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Governor

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Title: Governor


1
Governors Institute on Career, Education Work
Mr. Michael D. ThompsonDirector of Counseling
and Career Development
Pennsylvania College of Technology Williamsport,
PA June 20, 2008
2
MAHS Demographics
Total Students attending MAHS-712
  • Who Are We?
  • Racial/Ethnic Make-up 22
  • Low Income 29
  • Special Education Population 22
  • Where Are We Going?
  • Graduation Rate 77
  • 4 Year College 42
  • 2 Year/Technical 38
  • Immediate Employment 12
  • Military 8

3
Why Reform? Why Change?
  • Our Core Beliefs
  • We believe high expectations and a relevant
    education leads to high achievement.
  • We believe the responsibility of educating a
    child is shared by students, family, teacher,
    administrators, and the community.
  • We believe character development is as important
    as academic development.
  • We believe all students can learn.
  • Mission Statement
  • We will encourage and seek improvement in order
    to meet the needs of our students.

4
  • Superintendent
  • Assistant Superintendent
  • Principal
  • Assistant Principal
  • Director of Counseling and Career Development
  • Counselors
  • Pathway Chairs
  • Career Resource Assistant
  • Department Chairs
  • Teachers
  • Support Staff
  • Community
  • School-Work-Partnerships
  • Support Organizations

5
District Commitment
  • Learning-Focused Schools Training
  • Creation of Director of Career Development
    Position (K-12)
  • Data Analysis Days
  • In-Service Days
  • Educator in the Workplace

6
21st Century Learning Skills
NCLB-"The Starting Line."
New Skills Commission. Bringing Americas High
Schools Out of the 20th Century
7
The Rationale For Change
8
The Post Secondary Sieve "The One Way to Win
Syndrome"
100 9th Graders
40 Enter 4-Year College
20 Graduate From 4Year College 5.5 average
10 Graduates are Underemployed
Dr. Ken Gray, "Other Ways to Win"
9
Academic Rigor
10
Rigor and Relevance Framework
International Center for Leadership in Education,
Inc. Willard Daggett
11
Curriculum Format
  • The Old-Traditional
  • Academic
  • Business
  • General
  • The effect of this format basically creates a 4
    year college group and another group of all
    others without considering any specific career
    goal.
  • Consequently, the undecided major now accounts
    for 18 of all freshmen nationally.
  • The New- Pathways
  • Begin with the end in mind
  • Alignment of courses within 5 small learning
    communities organized by career fields.
  • Core Courses
  • Elective Courses
  • Transitional opportunities
  • The effect of this format focuses on the
    individuals ultimate career goal and then
    addresses the type of post secondary training
    needed to access that career.

12
Academic Rigor at MAHS
  • No Child Left Behind Benchmarks/Meeting AYP
  • Learning Focused Strategies Training
  • Academic Remediation
  • Dual Enrollment
  • Updated Graduation Requirements
  • Distance Learning Opportunities

13
CAREER DEVELOPMENT AT MAHS
Academic Relevance
14
The Economic Consequences of Neglecting Career
Development
  • What are the dangers?

A generation of students without a career focus
with numerous employment shifting and college
major hopping. Ineffectual transitioning from
secondary to post-secondary and work will cost
employers millions in training and re-training
because the average amount of time that is spent
on a first job holder is less than a year. Young
people move through a series of job experiments
in their early to late twenties costing employers
and the young person time and money. This is
extremely detrimental to the economy as well as
the person.
15
The 5 Career Pathways At Middletown Area School
District
16
Career Pathways
  • What are They?
  • A system by which fields of work are clustered
    into broad categories with common themes.
  • Courses within the high school curriculum are
    arranged within these broad areas, both core
    subjects and electives.

17
Why did Middletown Area High School Implement
this Model?
  • To make our curriculum relevant and challenging
    for all of our graduates to be successful in the
    workplace.
  • To provide accurate and helpful information on
    the various career fields and the multitude of
    post secondary options.
  • To provide each student with a specific
    individual career plan to transition effectively
    upon graduation.

18
Pathways Program at MAHS
19
Pathway Advisory Committees
EngineeringIndustrialTechnology
Construction ArchitectureManufacturingEng
ineering Engineering TechnologyTransportat
ionDistribution Logistics
Health ScienceAgriculture, Food
Natural ResourcesScience, Technology
Math
Counseling Personal CareEducationLaw,
Public Safety GovernmentHospitality
Tourism
Performing ArtsVisual ArtsPublishing Arts
Marketing SalesFinanceInformation
TechnologyBusiness Management
TasksPathway EventsEducator in the
WorkplaceAdvisory/Mentoring ProgramsDual
Enrollment/CertificationsCharacter
Education/Service LearningWorkforce
DevelopmentProfessional MaterialsMiddle school
to High School connection
Committee Composition Pathway ChairsParentsStude
ntsBusiness PartnersPost-Secondary
RepresentativesFaculty Representatives
20
Science and Health Course of Study
21
Academic Core Requirements
22
Electives Aligned To Science and Health Pathway
23
Graduation Requirements at MAHS
4 credits in Focus Pathway 2 credits in
Alternative Pathway
24
Curriculum Integration
Pride For Life Graduation Project
  • The curriculum addresses many of the 17 student
    activities required for the graduation project
    throughout high school. Therefore students
    benefit from the expertise of subject area
    specialists.
  • Some activities will require independent student
    research
  • Academic Departments involved with activities
  • Business Futures I, II
  • Social Studies Resume, Debrief after Shadow Day
  • Language Arts Resume and Interview
  • Special Programs
  • Resume Writing Workshop
  • Senior Interview Workshop
  • Junior Post-Secondary Fair
  • Career Fair

25
Curriculum Integration
  • Stand alone Career Development Courses
  • Futures I-9th grade (Business Department)
  • Self Assessments access.bridges.com
  • Occupational Searches Choices and Planner
  • Post-Secondary Searches Career Software
  • Resume Building
  • Job Skills
  • Pathways Exploration
  • Futures II-10th grade (Business Department)
  • Courses use Choices software, Career Solutions
    software
  • Planning for connecting personality to career to
    post-secondary opportunities leading to a
    successful career are covered in these courses.
    Focus is on the recently adopted Career Education
    and Work Standards

26
Senior Capstone Program
  • Work Experience/Internship Opportunities
  • Work Experience (paid)
  • 12th grade
  • 15 hrs./week
  • ½ or 1 credit
  • connected to career pathway
  • Internships (non-paid)
  • 11th and 12th grade
  • flexible hours and days
  • ½ or 1 credit
  • connected to career pathway

2007-2008 School Year 41 students in Work
Experience 27 students in Internships
27
Dual Enrollment
  • Program
  • 11th and 12th grade students have the opportunity
    to select college level coursework connected
    to their Career Pathway.
  • Benefits
  • Students challenge themselves with college level
    coursework
  • Eases the transition to post secondary education
  • Experience collegiate experience with older
    students while still in high school
  • Experience course work in a potential major to
    reduce indecisiveness after graduation
  • Obtain certifications that will enable smooth and
    quicker transition to the workplace
  • Types
  • Early Admit
  • Students take college level courses on area
    campuses at the times offered.
  • Students are responsible to transport themselves
    to class.
  • College in the High School
  • Students take college level courses on the high
    school campus during their school day
  • taught by certified high school staff.
  • Industry Certification Programs
  • Healthcare Industry
  • Nurses Aide Training Certification- 104 hour
    course delivered by HACC at the Frey Village
  • Retirement Center. Consortium of Dauphin County
    High Schools

28
Implementing the PA Standards for Career
Education and Work
29
PA Standards for Career Education and Work
13.1.11Career Awareness and Planning
  • Career Futures I Course-9th
  • Career Futures II Course 10th
  • Shadow Program-11th
  • Junior Post-Secondary Fair-11th
  • Career Action Plan-12th

30
PA Standards for Career Education and Work
  • 13.2.11
  • Career Acquisition-Getting a Job
  • Career Futures I Course-9th
  • Job Skills Unit
  • Career Futures II Course-10th
  • Planning, researching, and obtaining a career
  • looking for a job, interview process, resumes,
    letters
  • Junior Job Shadowing-11th
  • Senior Interview Workshop-12th
  • Interviewing and Resume Writing

31
PA Standards for Career Education and Work
  • 13.3.11
  • Keeping a Job
  • Career Futures Course 9th-Job Skills Unit
  • Career Futures Course 10th-Soft Skills, The
    Team Concept
  • Senior Interview Workshop on Job Retention
  • 12th Grade Economics English-Resume Writing
    and Interview Skills

32
PA Standards for Career Education and Work
  • 13.4.11
  • Entrepreneurship
  • Career Futures I Course 9th Grade
  • Entrepreneurship Unit
  • 12th Grade Economics

33
CHARACTER EDUCATION AT MAHS
Academic Relationships
34
Learning Relationships At MAHS
  • Advisory Program
  • Link Crew Mentoring Program
  • Business Mentoring Program
  • Post-Secondary Advisory Program
  • Tutoring Internships
  • MASH, Key Club
  • P.R.I.D.E.

35
P.R.I.D.E. in our Curriculum
  • P.R.I.D.E. program has been implemented
  • throughout our daily routine
  • Announcements/quotes-teachers, students,
    principal (Character Counts!)
  • Bulletin boards throughout our school
  • Key chains/pins-students who display PRIDE
  • Recognition in the newspaper
  • P.R.I.D.E. committee-teachers, students, parents,
    etc.
  • P.R.I.D.E. club-students Run for Joe 5k
    Scholarship
  • P.R.I.D.E. Cake
  • Habitat for Humanity

36
Where are we headed?
  • Advance instructional strategies in the LFS and
    Rigor/Relevance framework
  • Use of data to make informed decisions about
    programs and individual students
  • Broaden business, community and higher education
    partnerships
  • Develop and integrate the Career Education and
    Work Standards, K-12
  • Seek new funding sources for sustainability

37
Mr. Michael D. Thompson
Middletown Area High School Director of
Counseling and Career Development1155 N. Union
StreetMiddletown, PA 17057(717) 948-3333FAX
(717) 948-4008mthompson_at_raiderweb.org
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