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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Audrey Green, College of the Canyons

Career Coaches Help High School Students Devise a Career and Education Plan

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: First-time Students
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Global Trade & Logistics, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : MP 4, MP 5, MP 9 (click here for description)
  • Regions Involved: South Central Coast
  • Colleges Involved: College of the Canyons
  • Other Organizations: William S. Hart Union High School District

The Challenge

To empower high school students to make informed decisions about their career and educational plans and to prepare students for success in postsecondary education and training.

The Solution

Launched in 2012, College of the Canyons’ Career Coach program places community college employees in local high schools, where they serve as career coaches for high schools students, with a focus on the “middle majority” of students-- 11th and 12th grade students with a GPA between 2.0 and 3.0. The coaches help high school students define their career aspirations and increase awareness about community college and other postsecondary programs, including apprenticeships and workforce training, that can help students achieve their educational and financial goals. Coaches relate information on careers; facilitate the development of individual career plans; and connect students to opportunities for career pathways and concurrent/dual enrollment.

Outcomes

Anticipated outcomes include:
• Increasing the number of students entering college with identified academic/career plans;
• Increasing the number of students who are “college ready” when they enter college;
• Increasing the number of students who enroll in CTE programs at College of the Canyons;
• Stronger parental awareness of the need for students to connect education/college to career and the need to take the appropriate courses to be college- and career-ready;
• Improved awareness of high school faculty and counselors on the importance of connecting education/college to career;
• Increased interaction with business and industry for the high school students; and
• Dedicated staff at the high school level who are familiar with career pathways.

The Data

• In 2013-2014, the Career Coach program:

o Served approximately 1330 students;
o Made 5,599 duplicated student contacts through in-person sessions and/or presentations;
o Presented Career Coach Program information sessions to 1,700 students;
o Administered 660 career assessments and interpreted the results for 800 students;
o Developed career plans for 1,028 students;

• Career Coaches worked 10 hours per week at each of the six comprehensive high schools and one continuation high school in the William S. Hart Union High School District.

Supporting Information

Career Coaches Brochure


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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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