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Practices with Promise Success Story

Submitted By: Jerry Bernstein, ATRE

Improving High School– College– Employer pathways and faculty training

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: Apprenticeship, Associate Degree Students, Counselors/Supporting Staff to Student, External Certification Seekers, Faculty/Teachers, First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Pre-Apprenticeship, Returning Students, Transfer Students
  • Sector(s): Advanced Transportation & Renewable Energy
  • Momentum Point(s) & Leading Indicators : MP 27, MP 33, LI 1, LI 2, LI 3, LI 6 (click here for description)
  • Regions Involved: East Bay, North Bay, San Francisco/San Mateo
  • Colleges Involved: City College of San Francisco

The Challenge

1. To focus on improving High School–College–Employer pathways for auto technicians in response to the industry’s pent-up demand, the positive impact of a strong Silicon Valley economy, and large scale retirements; 2. Focus on continuing and advanced Solar PV faculty training resulting from a US DOE Solar Training grant for the US Department of Energy Sunshot program

The Solution

The ATRE Initiative, Gerald Bernstein and Pamela Gutman, have been focusing on improving High School–College–Employer pathways for auto technicians in response to the industry’s pent up demand, the positive impact of a strong Silicon Valley economy, and large scale retirements; a secondary focus has been on Solar PV training for faculty statewide. 1. The Bay Area ATRE team met with 16 area auto programs to assess their needs to effectively provide support. 2. Create and deliver new PV training to faulty statewide based on work started with the US DOE Solar Training grant for the US Department of Energy Sunshot program.

Outcomes

1. A regional automotive brochure was developed that targeted regional automotive dealerships, independent shops, and automotive employers grant funds have been used to help rebuild Fairfield High School’s automotive program. Discussions with other high schools produced positive support their automotive programs:Deer Valley High School (articulated with Los Medanos), James Logan and Kennedy High Schools (articulated with Chabot College), and Livermore High School (articulated with Las Positas College). 2. Training was provided to faculty statewide and Mini Grants awarded.

The Data

1. Manufacturers, dealerships, independent garage and chain service providers have indicated interest and willingness to work with area colleges. Introductory meetings were conducted with auto dealerships not previously affiliated with an area college to familiarize them with local college auto programs; student internships were a major focus of these discussions. 2. The ATRE team provided training to over 100 college and high school faculty statewide, awarded over a dozen mini-grants to area colleges to support equipment purchases and curriculum development, and supported launch of a Veteran’s training program at Camp Pendleton. ATRE is continuing some of these efforts using grant funding.

Supporting Information

www.atreeducation.org


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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception

 

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