Work Study and PaCE Planning for their future

Why PaCE? *Provides guidance PreK-12 *Creates specific activities to support career readiness *Supports the community *Explore and learn about careers

Why Work-Study? Perfect time to explore careers Learn about postsecondary skills for career Students benefit Local employers benefit Parents benefit Save money Save time

PaCE Process for River Bend The PaCE document provides a road map for career and college planning Suggest K-12th grade not just 8-12 Requires articulating across grade and building levels- We developed at building level first then moved to district level.  Include teachers in planning, they will be the ones to implement Do not reinvent the wheel state has a model and many districts are drafting their own Include area employers, they really want to be involved and brought to the table- See list of stakeholders Involve students, they will give you great feedback ISAC will help you develop and train staff- http://www.isac.org/pace/   See training request form We planned for a year and then implemented PaCE Process for River Bend

PaCE Team: -Principal/administrator -Teachers -Counselors -Superintendent -Business partners -Local Community College -Local Government Rep -Students -Parents -Two or four year colleges

How well do you know your students? Game: How well do you know your students? I will read a PaCE statement and I want you to tell me One of three answers K-5 6-8 9-12

Review the PaCE documents for strengths and weaknesses Acitivity: Review the PaCE documents for strengths and weaknesses

River Bend PaCE Guidelines: Age appropriate Activities are easy to do Activities support Career or College Goals Activities involve exploration Activities more structure to less structure Activities dependent to independent Provides meaningful experiences Explore/Expose/Prepare

Work-study programming Community Involvement Fulton High School Seniors 1 period every day or every other day 60 to 70 minutes Match career interests with employers 40 out of 60 students participate Students complete journal assignments Employers rate students Work in Fulton, Clinton, Morrison, and Albany Work-study programming Community Involvement

Sources: Open-ended surveys, focus groups, interviews and artifacts Major Themes Student Employer Parent Instructor Principal Expectations prior to starting   50 19 11 3 Experiences during CI 36 20 Value/Benefit/Impact 101 27 9 2 Influenced 63 22 Relationships 45 N/A Learning 81 21 Career interest 61 4 1 Recommended changes 46 17 5 Share comments from each group Pg. 165-168 Survey Data

Survey Data Source: Likert-Type Questions Question Student Response Employer Response Parent Response Experiences related to career interests FA/SA= 93% WA=4.57 FA/SA= 95% WA=4.37 FA/SA= 83% WA=4.25 Completed meaningful tasks FA/SA=96% WA=4.61 WA=4.53 WA=4.58 Supervisor provided meaningful feedback   FA/SA=85% WA=4.44 FA/SA= 94% WA=4.79 FA/SA= 92% WA=4.83 Provided good answers to questions FA/SA=100% WA=4.89 FA/SA=63% WA=3.58 FA/SA= 100% Gained skills knowledge related to career FA/SA= 96% WA=4.71 WA=4.42 Developed ability to work with others FA/SA= 79% WA=4.32 Learned career skills needed to improve FA/SA= 89% WA=4.50 WA=4.21 Organization & planning skills improved FA/SA=89% WA=4.18 WA=3.96 WA=4.33 Developed ability to work on a team FA/SA= 82% WA=4.36 WA=4.26 Became more comfortable interacting with adults WA=4.75 Experience has been valuable WA= 4.93 WA= 4.75 Survey Data

Archival Data 2015-2018 Archival Data Statistical Measure (2015-2018) CIP Students Non-CIP Students GPA Mean 3.09 2.83 GPA t­-value 2.57** Days Absent Mean (M) 7.24 10.54 Attendance t-value -2.39** 2 or 4 Year College Enrollment Average   36% 19% Chi-square p-value College Enrollment .000* Ratio CI Students Attending College Compared to Non-CI Attending College 1.68 Archival Data

Why do students enroll in the Community Involvement Program? Explore career interests (Students) Learn specific work skills (Students) Understand education needed to obtain career choice (Students) Determine if they do or do not like the career (Students) Save money (Students) Is the career right for them (Parents) Learn day-to-day requirements of the job (Parents) Important for students to explore careers (Instructor & Principal) Student Value

What impact does enrolling in a work-study program have for participating students? Students provided 101 comments about finding value/benefit/impact Employers commented 22 times they were able to influence career or college choices All parents reported children finding value/benefit/impact Students referenced 45 times the positive relationship with staff Student Likert data SA or FA 100% that CIP was valuable Students SA or FA 96% that CIP related to career interests Students 100% SA or FA they became more comfortable with adults Parents SA or FA 92% students found value in the CIP Parents SA or FA 93% that students learned career skills Student Value

What motivates employers to become a volunteer host site for Community Involvement Students? Support the schools Help students learn about college and career options Believed their efforts impacted the community and students Employers hire CIP students. Five hired during this study Interview students over a period of time Students bring energy and enthusiasm to the workplace Influence careers (21 times) Learn from students (16 times) 95% SA/FA that students bring value to the workplace 94% SA/FA that employers influenced career decisions Employer Value

What impact do parents perceive when their son or daughter participant in the Community Involvement Program? Children experiencing growth (11comments) Exposure to the working environment produced value (16 comments) Learning specific work skills (19 comments) Children found value in the CIP experience (92% SA/FA) Children developed an ability to work with others (100% SA/FA) Children learned work skills (93% SA/FA) Parent Value

Recommendations for Educators Provide work-study type programming- Learning comes from seeing and doing Provide work-study programming that lasts at least one semester- Students, parents and employers value more time on the job. Smaller rural communities should embrace work-study programs- Keep talent local Require all juniors and seniors to enroll in a work-study program prior to graduating- Benefits for GPA, attendance and postsecondary enrollment rates Recommendations for Educators

Recommendations for Work Force Practitioners Employ an area coordinator who can work with the schools to create work-study placements- Coordinators provide structure and support, they can also increase placement opportunities Hire students that qualify for employment- 5 hired in this study, might increase student participation, employers fill vacancies Promote the fact that an employer is a host- Schools should promote those who partner with them. Host a work-study fair Recommendations for Work Force Practitioners

Work-Study and PaCE planning: Can be promoted and supported by Career Cruising Inspire Creates opportunities Exposes students to careers Allows for exploration Cultivates decision making Points to Work-Study Opportunities Supports ESSA High School Indicators

PaCE Challenges Work-Study Challenges Questions???