult.”

What Have We Done to Them?

Too often, these students have filled their minds with data from Google, YouTube, Netflix and social media outlets, yet have not actually lived with outcomes from this information. Their experiences have often been virtual ones. In short:

Their minds are filled with content without context, and contexts without consequences.

This can disable a teen or twenty-something from maturing and being responsible. We never truly become responsible until we are given responsibility…and, we take it. This means we navigate the consequences of our decisions and actions. Failure to do this leads to immature behavior. Depending on a student’s tempera

http://www.examiner.com/article/atlanta-skateboarder-29-struck-killed-while-trying-to-beat-train-decatur

http://www.washingtonpost.com/news/morning-mix/wp/2015/03/09/university-of-oklahoma-fraternity-suspended-after-racist-chant/

http://growingleaders.com/store/product/generation-iy-our-last-chance-to-save-their-future/

http://www.flickr.com/photos/59306007@N08/5434541912

http://www.flickr.com/photos/59306007@N08/5434541912

http://photopin.com/

https://creativecommons.org/licenses/by/2.0/


-ment, it results in one of two extreme behaviors: 1.Low Risk – They become fearful young adults who run from risks. Having never been conditioned for re-sponsibility, they fear encountering it. This is often because mom has unwittingly made them afraid. By doing so much for her child, she’s developed a fearful, fragile adult. Too often, she’s rescued him or her, filled out forms and negotiated conflict with a teacher or employer. 2. High Risk – They become young adults who live risky, even reckless lives, because they’ve never faced hard consequences. Life’s been good, but not real…so they go out on a limb, party-hardy, slip into addictive behav-iors and assume someone else will pay for it all. Once again, some adult has swooped in to save the day. As long as this happens, growth will be stunted. I just spoke to several fraternity advisors at a major university. They compared and contrasted life on campus years ago when they were students, with life on campus today. They admitted that they had partied and got drunk as collegians. In contrast, however, they described how their younger, fraternity brothers have gone to a whole new level. They don’t merely get drunk—but absolutely plastered, to the point they have no sense of self, and in fact, become violent, reckless, unable to stand up and out of control. They told me fraternities pay $30,000 in fees for taxis in preparation for this state. Or, should I say, mom and dad pay this fee. After all, we can’t expect a college student to be responsible, right? What Can We Do? Neither the low-risk student or the high-risk student is in a good place, and neither are balanced enough for leadership responsibilities. To get them ready, we must introduce the very element from which they’ve been protected. Low Risk Students These teens or young adults need to get past virtual experiences and given real responsibility. If parents or teachers have prevented “real life” from happening, they need to be mentored in how to navigate risky ven-tures, and it must be “on-the-job” training. Calculate the risk yourself, but then, push them into the pool so they can swim. Stay in communication, help them to make wise decisions, but be sure to actually lend them responsibility for outcomes. Faculty advisors—let go and turn the event or the strategy over to them. Resi-dence Life staff—let go and empower them to choose how the hall will embody accountability. Youth work-ers—let go and genuinely let the kids oversee the fundraiser. We must let them do it. High Risk Students These teens or young adults have a different temperament that’s responded to their good life with risky liv-ing. So—we must introduce equations into their lives. This means, we talk over big decisions ahead of them (or behind them) and define how one choice leads to a specific benefit, but another choice leads to a nega-tive consequence. Then, we must make sure we don’t remove those consequences. This does not mean we throw them to the “wolves” without any support. It simply means we talk through outcomes, then let life demonstrate it is full of equations. We must follow through and discuss both the perks and price of our choic-es. (Think: O.U. Sigma Alpha Epsilon fraternity aftermath, but with more mentoring discussions). - See more at: http://growingleaders.com/blog/enabling-students-to-navigate-risks-part-1/#sthash.l3968kfs.dpuf

http://growingleaders.com/blog/enabling-students-to-navigate-risks-part-1/#sthash.l3968kfs.dpuf

http://growingleaders.com/blog/enabling-students-to-navigate-risks-part-1/#sthash.l3968kfs.dpuf


School Suspensions Cost Taxpayers Billions Date Published: June 01, 2016

UCLA Study: More Suspensions Lead to More Dropouts; Over a Lifetime, More Dropouts Mean Reduced Tax Revenue, and Higher Costs for Crime, Welfare, and Health Care.

Press Release: The High Cost of Harsh Discipline and Its Disparate Impact

Contact Annette Majerowicz: (847) 977-4434.

Total Cost of 10th Grade Suspensions Exceed $35 Billion LOS ANGELES – A groundbreaking research study released today shows that the overuse of harsh school dis-cipline practices is not only harming student achievement, but also is costing taxpayers billions of dollars. “The High Cost of Harsh Discipline and Its Disparate Impact,” released today by the UCLA Center for Civil Rights Remedies at UCLA’s Civil Rights Project, is the first to quantify the economic cost of suspending stu-dents from school. It builds on a large body of research demonstrating that excessive school suspensions fail to improve school learning environments or enhance academic achievement. “Being suspended increases risk for dropping out of high school. That is a well-established fact,” said Dr. Rus-sell W. Rumberger, co-author of the study and professor of education in the Gevirtz Graduate School of Edu-cation at the University of California, Santa Barbara. “People without a high school diploma earn less, have more health problems, and are more likely to get into trouble with the law. That means less tax revenue and higher health care and criminal justice costs for all of us,” Rumberger added. “Not only will school districts increase graduation rates and generate billions of dollars in economic activity if they stop suspending so many students, the research also shows that reducing the racial discipline gap makes good economic sense and will reduce social costs that hit communities of color the hardest,” added Daniel J. Losen, director of the Center for Civil Rights Remedies at UCLA. “Schools don’t need to rely on sus-pension. There are many alternatives that teach good behavior and hold students accountable for their con-duct while keeping them in school,” Losen said. Using national longitudinal data that tracked a cohort of 10th graders, the researchers estimated that 10th grade school suspensions result in more than 67,000 additional high school dropouts nationally. Using different data sources, the study also estimated the costs and effects of school suspensions in Califor-nia and Florida, reaching remarkably consistent conclusions. According to the study, California 10th grade suspensions resulted in more than 10,000 additional high school dropouts. In Florida 9th grade suspensions increased the number of dropouts by nearly 3,500. The study uses estimates of the economic losses from high school dropouts from Clive Belfield of Queens College. These estimates show that over the course of a lifetime, each additional dropout is responsible for $163,000 in lost tax revenue and $364,000 in other social costs, such as health care and criminal justice ex-penses. Cumulatively, the total cost of the 67,000 additional dropouts caused by school suspensions nation-ally exceeds $35 billion.

https://www.civilrightsproject.ucla.edu/news/press-releases/featured-research-2016/school-suspensions-cost-taxpayers-billions/pr-rumberger-losen-hi-cost-discipline-2016.pdf

https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/the-high-cost-of-harsh-discipline-and-its-disparate-impact

https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/front-matter

https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/front-matter


“$35 billion seems like a huge number, but it’s actually a very conservative estimate. We looked at data from just one cohort of 10th grade students. Multiply that with 10th grade cohorts from additional years and costs will easily exceed $100 billion,” said Losen. “The High Cost of Harsh Discipline and Its Disparate Impact,” joins other studies in observing a strong race-based discipline gap, in which students of color are far more likely to be suspended than are White students. Reducing this discipline gap would not only promote equity and fairness, but also produce a strong fiscal re-turn. The study noted that black students made up 13 percent of all 10th graders, but 25 percent of all sus-pended students. Black students represented 25 percent, or nearly $9 billion, of the $35 billion in economic losses due to suspensions. Citing examples from states and school districts across the nation, the study’s authors explain that sharp re-ductions in suspension are an achievable goal. California, for example, has reduced suspensions by nearly 40 percent since the 2011-2012 academic year by virtually eliminating suspensions for the minor infraction of “disruption or defiance” and by taking other measures to promote alternatives to suspension. Richmond County, Georgia, has reduced suspensions even further. Some individual schools have reduced suspensions by more than 90 percent after introducing alternative discipline models. Cutting suspension rates by 50 percent for just one cohort of students would result in economic savings of $3.1 billion for California and $817 million for Florida, according to the study. The authors encourage education reformers to consider the real cost of suspensions, as states submit new accountability plans under the federal Every Student Succeeds Act. ESSA suggests designating school climate one of the accountability factors and requires all states to review district data and address the overuse of suspensions. States that actively pursue this federal requirement and reduce suspensions most aggressively will reap the greatest economic benefits. The study offers three core recommendations for policymakers, including California school district leaders currently working to finalize their budgets and develop Local Control Accountability Plans to comply with the state’s new Local Control Funding Formula. Include suspension rates as a key metric when evaluating school performance. Given the clear link be-tween suspension rates and graduation rates, fewer suspensions should be considered an indicator of school success. The California Board of Education recently supported this approach by including suspension rates as part of the state’s Local Control Funding Formula evaluation rubric and accountability system. “Review and collect suspension data. In order to identify the most effective school discipline approaches, schools and districts should collect and report information about suspension and expulsion, not only in total, but also disaggregated by race, disability status, gender, and other categories. Direct resources toward effective discipline practices that keep children in school. The study demon-strates that investments in alternatives to suspension will pay for themselves many times over. However, that initial investment is needed to implement alternative practices and ensure that teachers and adminis-trators are trained in their use.

https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder

https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder

Jobs for America’s Graduates

1729 King Street Suite 100 Alexandria, VA 22314

703.684.9479 (Tel) www.jag.org

Make plans to send your delegation to the

National Leadership Awards Events

Omni Shoreham, Washington, DC • November 9-10, 2016

National Student Leadership Academy Hilton Alexandria Mark Center • Alexandria, VA • November 10-13, 2016

33rd national training seminar - jobs for america's graduates

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