Career Foundations: Choosing a Career Pathway into a Bridge Program Mary Kay Devine, Women Employed Illinois Community College Board Forum for Excellence Normal, IL September 22-23, 2015
Workshop Objectives: What is Career Foundations? Why we created it Who can use it How to use it What students will produce in the course What is covered (content & resources) Foundation in City Colleges Guided Pathways to Success (GPS)
Since 1973, Women Employed has been mobilizing people and organizations to expand educational and employment opportunities for America s working women. Increasing access to and success in education and training by: Increasing financial aid Improving support services Improving educational programs Informing and connecting practitioners and policy makers through our Pathways to Careers Network Learn more: http://womenemployed.org/pathways-careers-network
Collectively we face an urgent need to improve adult transitions into college and careers By 2020, 67% of jobs will require a college degree or certificate 3 million IL adults don t have education beyond high school Of 100 future jobs, 24 will go unfilled
City Colleges Reinvention launched to help students meet the demands of a changing world. They focused on four critical goals City Colleges of Chicago Reinvention Goals: Increase number of students earning college credentials of economic value Increase rate of transfer to bachelor s degree programs following CCC graduation Drastically improve outcomes for students requiring remediation Increase number and share of ABE/GED/ESL students who advance to and succeed in college-level courses Drive greater job placement and degree attainment Ensure student success Become an economic engine for the City of Chicago CCC s Bridge and Gateway transition programs together address all of these goals, with greatest focus on the 4 th goal. 5
How can providers help students maximize their time and efforts in an adult education program? Moving from this Few linkages between adult education curriculum and college coursework Lack of information about what you can study in college No clear connection made between level of education and expected earnings Common perception of adult ed as classes and courses without any particular end goal other than passing the GED or high school equivalency test, improving English Self image as not college material to this: Relevance of adult education curriculum to future college coursework High student awareness of pathways and opportunities beyond GED, high school equivalency, improving English College transition is a goal discussed throughout a student s tenure in the program and encouraged in every way possible Opportunity to begin college with support while in adult education Increased sense of self-efficacy
Career Foundations helps students gain greater self-awareness as well as knowledge about opportunities available at their college Students will come away with products that will serve them throughout their future studies: Interest inventory Selection of their focus area Academic and student services plan for getting to college Knowledge of costs of education and how to finance Students will have a deeper understanding of: The focus areas the colleges offer The difference between an occupational and a transfer pathway The concept of stackable certifications How to use the adult education program as a stepping stone to certificate and degree programs and better jobs The relationship between level of education, expected earnings, and likelihood of employment
The intended audience for Career Foundations is the adult education population at intermediate levels (below transition readiness) ABE students at Low Intermediate level (grade equivalent 4.0-5.9) and up ESL students at High Intermediate and up Students interested in bridges who are not yet at required 6.0 grade equivalent Existing adult education students New audiences, particularly those who are interested in connections to job training or in becoming college-ready Students currently at community based organizations who would like to learn about opportunities available at their local community college Implement as widely as possible within programs Community organizations and community colleges can collaborate by sharing the same career exploration curriculum and developing clear, consistent pathways through adult education programs system-wide.
The course moves students sequentially from self-awareness to awareness of educational opportunities and how to plan for them Setting course goals Identifying transferable skills skills you are already using at home, at work, and/or in your community Identifying values and interests Setting financial goals Exploring City Colleges of Chicago career focus areas and pathways Learning about promising local sectors and job market Developing a plan to get to college including adult education transition programs (Bridges, Gateway) Learning about college support services Creating a timeline Course portfolio class presentation
Activity: Career Foundations Sample Lesson Step #1 Pick a student and think about their situation: What is their basic skill level? What brought them to Adult Education? Are they pursuing their GED to get or keep a job? Are they learning English? Career Foundations curriculum available for free download at http://womenemployed.org/pathways-careers-network
Activity: Career Foundations Sample Lesson Step #2 Set your long-term goal and link it to stackable credentials 1 st Pick a focus area 2 nd On a blank piece of paper, draw three columns: BC (Basic Certificate) AC (Advanced Certificate) AA or AAS (Associate of Arts or Associate of Applied Science Degree) Career Foundations curriculum available for free download at http://womenemployed.org/pathways-careers-network
Activity: Career Foundations Sample Lesson Step #3: Set your short-term goal Beginning Literacy ABE Beginning ABE Low Intermediate ABE + Careers Foundations Course High Intermediate ABE (6.0-8.9) Low Advanced ASE (9.0-10.9) High Advanced ASE (11.0-12-9) Placement test scores determine Adult Education students initial levels English as a Second Language (ESL) Semester Courses: Bridge programs 20 hours per week for 24 weeks : Healthcare (all CCC-AE colleges) Culinary /Hospitality (KK) Early Childhood Educ. (TR+, Fall 2015) Transportation, Distribution, & Logistics (OH) Accounting/Business (TR+, 2016) Manufacturing (DA) All prepare for GED while introducing a College to Careers Focus Area Bridge I High Intermediate 8-weeks (for ABE/ASE and ESL) Bridge II Low Advanced 8-weeks (for ABE/ASE and ESL) Bridge III High Advanced 8-weeks Includes college credit course (for ABE/ASE and ESL) Beginning Literacy ESL Low Beginning ESL High Beginning ESL Low Intermediate ESL High Intermediate ESL + Career Foundations Course Adult Basic Education (ABE) and Adult Secondary Education (ASE) Semester Courses: 12 Advanced ESL GED test (if applicable) Advanced GED and Gateway, if not yet test-ready Transition to college Entry level jobs
Activity: Career Foundations Sample Lesson Step #4 Create your final product: an education plan with a timeline Students utilize three worksheets to develop their final plan activity, so not just one handout. Students take a deep look into support services, including field trips to campus offices to identify where they can get help for what. Students ID potential obstacles: childcare, tuition/financial aid, tutoring, career placement Career Foundations curriculum available for free download at http://womenemployed.org/pathways-careers-network
With WIOA implementation, providing programs the tools for getting students onto career pathways is more critical than ever CAREER PATHWAY: The term career pathway means a combination of rigorous and highquality education, training, and other services that a) Aligns with the skill needs of industries in the economy of the State or regional economy involved; b) Prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including apprenticeships ; c) Includes counseling to support an individual in achieving the individual s education and career goals; d) includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
With WIOA implementation, providing programs the tools for getting students onto career pathways is more critical than ever e) Organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable; f) Enables an individual to attain a secondary school diploma or its recognized equivalent, and at least 1 recognized postsecondary credential; and g) Helps an individual enter or advance within a specific occupation or occupational cluster. Public Law 113-128, July 2014, Sec. 3 (7) WIOA
With WIOA implementation, providing programs the tools for getting students onto career pathways is more critical than ever WIOA: Expanded Adult Ed Purpose 1) Assist adults to become literate and obtain the knowledge & skills necessary for employment and economic self-sufficiency; 2) Assist adults to obtain the education and skills that a) Are necessary to becoming full partners in the educational development of their children, and b) Lead to sustainable improvement for economic opportunities for their family. 3) Assist adults in attaining a secondary school diploma and in transition to post-secondary education and training, including through career pathways; and 4) Assist immigrant and other individuals who are English language learners Public Law 113-128, July 2014, Title II, Sec. 202 WIOA
With WIOA implementation, providing programs the tools for getting students onto career pathways is more critical than ever WORKFORCE PREPARATION ACTIVITIES: The term workforce preparation activities means: activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment. Public Law 113-128, July 2014, Title II, Sec. 203(17) WIOA
Any misconceptions about the course should be addressed during the recruitment phase so students understand the benefits and purpose What Career Foundations is not: Career Foundations is not a job readiness course. Career Foundations does not directly teach a specific set of soft skills. Career Foundations is not a reading/writing course (students address these skills in their regular adult education courses). Career Foundations teachers are not expected to perform the role of college advisors.
The course consists of 32 contact hours and is flexible enough to be offered in various formats Preferred format: Twice a week (two 2-hour classes per week for 8 weeks), supplemental to regular ESL or ABE/GED instruction Other possible formats: Once a week (one 4-hour class per week for 8 weeks), supplemental Intensive (8 hours per week for 4 weeks, as an orientation class for new students not yet enrolled in regular fixed-entry classes) Selected components used as stand-alone activities (if insufficient time or resources to schedule as a class) Expansion to 48 hours possible if program wishes to offer more opportunity for exploration and skills development
Presenter information: Mary Kay Devine Director of Community Initiatives Women Employed mdevine@womenemployed.org 312-782-9302 ext. 224 Career Foundations Expert Information: Christina Warden Senior Program Manager Women Employed cwarden@womenemployed.org 312-782-3902 ext. 228 Career Foundations curriculum available for free download at http://womenemployed.org/pathways-careers-network