Career and Community Connections

1. Career and Community Connections An Introduction to the Application Experience In the Family and Consumer Sciences Classroom

2. Presenters: Lynette Yevak, FACS Educator, Emporia High GaylaRandel, Ed. Program Consultant, KSDE

3. Agenda: I. Background Preparation Review of Pathways Role of the Application Courses II. Career and Community Connections Multiple pathways Course Competencies Function of the Portfolio III. Professional Learning Experience Toolkit Relationship to the Application Course Guidance and Tools IV. Examples and Resources Career and Community Connections: Intro to Application Course in the FACS Classrm

4. Review of Pathways

5. Pathways with Career and Community Connections as the Application Course • Family and Community Services—Social Work, Counseling • Consumer Services— Credit Counseling, Financial Planner • Restaurant and Event Management— Culinary Arts, Event Plan • Visual Arts—Interior /Textile Strand— Interior Design/Textile Design • Government and Public Administration— Leadership/Teamwork/Civic Duty • Travel and Tourism— Tourism/Lodging/Community Sustainability/Development Career and Community Connections: Intro to Application Course in the FACS Classrm

6. Questions when working with multiple pathways with the same application level course • Do all students have to have the same application experiences? • What if the students have different technical skills due to taking different courses? • How can I provide the direction for students who go in different occupational directions? • What if some of the students are in internships and others want community based or school based experiences? • How does FCCLA STAR Events fit into this course? Career and Community Connections: Intro to Application Course in the FACS Classrm

7. Role of the Application Level Course

8. Application level courses are to provide authentic application of the technical knowledge and skills in real world settings which can be… • Work based—Internships (paid) • Community based—volunteer (unpaid) • School based—industry experiences recreated within the school setting Career and Community Connections: Intro to Application Course in the FACS Classrm

9. In all situations, students are to • Work with adult mentors • Apply the technical skills using industry process, equipment and techniques • Identify learning goals and plans to achieve them • Be willing to apply their technical knowledge and skills and practice work skills (i.e. on time, follow directions, stay on task) • Document experiences, reflect on experiences, complete exit evaluations and assessments. • Meet the timeline set by the school and follow school and work site regulations. Career and Community Connections: Intro to Application Course in the FACS Classrm

10. Career and Community Connections Course Ask yourself…. How many of these topics fit all pathways?

11. Course Content/Competencies Soft skills Needed for Success in Human Services --Character Development (i.e. Trust, Respect) --Work Expectations (i.e. on time) --Service Attitude (working for others) --Balancing work, family and volunteer demands --Life stages and impact on above Impact of age Impact of life happenings (i.e. health) Impact of work demands Career and Community Connections: Intro to Application Course in the FACS Classrm

12. Community Resources and Support --Formal Community Resources (i.e. SRS) --Informal Community Resources (i.e. churches, neighborly attitude) --Determining need of all age groups --Warning signs and need for intervention Career and Community Connections: Intro to Application Course in the FACS Classrm

13. Human Service Career Revisit --Social work, Counseling, Nutrition Ed. --Geriatric services --Food Service, Event Planning --Interior/Textile Design to meet need Educational requirements of entry, skilled, professional careers Professional organizations linked to each Career and Community Connections: Intro to Application Course in the FACS Classrm

14. Consideration of each area Professionalism/ethics/privacy codes Technology use Legal considerations Safety issues (contamination to body fluids) Diversity and Disability acceptance Career and Community Connections: Intro to Application Course in the FACS Classrm

15. Global impact on careers (working with different cultures) Career recognizing and respecting Family structures Cultural differences Disabilities of family members Career and Community Connections: Intro to Application Course in the FACS Classrm

16. Are these topics related to all FACS related pathways?

17. Role of the Portfolio

18. The portfolio is a working document, not a professional portfolio with best work. The working portfolio is started at the intro level, with each course having a section or chapter. The working portfolio is added to in each course as determined by the instructor. The working portfolio serves as the reference book and/or textbook for the application level course Career and Community Connections: Intro to Application Course in the FACS Classrm

19. Example #1: Career Life Planning –Intro section of portfolio may contain: --Interest Survey results --Notes on writing resumes, letters of application, follow up notes --Personal resume, letters samples --Notes on how to interview successfully --Web resources Career and Community Connections: Intro to Application Course in the FACS Classrm

20. How might the Career and Life Planning items be used in Career and Community Connections class? Career Life Planning Career and Community Connections Interest Survey results Notes on writing resumes, letters of application, follow up notes Personal resume, letters samples Notes on how to interview successfully Web resources Retake interest survey to see if same results is found. Refer to notes to apply for internships. Refer to sample forms to adapt to create documents for internships Refer to notes when interviewing for the internship. Refer to the web recourses as needed Career and Community Connections: Intro to Application Course in the FACS Classrm

21. Next step… • Repeat the same process with each technical course. • Require the information you feel the student will need to have for a variety of experiences in the Career and Community Connections course in each section. • Grade as you see fit. • Keep the information kept at a minimum…this is not a way to keep everything you do. • It can be hard copy, 3-ring binder or electronic portfolio format. • Won’t be sent in to KSDE, but kept locally to assist with the instruction of the Career and Community Connections course. Career and Community Connections: Intro to Application Course in the FACS Classrm

22. Professional Learning Experience Tool Kit Source: www.ksde.org Career and Technical Education Page Forms and Documents

23. Two Sections Guidance Appendix Chapter 1—Role of the Experience, CTE and CTSO’s Chapter 2—What is a Quality Experience? Chapter 3—Preparation Chapter 4—Seven Guidelines for Creating a Quality Experience Chapter 5—Evaluation, Reflection, Debriefing Glossary of Terms Sample of Planning and Support Documents/Forms Sample Reference Sheets (for reference and reproducing to share) Sample Evaluations, Reflections and Assessment Rubrics Career and Community Connections: Intro to Application Course in the FACS Classrm

24. Guidance Section • Provides directions and guidance on the why and how to set up the professional learning experience. • Shares activities that provide authentic experiences. • Discusses the role of the school coordinator (you), adult mentor (field supervisor), parents, school administration and student. • Shares considerations and questions regarding safety, training, pay, work hours and work responsibilities. • Provides explanation concerning setting learning goals and the need for improvement plans. • Defines “All Aspects of the Industry” which are to be part of the application experiences. • Provides examples of how to provide these experiences Career and Community Connections: Intro to Application Course in the FACS Classrm

25. Appendix • Provides forms, documents and handouts that can be used as is or as a basis for modification to meet local district regulations. • Provides letters and sample scripts for you and/or student use. • Addresses the preparation, organization, implementation and evaluation of the experience. • Includes reference sheets for the school coordinator (you). Career and Community Connections: Intro to Application Course in the FACS Classrm

26. Appendix items—Planning Documents • Adult Mentor Letter • All Aspects of the Industry—Intro Activity • Improvement Plan Form • Orientation to the Workplace • Parent/Legal Guardian Letter • Professional Learning Experience Agreement • Professional Experience Confidentiality Form • Professional Experience Liability Agreement • Professional Learning Experience Plan (setting learning goals) • Checklist for Creating a Quality Experience • Student Learner Contact Script (for making phone calls) • Student Pre-Experience Survey Career and Community Connections: Intro to Application Course in the FACS Classrm

27. Appendix—Reference Sheets • All Aspects of the Industry • Application level Activity Options • Community-based Experiences • Fair Labor Standards • Commonly Asked Questions • Internship Timeline • Roles and Responsibilities Overview • School-based Experiences • School-to-Registered Apprenticeships • Working with Adult Mentors • Writing Measurable Learning Objectives Career and Community Connections: Intro to Application Course in the FACS Classrm

28. Appendix—Evaluation/Reflection • End of Experience Evaluation ( for adult mentors) • End of Experience Evaluation (for student learners) • Improvement Plan Evaluation Rubric • Reflection Activities/Questions • Professional Learning Experience Evaluation Rubric (for school coordinator) • Professional Learning Experience Work Log Record (for student learner) • Work Evaluation Form ( for adult mentor) Career and Community Connections: Intro to Application Course in the FACS Classrm

29. How do I use this toolkit? • Read the guidance section to learn how it will be used locally. • Pull the forms, documents, handouts you will use. • Consider requiring all students to complete a Professional Learning Experience Plan (PLEP) so all entities know what will be accomplished. • Consider requiring all students to complete work logs to track work accomplished and obtain adult mentor documentation. • Include all aspects of the industry within the experience. • Expect evaluation, reflection and debriefing and use the results to determine improvements. • Share consequences if the PLEP isn’t followed and cause for improvement plans, removal from the internship, removal from the classroom or related actions. Career and Community Connections: Intro to Application Course in the FACS Classrm

30. Classroom Tips and Examples Lynette Yavek Emporia High School Family and Consumer Sciences Instructor

31. Questions when working with multiple pathways with the same application level course (Revisit) • Do all students have to have the same application experiences? (Answer: No – based on future goals and availability within the community.) • What if the students have different technical skills due to taking different courses? (Answer: Utilize the portfolio as their text, allowing them to individualize their application experience.) • How can I provide the direction for students who go in different occupational directions? (Answer: Use the PLEP and PLEA in the Professional Learning Experience Toolkit to organize them. Some of the basic 21st Century Skills will still apply to all students and can be the basis for combined classroom activities.) • What if some of the students are in internships and others want community based or school based experiences? (Answer: That is permitted if you wish to allow it locally. Local school determines the regulations and allowances.) • How does FCCLA STAR Events fit into this course? (Answer: Yes. They can be used for the basis of a community or school based experience depending on the goals of the students.) Career and Community Connections: Intro to Application Course in the FACS Classrm

32. Questions from the field: Question and Answers Section

33. Questions from the field: • How do I use the portfolio? The portfolio is your text book. It’s a working document that is built as the pathway courses are completed. Each class has a “section” or “chapter” where information the student might need when they are setting their learning goals and implementing their learning plans. It can also have a “performance” section for best work. Lynette: Since this was the first year of our pathway, some students did have information from technical classes stored on their school documents file but we also used their portfolio to contain expectations, reflections, class activities, individual projects, etc. It will be a work in progress as we determine what activities from each technical course would be good resources for future projects. • How do you handle it if you have students in the CCC course but they don’t have the portfolio created? It is up to the local instructor/school to determine when students could gain from the application level experiences. This means a school may not teach it for a few semesters. An instructor could build it themselves as a base for these situations if so desired. Lynette: Starting next year our freshmen will be developing electronic portfolios that will help with the process in the future but again it is a building process. • What about textbooks? Some schools may not have a text book as the portfolio can serve as it. Local instructors can use texts from other classes or pull from a variety of sources. Lynette: We used a variety of resources this year including some of the FCCLA resources and activity based books that were ordered through the FCCLA Publications department. • What other resources should I use? The Professional Learning Experience Toolkit (www.ksde.org under CTE forms and documents) would be helpful. The FCCLA STAR Event manual could be beneficial if allowing community-based projects. Lynette: It is important to also analyze what is available in your community. Advisory Committees are great resources to help identify things in your community you may not know exist. • What is (and where can I find) the Career and Community Connections Teaching Resource Table? This document shares which technical level courses the CCC course competencies are first addressed and suggested documents for the portfolio. It is found at www.ksde.org under CTE—Human Services (under “Resources”) or Academic Standards—Family and Consumer Sciences (also under “ Resources) Career and Community Connections: Intro to Application Course in the FACS Classrm

34. What is the Professional Learning Experience Toolkit? This is a 90+ page guidance document found at www.ksde.org and provides guidance and forms/documents/rubrics for setting up a professional learning experience. Lynette: It may seem overwhelming when you look at it but if you decide what types of activities you will be using, there are specific sections that will meet your needs as well as the general documents that will be helpful (PLEA, PLEP, Work Log, All Aspects of the Industry, etc.). • What is the difference between the Professional Learning Experience Agreement (PLEA) and the Professional Learning Experience Plan (PLEP)? The PLEA identifies all the details regarding decisions and protocols such as wage, time of day released, transportation plans and responsibilities of all entities (students, parents, school, site). The PLEP allows the student to set their goals for learning and how they will implement their plan. • What does it mean “set learning goals”? The PLEP asks the students to set up to 5 goals for their learning that they wish to achieve while part of the application experience. It allows all entities to know what is to be accomplished. It also can indicate if the student is not progressing toward goal achievement. Lynette: This also will help with the assessment aspect of the experience. It is critical that the adult mentor/placement supervisor also understands what these goals include and the plan to accomplish them. • What will auditors ask for to document enrollment? This is being discussed by the CTE team, but will probably include the PLEA and PLEP as well as work logs for students to show progression toward goals. More information will be shared in the Fall, 2011. • How soon at the beginning of the school year can we expect to have students in their professional experience? It is expected the PLEA and PLEP are in place by Sept 20th. The experience itself may be at a variety of stages, however Lynette Y. of Emporia stated her students were in their experiences within 3 weeks of school starting. Lynette: If the students were enrolled for a second semester, their placement usually started after a 1 week in the classroom to review procedures, revisit expectations/goals, etc. Career and Community Connections: Intro to Application Course in the FACS Classrm

35. Can I require students to meet with me during the year if they are working outside of the school building? And how about the adult mentor? A local school can set up this experience according to local needs. There is a benefit to meeting/talking with the adult mentor monthly if not more often to determine how t he experience is going. This could be electronic through a formal form letter/survey or one-to-one and face-to –face However, it may be helpful to have students in the classroom every month or every two weeks to allow them to reflect on their experiences. Lynette: Communication seemed to be one of our primary obstacles. Because of the weather issues this year (2010-2011) and our block schedule, there were several times we didn’t see students for over 2 weeks and that seems to create some issues that more face-to-face interaction could have prevented. Electronic forms of communication are great also and that is one avenue we will be increasing for next year. Most of our communication with adult mentors was electronic although we did try to make a quick personal contact every month or so. • Do students only have to have 1 experience or can they have a number of them? A local school can set up this experience according to local needs. Some students may be in the same experience without leaving, others may only spend a few days to a few weeks at multiple site or in multiple projects. What determines the experience design is that each student is to have an introduction to all aspects of an industry (see Professional Learning Experience Toolkit for further information). Lynette: This will also be determined by the goals that have been set for the experience as well as the resources available in the community to meet those needs. Most of our students had one placement for the semester but several had multiple placements. Some students had the same placement both semesters while others changed. • What about the students who didn’t take the technical courses? This again is a local school decision, hopefully with instructor (school coordinator) input. The pathways were designed to allow for the development of a specific skill set in students. This means the introduction and technical courses are completed before the application level course so the student has the very best experience and the best chance for success. Lynette: Most of our students this year had only completed one technical course before enrolling in CCC. We allowed this for seniors since the pathway was just implemented last year. We only had one concentrator even though many more students did get to have the application course experience for at least one semester. Career and Community Connections: Intro to Application Course in the FACS Classrm

36. How do I fund the costs of an in-school experience? Some schools are developing in-school businesses to create the application level experiences. Funds can be generated but must be through a CTSO. No equipment purchased with Perkins monies can make financial gain for any student or teacher. Funds could be raised and spent on classroom upgrades and/or CTSO expenses. Changing a fee or setting prices for goods/services is an industry experience, especially as it includes industry recognized concepts. • Do portfolios have to be 3-ring binders? No, a portfolio could be electronic. It’s a local school decision. The important factor is the contents which should be helpful to the student. It’s not a reason to keep everything from a course, but as a method of organization of the important knowledge/data, web links, examples or sample documents, directions or how to steps. Refer to the “Career and Community Connections Teaching Resource Table” for additional directions. (See #5). Career and Community Connections: Intro to Application Course in the FACS Classrm

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