using data to promote access to high-quality work-based ... · using data to promote access to...
TRANSCRIPT
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Using Data to Promote
Access to High-Quality
Work-Based Learning
Tools and Considerations for States
August 2, 2018
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GoToWebinar Technical
Assistance: 1-800-263-
6317
Handouts Feature
Questions Box
Webinar recording and
other resources available
at: www.aypf.org and
www.ccrscenter.org
Webinar Technical Support
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Follow the Conversation on Twitter!
@AYPF_Tweets @CCRSCenter
@OHEducation @KSDEcte
#WBL4CCRS
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WBL Webinar SeriesIntegrating Work-Based Learning into Your College and Career
Readiness System (May 29, 2018)
Establishing Key Partnerships for Successful Work-Based Learning:
Strategies for States and Districts (June 25, 2018)
Using Data to Promote Access to High-Quality Work-Based Learning:
Tools and Considerations for States (August 2, 2018)
Ensuring Equity for Work-Based Learning: Supporting Rural Communities
(Fall 2018)
https://goo.gl/forms/rFO127smNh5nVH0c2
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What percentage of youth in your state have access to
high quality WBL?
100%
75%
50%
25%
Less than 25%
Poll #1
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What are some reasons that youth do not have equitable
access to WBL in your state?
Lack of funding
Lack of partnerships with employers
Lack of trained school staff
Transportation/logistical issues
Liability/insurance concerns
Poll #2
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Today’s Presenters
Jessica
Giffin
CCRS
Center
@CCRS
Center
Trent
Sharp
CCRS
Center
@CCRS
Center
Ellen
Cushing
CCRS
Center
@CCRS
Center
Emily
Passias
Ohio
Dept. of
Education
@OH
Education
Natalie
Clark
Kansas
State Dept.
of
Education
@KSDEcte
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What Is the CCRS Center?
Who? What? How?
State education
agencies (SEAs)
and local education
agencies (LEAs)
Build SEA and LEA
capacity to implement
college and career
readiness (CCR)
policies.
Provide technical
assistance,
including targeted
and intensive
support.
www.ccrscenter.org [email protected]
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Setting the Context
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The New Minimum2020
Postsecondary EducationCareer or technology center credentials;
associate’s degrees; and college associate,
undergraduate, and advanced degrees
55 million jobs
65% require postsecondary
training
5 millionunfilled
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Student Postsecondary
PreparednessHigh School
Graduation Rates
83%
2014–15 SY
65%
English learners
76%
Economically
disadvantaged
Postsecondary
Remediation Rates
20%
4-year
institution
52%
2-year
institution
Postsecondary
Graduation Rates
60%
graduate
in 6 years
41%
African American
54%
Hispanic
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Employers’ Perceptions
Employers cite
employability skills as the
most important skill.
Hart Research Associates, 2015
A lack of employability skills
may contribute to a “talent
shortage.”
Manpower Group, 2016
Difficulty filling jobs that require cross-cutting skills like critical thinking,
collaboration, and digital literacy
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Student Perceptions
45.7% agree that their school
helped match careers
with their
interests/abilities.
48.7%agree that their school
helped them understand
the steps to take to have
the career they want.
Source: YouthTruth Survey retrieved from http://www.youthtruthsurvey.org/college-and-career-readiness/
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Education-to-Workforce Pipeline That Prepares
ALL Students With the Necessary Knowledge,
Skills, and Abilities
Employability Skills
(transferable skills)
Career/Industry Specialization
Academic Skills
(reading, writing, math,
science)
Technical Skills
(career/ industry skills)
Academic Skills
(reading, writing, math,
science
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Continuum of WBL Experiences
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Mapping Diverse Data To
Support WBL ImplementationEmily Passias and Trent Sharp
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The Challenge
M
NN
E
Social Vulnerability
Index (2016)
% Free & Reduced
Lunch (2017)
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More to the Story
MN
NE
MN
Opioid Prescription
Rates (2017)
Opportunity Zones
(2018)
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Concrete Opportunities
NE
Robeson County had 3707 new hires in the manufacturing industry from Q2 2016 to Q2 2017
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Higher
Education
Social
K12
Labor
How GIS Works
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How GIS Works
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GIS 101
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GIS 101
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GIS 101
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The Big Point
GIS is not just about making maps – that’s easy.
GIS helps us to understand the complexity of
the state environment so that we can convene
the right people to go take the right actions in
the right places.
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Ohio’s Goals
Expansion of CTE programs
Demonstrating needs and opportunities through GIS
makes the case for the work that needs to be done
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Ohio’s Goals
High quality work-based
learning experiences
Demonstrating needs and opportunities through GIS
makes the case for the work that needs to be done
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Ohio’s Goals
Serving students of color and
urban students more
effectively
Demonstrating needs and opportunities through GIS
makes the case for the work that needs to be done
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Ohio’s Goals
Tighter match between
program offerings and local
needs
Demonstrating needs and opportunities through GIS
makes the case for the work that needs to be done
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Equity, Access, and Expansion
• Identifying equity
gaps in meaningful
access to
programming
• Identifying schools
without CTE
programming nearby
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Program Mismatch
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Ohio’s Next Steps
• Fully integrate higher ed data, and include public
transportation options
• Begin working with districts to expand access and
engagement in programming
• Integrate into grant program and facilitated
process to assist districts in revising career
pathway options
• Use tool in State Plan development and
implementation
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To submit live questions to
the presenters, please use
the “Questions” box
Audience Q&A
#WBL4CCRS
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Measuring Work-Based Learning
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Why Measure?
Students
• Reflect on learning
from work-based
learning experiences
• Identify knowledge and
skills gained
• Connect application to
future career goals
Schools/Districts/States
• Use data to improve
the quality of work-
based learning
experiences for all
students
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Measures of Work-Based Learning
States Reviewed: 17
Districts Reviewed: 59
Total Resources Reviewed: 109
Employer Evaluation: 30
Rubric: 23
Self-Assessment/Reflection: 19
Worklog: 7
Portfolios: 5
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Themes from Work-Based Learning
MeasuresWhat is Measured?
Quality of Student
• Personal Characteristics Development
• Observable Job Tasks
• Mutually Identified Goals
• Application of Academic and Technical Content
Quality of the Experience
• Tasks Provided
• Support Provided
How is It Measured?
•Employer Evaluation
•Performance Rubric
•Self-assessment/ Self-Reflection
•Worklog
•Portfolio
Who Measures It?
•Students
•Employers
•Teachers
•Intermediaries
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Portfolio
Purposeful collection of student
work across time (Herman,
Gearheart, & Aschbacher, 1996)
Demonstrates student’s learning
progress
Completed by a student,
sometimes in collaboration with
teachers
Assessed by using a rubric
Artifact Scoring Rubric
A set of scoring guidelines for
evaluating student work (CLASS,
1997)
Portfolios and Rubrics
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Example: Arizona
Source: Arizona Department of Education, 2012
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Trait-Based: Employer evaluates students on desired personal characteristics related to preparing for the job (Bowman, 1999)
Behavior-Based: Employer rates student performance on a set of defined observable job-related behaviors (Lee, 1985; Bowman 1999)
Results-Based: Employer/teacher and the student set mutually agreed upon goals and performance is measured against these established goals (Lee, 1985; Bowman, 1999
Types of Employer Evaluations
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Trait-Based Example: West Virginia
Source: West Virginia
Department of Education, 2012,
p. 62
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Behavior-Based Example: California
Source: California Department of Education, n.d.
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Results-Based Example: Kansas City
Source: Kansas City Schools,
2002, 190
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Self-Assessment:
Students evaluate or rate
their own abilities, skills,
and/or performance.
Self-Reflection:
Students write reflections or
thoughts on their own
abilities, skills, performance,
and experiences during the
WBL experience.
Definition of Self-Assessment and
Self-Reflection
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Self-Assessment Example: Tennessee
Source: Tennessee Department of Education, n.d.
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Self Reflection Example: Ohio
Source: Ohio Department of Education, 2016
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Key Considerations for Measuring
Work-Based Learning How do you balance
ensuring quality of
measurement without
overburdening key partners
(e.g. educators, employers,
students)?
What is the purpose of
assessing work-based
learning? What is most
important to assess?
How will the results be
used?
What type of
training and
support is
necessary?
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Scan of state definitions of
work-based learning
Definition can help inform
potential goals for
measuring WBL
https://ccrscenter.org/sites/de
fault/files/WorkBasedLearnin
g_StateDefinitions.pdf
Resource: Work-Based Learning
Definitions
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Modules highlight key decisions to develop WBL measures
• Module 1: Introducing Measuring Work-Based Learning
• Module 2: Portfolios and Rubrics
• Module 3: Employer Evaluations and Worklogs
• Module 4: Self-Assessments and Self-Reflections
Available end of August
Forthcoming: Decision Points: Determining
How to Measure Work-Based Learning
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Arizona Department of Education. (2012 a). Complex communication. Phoenix, AZ: Author. Retrieved
from https://cms.azed.gov/home/GetDocumentFile?id=589b42671130c10810eaeac7
Bowman, J. (1999). Performance appraisal: Verisimilitude trumps veracity. Public Personnel
Management, 28(4), 557-576.
California Department of Education. (n.d.). Work experience education guide. Sacramento, CA: Author.
Retrieved from
https://www.google.com/url?q=https://www.cde.ca.gov/ci/ct/we/documents/weeguide.doc&sa=U&v
ed=0ahUKEwiYlcOhhJLaAhWyV98KHUFMAs8QFggEMAA&client=internal-uds-
cse&cx=007899273231353282595:rooj8qfkg0k&usg=AOvVaw3KMFGR16rXTljCm9nn0WLB.
CLASS. (1997). Rubrics and scoring guidelines and examples. Retrieved from
https://www.iup.edu/WorkArea/DownloadAsset.aspx?id=129844
Herman, J. L., Gearheart, M., & Aschbacher, P. R. (1996). Portfolios for classroom assessment: Design
and implementation issues. In R. Calfee & P. Perfumo (Eds.), Writing portfolios in the classroom:
Policy and practice, promise and peril (pp. 27–62). Mahwah, NJ: Erlbaum. Retrieved from
http://files.eric.ed.gov/fulltext/ED398588.pdf
References
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Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process,
rating training. The Academy of Management Review, 10(2), 322-331.
Ohio Department of Education. (2016). Work-based learning student reflection questions. Columbus, OH:
Author. Retrieved from http://education.ohio.gov/getattachment/Topics/Career-Tech/Career-
Connections/Work-Based-Learning/Work-Based-Learning-for-Students-and-Familes/Student-
Reflection-Questions.docx.aspx.
Tennessee Department of Education. (n.d.). Student self-assessment of skills. Nashville, TN: Author.
Retrieved from
https://www.tn.gov/content/dam/tn/education/ccte/wbl/wbl_wbl_student_self_assessment_of_skills.p
df.
West Virginia Department of Education. (2012). Experiential learning guide. Charleston, WV: Author.
Retrieved from https://wvde.state.wv.us/hstw/documents/ExperientialLearningGuide_2013.pdf.
References
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www.ksde.org
Kansas leads the world in the success of each student.
Work-Based Learning Experience Portfolio Components
Employability Skills Rubric
Work Sample Reflection Template
Scoring a Work Sample from a Work-Based Learning Experience
Scoring a Work-Based Learning Experience Portfolio
MEASURING AND REFLECTING
STUDENT LEARNING
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
Work-Based Learning (WBL) includes a continuum of awareness, exploration, and preparation that combines an individual’s career goals, structured learning, and authentic work experiences implemented through a sustained partnership with Kansas business/industry.
Work-Based Learning activities with industry or community professionals culminate in a validation and measurement of acquired knowledge, skills and possible employment.
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
54
Career Awareness
CareerExploration
Career
Preparation
Kansas Work-Based Learning Continuum
“To the Stars and Beyond”
Guest Speakers
Career Fairs
Field Trips
Tours
Job Shadow
Mock Interviews
Field Trips
Career Mentoring
Professional Learning Experiences
(PLEs)
Internship
Supervised Entrepreneurship Experience
Clinicals
School-To-Registered Apprenticeships
Community-Based Experience
Supervised Agricultural Experience
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
U. S. Department of Education
Employability Skills
http://cte.ed.gov/employabilityskills/index.php/framework/systems
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
Kansans CAN Competencies
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
OUTCOMES FOR MEASURING PROGRESS
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
INDIVIDUAL PLANS OF
STUDY
All students, beginning in middle school,
will develop an IPS based on their career
interests. An IPS is both the product a
student develops and a process the school
implements to guide students in developing
future plans.
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
INDIVIDUAL PLANS OF
STUDY
• A series of strength finders and career interest
inventories to help students identify career
cluster preferences
• An eighth- through 12th-grade course-builder
function with course selections based on career
interests
• A postsecondary plan (workforce, military,
certification, two-year college, four-year college)
• A portable electronic portfolio
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
1. Table of Contents
2. Career Development Materials (10 points)
3. IPS Required Components (Included in Kansas Education
Systems Accreditation) (15 points)
4. WBL Experience Work Samples (30 points)
5. Writing/Research Samples (15 points)
6. Project (15 points)
7. Assessments (15 points)
WORK-BASED LEARNING EXPERIENCE PORTFOLIO
RECOMMENDED COMPONENTS
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
a) Résumé,
b) Cover letter
c) Letter(s) of recommendation
d) Other artifacts demonstrating career development
(i.e. job application, LinkedIn profile, demonstration of
interviewing skills, etc.)
2. CAREER DEVELOPMENT MATERIALS
(10 POINTS)
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
a) Strengths finder
b) Career interest inventory
c) Courses aligned to interest inventory
d) Postsecondary plan
3. IPS REQUIRED COMPONENTS
(INCLUDED IN KANSAS EDUCATION SYSTEMS ACCREDITATION)
(15 POINTS)
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
WBL Experience work samples are products or materials
developed throughout the WBL experience that demonstrate at
least one employability skill in each of the domains
a. Effective Relationships
b. Workplace Skills
c. Applied Knowledge
4. WBL EXPERIENCE WORK SAMPLES
(30 POINTS)
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
These samples demonstrate in-depth knowledge about a career
area and include descriptions of required skills and forecasted
industry trends; students must draw on multiple sources
(interviews, literature review, and internet search) and use proper
citations.
5. WRITING/RESEARCH SAMPLES
(15 POINTS)
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
The project involves creating work samples and preparing writing
samples, and it culminates in a presentation.
(Note: The student may substitute for writing/research sample
and other work samples, if the project already will include these.)
6. PROJECT
(15 POINTS)
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
a) Business/Mentor evaluation
b) WorkKeys assessment
c) Industry certification
d) Coordinator evaluation
7. ASSESSMENTS
(15 POINTS)
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
How to Score Work Samples in the PortfolioTable 1. Number of Points for Each Rubric Rating
2 points 5 points 8 points 10 points
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
How to Score Work Samples in the Portfolio
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KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org
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To submit live questions to
the presenters, please use
the “Questions” box
Audience Q&A
#WBL4CCRS
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State Work-Based Learning Initiative: https://ccrscenter.org/state-work-based-learning-initiative
Using Geographic Information Systems to Support Equitable Work-Based Learning Planning
and Implementation:
https://ccrscenter.org/sites/default/files/WorkBasedLearning_Using_GIS.pdf
Developing Work-Based Learning Maps: Data Sets, Indicators, and Sources:
https://ccrscenter.org/sites/default/files/WorkBasedLearning_GIS_DevelopingMaps.pdf
Essential Questions: Using Geographic Information Systems Maps to Inform Work-Based
Learning Decisions:
https://ccrscenter.org/sites/default/files/WorkBasedLearning_GIS_EssentialQuestions.pdf
Promoting Equity and Opportunity: Using Geographic Information Systems to Inform Work-
Based Learning Decision-Making: https://ccrscenter.org/blog/promoting-equity-and-
opportunity-using-geographic-information-systems-inform-work-based
Work-Based Learning Definitions: Themes From States and National Organizations:
https://ccrscenter.org/sites/default/files/WorkBasedLearning_StateDefinitions.pdf
CCRS Center Resources Available
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Ellen Cushing, College and Career Readiness and Success Center,
Trent Sharp, College and Career Readiness and Success Center,
Emily Passias, Office of Career-Technical Education, Ohio
Department of Education, [email protected]
Jessica Giffin, College and Career Readiness and Success Center,
Natalie Clark, Kansas State Department of Education,
Contact Today’s Presenters
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Please fill out the survey upon exiting the
webinar
Materials and video will be posted online at
www.aypf.org and www.ccrscenter.org
Thank You