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COMMUNITY-AS-SCHOOL

COMMUNITY-AS-SCHOOL. PARENT ORIENTATION. HISTORY OF SCHOOL-TO-WORK. With the passage of the federal School-to-Work Opportunities Act, the message was clear, School reform was to include relevant “real” world work. Opportunities for all students. Combination of rigor and relevance.

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COMMUNITY-AS-SCHOOL

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  1. COMMUNITY-AS-SCHOOL PARENT ORIENTATION

  2. HISTORY OF SCHOOL-TO-WORK • With the passage of the federal School-to-Work Opportunities Act, the message was clear, • School reform was to include relevant “real” world work. • Opportunities for all students. • Combination of rigor and relevance.

  3. WHY THE NEED FOR CHANGE • JOB SKILL LEVELS FOR TODAY & TOMORROW • 1950 20% SKILLED LABOR FORCE • 1991 45% SKILLED LABOR FORCE • 2000 65% SKILLED LABOR FORCE

  4. Why technical training and not just more education? • 15% of future jobs require high school diploma. • 65% of future jobs require more that a high school diploma, but less than a four year college degree. • 20% of future jobs will require a four year college degree.

  5. CURRENTLY • Of the students who start college, only 24.8% complete a four year degree in 6 years. • Of those who finish only 3 out of every 100 are working in the area in which they were schooled. • Between 30% and 45% of all community college students are four year degree graduates returning to school for technical skills so they can be employable.

  6. APPLIED COMMUNICATIONS SPEAKING & LISTENING PROBLEM SOLVING COMPUTER SKILLS APPLIED MATH & PHYSICS PROBABILITY STATISTICS INFORMATION SYSTEMS TECHNICAL READING & WRITING WHAT KIND OF TRAINING IS NEEDED:

  7. TRENDS OF THE FUTURE • 60% of high school students will work in jobs that currently do not exist. • 90% of all jobs in the year 2000 will require knowledge of a computer. • 85% of future jobs will require skill training beyond high school. • 80% of future jobs will require some college but less than a four year degree.

  8. BENEFITS OF CAS PROGRAM • Explore career options before leaving high school. • Learn about the real world of work with supervision still provided by the school. • Practice work readiness skills while on the job. • Gain self confidence in abilities. • Acquire business references in the community. • Learn skills not taught in the traditional classroom. • Build a resume of experiences and skills. • Better prepare themselves for advanced training or study.

  9. MORE TRENDS • The average adult changes jobs 7 times and changes careers 3 times over his/her work life. • The new workforce will work predominantly in small companies • (24 employees or less). • The workforce will be predominantly female, older, and multicultural.

  10. BASIS COMPONENTS OF CAS • WRITTEN CURRICULUM CALLED A LEAP • COMMUNITY TEACHER (CT) • INTERNS DO WORK RELATED PROJECTS • RESOURCE COORDINATOR (RC) • WEEKLY “TEAM MEETINGS”

  11. WRITTEN CURRICULUM LEAP • Learning Experience Activity Packet. • Mission Statement: demonstrate success in 3 areas: academic, personal management, and teamwork skills. • Includes; Goals, Activities, and Evidence. • Common elements in all LEAPS.

  12. COMMON ELEMENTS IN LEAPS • SAFETY • CONFIDENTIALITY • MANAGEMENT SYSTEM • HISTORY/BACKGROUND OF BUSINESS • RESEARCH OF THE CAREER AREA • RESUME WRITING

  13. COMMUNITY TEACHER • PERSON WILLING TO WORK WITH YOUNG PEOPLE AND HELP THEM SUCCESSFULLY COMPLETE THEIR LEAPS.

  14. FINAL CAS PROJECTS • MUST BE CONNECTED WITH THEIR WORK-BASED LEARNING EXPERIENCES • EVALUATED BY RC. • HAVE VARIOUS OPTIONS.

  15. RESOURCE COORDINATOR • LOOKS FOR RESOURCE SITES WHICH CAN PROVIDE RIGOROUS AND VARIED WORK EXPERIENCES AND COMMUNITY TEACHERS WHO WANT TO WORK WITH STUDENTS. • DOES THE PAPER WORK NECESSARY TO GET THER PROGRAM SET UP. • WRITES LEAPS AND SUPERVISES INTERNS IN THE FIELD.

  16. WEEKLY TEAM MEETINGS • ONE SCHUDELED DAY PRIOR TO WORK. • COLLECT HOMEWORK, TIME SHEETS, AND JOURNALS. • DISCUSS PROBLEMS OR CONCERNS . • HELP CONNECT SCHOOL-BASED LEARNING AND WORK-BASED LEARNING.

  17. KEY ELEMENTS OF CAS • Orientation for interns and parents. • Internships open to 11 & 12 graders. • Resource sites within 45 minutes driving distance. • LEAPs developed, including final project. • May earn elective credits. • May not repeat any position or LEAP. • Journals are vital to internship: observations, skills learned, thoughts and feelings.

  18. KEY ELEMENTS CONTINUED: • Many LEAP activities are journal documented. • Team meetings one class period per week. • Handbooks developed for parents, interns, and community teachers. • Paperwork in place that makes CAS an extension of school. • Very little paperwork for CT’s (attendance, marking period evaluations of intern, and assistance with final projects).

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