EEDA Update

1
EEDA Update

• Presentation to
• High School Counselors
• Robert Olson
• September 11, 2007

2

• EEDA mandates all high schools restructure
  curriculum and activities around sixteen federal
  clusters identified in the labor market.
• This approach to restructuring is known as the
  Career Academy Model.

3

• Career Academies were first developed some 35
  years ago with the aim of restructuring large
  high schools into small learning communities and
  creating pathways between high school and further
  education and the workplace.

4

• Since then, the Career Academy approach has
  taken root in an estimated 2,000 high schools
  across the country.

5

• The proliferation of Career Academies, along
  with their continuing relevance to high school
  reform policy initiatives currently unfolding at
  the federal, state, and local levels, has fueled
  the need for reliable evidence about how the
  approach affects high school performance and the
  transition to further education and careers.

6
MDRC

• In 1974, MDRC was founded as the Manpower
  Demonstration Research Corporation with
  headquarters in New York City and a regional
  office in Oakland, California. MDRC is best known
  for mounting large-scale evaluations of
  real-world policies and programs targeted to
  low-income people.

7

• Since 1993, MDRC has been conducting a
  rigorous evaluation of the Career Academy
  approach. The Career Academies Evaluation has
  been following over 1,700 young people since
  their ninth-grade year in high school. These
  young men and women come from a diverse group of
  nine high schools across the United States that
  confront many of the educational challenges found
  in low-income urban settings.

8

• Findings from the study provide compelling
  evidence that
• 1). Academies produced substantial and
  sustained improvements in the post-high school
  labor market outcomes of youth. In fact, Career
  Academies are one of the few interventions that
  have been found to improve the workplace
  prospects of young men.

9

• 2). Students in the Academy and control groups
  were equally likely to graduate from high school
  and to enroll in college.
• 3).The results indicate that there is a clear
  value in investing in career-related experiences
  during high school.

10

• South Carolina has become the first state to
  mandate high school restructuring using the
  Career Academy Model with the passing of the
  Education and Economic Development Act of 2005.
• Researchers will watch South Carolina
  carefully as it rolls out the Career Academy
  Model.

11

• CCSD has organized its high schools into four
  Schools of Study containing more than 30 majors
  available for students.

12
Federal Clusters

• Agriculture, food, and natural resources
• Architecture and construction
• Arts, audio-video technology, and communications
• Business, management, and administration
• Education and training
• Finance
• Health science
• Hospitality and tourism
• Human services
• Information technology
• Law, public safety, and security
• Manufacturing
• Government and public administration
• Marketing, sales, and service
• Science, technology, engineering, and mathematics
• Transportation, distribution, and logistics

13
East Cooper 15 Clusters /32 Majors

• Wando High School
• 15 Clusters
• 31 Majors
• Lincoln High School
• 6 Clusters
• 10 Majors

14
North Area 10 Clusters/ 27 Majors

• North Charleston High School
• 8 Clusters
• 12 Majors
• Stall High School
• 10 Clusters
• 25 Majors

15
West Ashley 12 Clusters/27 Majors

• Baptist Hill High School
• 8 Clusters
• 8 Majors
• James Island Charter High School
• 8 Clusters
• 22 Majors
• St. Johns High School
• 9 Clusters
• 17 Majors

16
West Ashley (Continued.)

• West Ashley High School
• 9 Clusters
• 19 Majors
• Burke High School
• 7 Clusters
• 11 Majors

17
County Wide Magnet Schools13 Clusters/28 Majors

• Garrett Academy
• 12 Clusters
• 15 Majors
• Academic Magnet High School
• 5 Clusters
• 12 Majors
• School of the Arts
• 2 Clusters
• 6 Majors

18
Magnet Schools (continued.)

• Charlestowne Academy
• 6 Clusters
• 9 Majors
• Military Magnet High School
• 3 Clusters
• 3 Majors

19

• EEDA Legislation
• Each high school must implement one or more
  approved model programs by the SDE during the
  2007 2008 school year.

20

• At-Risk Student Definition
• Any student who requires temporary or ongoing
  intervention in order to achieve and graduate
  with meaningful options for his/her future.

21
At-Risk Student Indicators

• Poor academic performance
• PACT test results
• HSAP test results
• PSAT or PLAN test results
• CAI assessments
• EOC examinations
• Transcript examination

22

• Overage for grade level
• Lack of interest or effort
• Excessive work hours after school
• Discipline problems
• Feelings of disconnect with school
• Being a single parent
• Disadvantaged socioeconomic environment

23
Options for School At-Risk Programs

• Implement model(s) approved by the SDE.
  
• or
• Develop Pilot Programs that are approved by the
  SDE.

24
School Tasks

• Review contents of At-Risk Student Intervention
  Implementation Guide.
• Focus on a population, or subpopulation of
  students, who without interventions are
  candidates to become high school dropouts.

25

• Determine your schools approach
• Implement a Specific Drop Out Program.
• Implement a Comprehensive Initiative.
• Implement a Multifaceted Program.
• Collaborate with NDPC to conduct a Program
  Assessment Review (PAR) to determine most
  appropriate model for your school or to see if
  existing programs meet the requirements of EEDA.

26
Reporting to the SDE

• All high schools will annually report the
  implementation and effectiveness of models,
  initiatives, and/or programs addressing the needs
  of identified at-risk students.

27
Evaluation Criteria

• Identification Process (e.g. ARAS)
• Extent of Parental Involvement
• Number of Students Served
• Formative Assessment of Strengths and Weaknesses
  of the Program
• Qualitative Assessment of Desired Outcomes

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Desired Outcomes

• At-risk programs should produce measurable
  desired outcomes
• Increased Attendance
• Decreased disciplinary problems
• Increased student achievement
• Increased graduation rate

29
Charleston County School DistrictAt-Risk
Programs
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• Guidance Directors (or Designee) will be the
  contact/liaison for At-Risk Programs.
• Be prepared to provide updates on each program.

31
Stall High School

• HSTW
• ACT EXPLORE
• Academic Alternatives (NovaNet)
• Computer Based Instruction (PLATO)
• Early College High School Initiatives
• GEARUP
• STAR
• Truant Recovery program
• Upward Bound
• WorkKeys / Key Train

32
Garrett Academy of Technology

• HSTW
• GEARUP

33
Lincoln High School

• HSTW
• ACT EXPLORE
• Computer based Instruction PLATO
• Reconnecting Youth
• Upward Bound

34
Wando

• HSTW
• Computer Based Instruction (PLATO)
• Early College High School Initiatives
• South Carolina Virtual High School
• Truant Recovery Program
• Upward Bound
• Work Keys/ KeyTrain

35
West Ashley

• HSTW
• Big Brothers Big Sisters
• TOP (Teen Outreach Program)
• ACT EXPLORE
• Computer Based Instruction (Plato)
• Early College High School Initiatives
• GEARUP
• NFTE (YEScarolina)
• STAR Program
• South Carolina Virtual High School
• Truant Recovery Program
• Upward Bound
• Work Keys/Key Train
• Youth Build

36
Baptist Hill

• HSTW
• ACT EXPLORE
• Computer Based Instruction (PLATO)
• GEARUP
• Upward Bound

37
School of the Arts

• South Carolina Virtual High School
• Big Brothers Big Sisters
• Early College Initiatives

38
Academic Magnet

• HSTW

39
Burke

• Upward Bound
• Academic Alternatives
• Early College High School Initiatives

40
Charlestowne Academy

• Computer based instruction
• Early College High School Initiatives
• South Carolina Virtual High School

41
North Charleston

• HSTW
• ACT EXPLORE
• Computer Based Instruction PLATO
• GEARUP
• SC Virtual High School
• AVID

42
St. Johns

• HSTW
• GEARUP
• Upward Bound
• AVID

43
Military Magnet Academy

• AVID
• ACT EXPLORE
• GEARUP

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Future Steps for At-Risk Programs

• Monitor students during the year
• Monitor programs during the year
• Investigate new programs to meet the needs of
  your students.
• Evaluate programs and make appropriate
  modifications.

45
Character Education

• Our Board of Trustees has developed a policy
  addressing character education.

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Section 59-17-135 - Character Education

• Teach character education regarding personal
  integrity and honesty respect for the rights of
  all persons regardless of race, religion, sex,
  age, physical condition or mental state a sense
  of justice and fair play trustworthiness
  patriotism citizenship, including an
  understanding of the rights and obligations of a
  citizen in a democratic society understanding,
  sympathy, concern and compassion for others
  discipline and pride in ones work respect for
  property, including public property and respect
  for authority.

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College Articulation

• The district has agreements in place with
  colleges that allow students to earn credits for
  high school and college graduation at the same
  time. (Dual Credit Program)

48
Examples of Dual Credit Courses

• Allied Health Science
• AHS 106- Cardiopulmonary Resuscitation
• Visual Arts
• ARV 111- Drawing 1
• ARV 124- Sequential Drawing
• ARV 135- Drawing for Animators
• ARV 130- Airbrush Techniques
• Automotive courses- All AUT
• Basic Construction Trades
• BCT- all courses (EXCEPT 120, 140, 141, 158)
• Commercial Graphics
• CGC 132- Screen Printing
• College Orientation
• COL 103- College Skills
• COL 104- Study Skills
• COL 107- Computer Literacy Skills for
• College Success
• Early Childhood Development
• ECD 101- Introduction to Early

Engineering Graphics EGT 106- Print Reading and
Sketching EGT 114- Welding Print Basics English
Eng 101 Eng 102 Horticulture Technology HRT 121-
Commercial Irrigation HRT 125- Soils HRT 144-
Plant Pests HRT 240- Pesticides HRT 241- Turf
Management College Student IDS 101- Human Thought
and Learning IDS 104- Career Exploration Machine
Tool Technology MTT 101- Introduction to Machine
Tool MTT 121- Machine Tool Theory I MTT 122-
Machine Tool Practice I MTT 143- Precision
Measurements School-Age Child Care SAC 101- Best
Practices in School-Age and Youth Care
Skills Welding courses- All WLD
49
Personal Pathways Parent Guide

• This is a good example of improved
  articulation with Trident Technical College and
  Charleston County School District that is the
  result of EEDA legislation.

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How does all this relate to our community?

• Career Clusters
• Career Technical Education
• School To Career
• Economic Development
• High School Graduation Rates
• Articulation with Higher Education

51
The Angelou Report

• April 2005

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Background

• The Charleston Regional Development Alliance
  hired AngelouEconomics from Austin, Texas in 2004
  to study economic development in the Charleston
  area.
• The report was completed and presented in April
  of 2005.

53

• The process was guided by four questions
• What industry clusters currently exist locally,
  and are they growing?
• Are there local assets that give specific
  industry clusters a competitive edge?
• Does the community meet the requirements of the
  industry?
• Does the industry match community goals?

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• Angelou created 35 cluster definitions and
  assessed the strength of each cluster in our
  region.

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Findings from the Angelou Report

• Strengths
• Port of Charleston
• Fourth largest container port in the United
  States, largest in South Atlantic and Gulf Coast
  regions.
• Research and Development
• MUSC 200 growth since 1996 (largest
  recipient of RD funds in South Carolina)
• Hollings Marine Lab
• U.S. Vegetable Laboratory
• NOAA Coastal Services Center

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• Military presence
• SPAWAR Charleston one of two primary Navy
  engineering centers in the United States.
• Low cost business climate
• There is a larger concentration of workers in
  the 25 44 age range than the United States. Area
  also has a large number of underemployed
  individuals with at least bachelor degrees.

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• Diverse industry base
• Charleston is fortunate to have growth
  opportunities in several areas. Diversity tends
  to soften the impact of economic downturns.
• Diverse mix of available sites.
• Region offers a diverse set of sites to offer
  new and expanding companies.
• High quality of life
• High quality of life is one of the regions
  greatest assets.

58
Weaknesses of Region

• Poor K-12 education system.
• Lack of sufficient graduate technical degree
  programs.
• Increasingly congested roadway transportation
  system.
• Lack of appropriately targeted state incentives.

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• Low wage and income levels and a rising cost of
  living.
• Minimal venture capital and lack of support for
  entrepreneurial ventures.

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Recommended Targets for Growth in the Region
61
Biosciences

• Biotechnology
• Higher Education Research
• Software IT

62
Aircraft

• Aerospace Defense
• Industrial Machinery
• Logistics Distribution

63
Automotive

• Transportation Equipment Manufacturing
• Industrial Machinery
• Logistics Distribution

64
Creative Industries

• Business Professional Services
• Software and IT Services
• Communication Services

65
Advanced Security

• Software and IT Services
• Communication Services
• Business Professional Services
• Electronic Equipment Manufacturing

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• Five priority recommendations came from the
  study that are key to the regions ability to
  succeed in economic development

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• Charlestons K -12 educational system must attain
  higher performance to prepare its future
  workforce and attract knowledge-based companies
  to the area.
• Charleston and State leaders must take steps to
  guarantee the regions highway system has the
  capacity to support a growing population and
  business community.

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• Charleston leaders must take active steps to keep
  the Port cost competitive.
• Stronger entrepreneurial and venture capital
  networks must emerge.
• Charleston must create web lab incubator space
  and a bioscience research park to accommodate
  bioscience companies.

69
What can we do as educators?

• Make presentations to school leaders about the
  important role they play in the economy of the
  region.
• Involve business in mentoring programs.
• Ramp up internship programs.
• Educate students about career options in early
  grades.

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• How does this relate to the implementation of
  the Education and Economic Development Act of
  South Carolina in our school system?

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The goals of EEDA and the recommendations of the
Angelou Report are complimentary.
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Increase in Counselors

• Charleston combined funds to hire all certified
  counselors to meet 300 to 1 mandate.
• Charleston added 19.9 counselors this year with
  EEDA funds from the SDE.
• 9.5 High School/10.4 Middle grade counselors

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Responsibilities of Counselors

• Top Priority
• Best meet the needs of all students!

74
CCSD and South Carolina Comprehensive
Developmental Guidance and Counseling Plan
(Adopted 2002)

• Four Components

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• 1). Guidance Curriculum (15-25)
• Learning to Live
• (Personal/Social Development)
• Learning to Learn (Academic Development)
• Learning to Work (Career Development) EEDA

76
Comprehensive School Counseling Plan (continued)

• 2). Individual Planning (25-35)
• a). Personal Social
• Healthy Self Concept
• Short and Long Term Goals (EEDA)
• b). Educational
• Acquisition of study skills
• Awareness of study skills
• Appropriate course selection (EEDA)
• Lifelong learning
• Utilization of test scores and data (EEDA)
• c). Career
• Knowledge of career opportunities (EEDA)
• Knowledge of occupational training (EEDA)
• Knowledge of labor market information
  (EEDA)
• Development of an education/career plan
  (EEDA)

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Comprehensive School Counseling Plan (continued)

• 3). Responsive Services (25-35)
• Areas of concern
• Academic
• School related (tardiness, truancy, etc.)
  (EEDA)
• Relationships (EEDA)
• Abuse
• Grief/loss
• Substance Abuse
• Family issues
• Coping with Stress (EEDA)

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Comprehensive School Counseling Plan (continued)

• 4). System Support 10 - 20
• Guidance program development (EEDA)
• Parent education (EEDA)
• Teacher/administrator consultation (EEDA)
• Staff development for educators (EEDA)
• School improvement planning (EEDA)
• Counselor professional development (EEDA)
• Research and publishing
• Community outreach (EEDA)
• Public relations (EEDA)
• Funding and budget (EEDA)

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The goals of EEDA and the CCSD/South Carolina
Comprehensive Developmental Guidance and
Counseling Program Model are complementary.
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• Meeting Requirements of Funding Source
• All guidance staff should use the
  Comprehensive Plan to plan activities.
• Reporting responsibilities should be clearly
  defined in each school.
• CTE funded staff are responsible for CTE Reports.
• EEDA funded staff are responsible for EEDA
  Accountability Reports and meeting the CDF
  Training Requirement.
• Middle School Initiative funded staff are
  responsible for MSI Reports.
• All schools should develop a method for
  entering Extended Learning Experiences in SASI.
  This will be on the School Report Card.
• Each school should develop the most effective
  strategy to use all counselors to best meet the
  needs of their students and also meet the
  requirements of the EEDA, MSI, CTE and of the
  SDE.

81
New Initiatives this Year
82
High School Counselors

• Review IGPs for current ninth graders.
• Develop IGPs for all new students to your school
  as part of registration. (Replaces four year
  plan)
• Refer to templates when advising students for
  registration.
• Encourage participation in extended learning
  opportunities.
• EEDA point person submits reports to SDE.
• (Workshops, Career Events, etc.)

83
Implementation of e-IGP in our schools.
84
e-IGP Rollout

• SDE is planning to activate the e-IGP format to
  all districts this year.
• CCSD is going through checklists to insure
  successful rollout is physically possible.
• SDE will provide training for counselors in
  accessing the e-IGP site and procedures for
  recording individual IGPs for students.
• Jodi Bateman will serve as our e-IGP coordinator.

85
There will be new EEDA reporting for schools and
districts.
86
EEDA Reports

• Schools will report on several implementation
  initiatives including
• Career development workshops and activities
• Career inventory use (SCOIS,KUDER, etc.)
• Career events at the school
• Reporting will be done on-line.

87
(No Transcript)
88
Establishment of Standard Assessment Schedule for
2008/2009
89
DRAFT EXAMPLE

• Sixth Grade SCOIS Career Cluster Inventory
• Seventh Grade SCOIS Self-Assessment Inventory
• Eighth Grade Kuder Career Inventory
• Ninth Grade EXPLORE
• Tenth Grade PLAN/PSAT
• Eleventh Grade ACT/PSAT/SAT/ASVAB
• Twelfth Grade ACT/SAT

90

• Validation Process for Current Programs
• Establish Sites for New Programs

91


North West
East
Schools of Study Career Clusters
92
Clusters under represented in Comprehensive
High Schools
93
Tri-county Initiatives
94
Advisory Committees

• All three counties will share Advisory
  Committees in each of the different
  career/technology areas.
• For example
• There will be one Pre-engineering Advisory
  Committee for all four school districts.
• (CCSD, BCSD, DCSD2, and DCSD4)

95
Advisory Committee Coordination

• The Charleston Chamber of Commerce (Education
  Foundation) will be coordinating all advisory
  committees.
• The point person for Advisory Committees is Allen
  Wurtzdorff at the Chamber.
• We encourage you to serve or to nominate members
  of the business community to work on these
  committees.

96
Extended Learning Opportunities

• We will also need to find businesses willing to
  open their doors for extended learning
  opportunities.
• Shadowing
• Mentoring
• Internships
• COOP Programs
• Service Learning
• Contextual Learning Opportunities

97
Example of Extended Learning

• Coordination between NCHS, SOA, AMHS and the The
  Michaux Center for Urban Coastal Ecosystems
  located in the redevelopment zone of Noisette
  Project.
• Meets several EEDA concepts including
• Shadowing
• Contextual learning

98

• The At Sea! Program aboard the NOAA Foster is
  scheduled for Tuesday, October 30th and we will
  be taking teams of 5 people each, from four
  separate schools. A team will consist of one
  teacher and four students. This cruise will tour
  DNR and NOAA facilities, followed by water
  sampling along the Cooper River.

99

• The Barrier Island Discovery Program. This
  cruise will explore Dewees and Capers Islands.
  The day cruise will be offered twice. Each cruise
  will consist of 6 teams. A team is four students
  and one teacher.

100

• In both programs students will learn about
  jobs involved in operating a research vessel and
  also learn about the environment in a real world
  experience.

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Communication

• As new industry comes to our community it is
  important that we adjust our programs to reflect
  their needs.
• The Education Foundation should serve as the
  focal point for communication as it will then
  communicate with each district.

102
As the curtain closes are there any Questions?