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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Andrea Vizenor, DSN, Retail, Hospitality, and Tourism, CCC

New Work-Based Learning Partnership Established with Bon Appetit at Google

  • Type of Practice: Student Engagement and Career Awareness
  • Type(s) of Users Served: First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Low Unit Certificate Students, Returning Students, Skills-Builders Students, Transfer Students
  • Sector(s): Retail/Hospitality/Tourism
  • Momentum Point(s) & Leading Indicators : MP 13, MP 19, MP 27, MP 29 (click here for description)
  • Regions Involved: San Francisco/San Mateo, Silicon Valley
  • Colleges Involved: Foothill College, Skyline College
  • Other Organizations: Bon Appetit Corporate Food Service Co.; High Schools: Mountain View H.S., Menlo-Atherton H.S., Los Altos H.S., Mills H.S., Aragon H.S., Milpitas H.S., Sequoia H.S., Jefferson H.S., & Monte Vista H.S.

The Challenge

There is a lack of regional work-based learning opportunities that provide a platform for student awareness and engagement focusing on Retail, Hospitality and Tourism (RHT) Career Pathways. Additionally, high school students are not fully prepared with the soft skills and industry certifications needed to begin an internship successfully.

The Solution

The Bay Region RHT Deputy Sector Navigator (DSN) met with Bon Appetit (BA), the food service provider to Google, to explore and design an internship program for high school and community college students at Google’s campus. Components of the internship include: a complete student application process; a choice of front-of-house or back-of-house food service positions (Restaurant Operations/Management or Culinary); an Internship Boot Camp provided by the Bay Region that includes training and preparation in soft skills and two industry recognized certifications; pay for seven weeks; “Fun Day Monday” sessions hosted by BA leaders that all students participate in; and a wrap-up reception with parents, high school administrators, and teachers.

Outcomes

A high quality work-based learning framework for internships was developed. Each summer 30-35 high school students will be placed in work-based learning opportunities, discover the many Bay Region career pathway opportunities and programs available at community colleges in Retail, Hospitality and Tourism, and gain valuable workplace certifications and soft skills training. In the fall and spring semester, 40-50 community college students will have the same opportunity to participate in this experience. A collaborative and beneficial industry/community college regional partnership was established and can be adopted throughout the state.

The Data

In the summer of 2014, 30 high school students representing 10 high schools in the Bay Region successfully completed an Internship Boot Camp, earned their California Food Handler Certification, and completed the Certified Guest Service Professional examination offered through the American Hotel and Lodging Association (results pending) along with over 20 hours of soft skills training. 27 Students are working toward the successful completion of their paid internship program and will have participated in 140-161 hours of hands-on industry training. 30 students and over 10 high schools have been engaged around the many exciting opportunities available in the Bay Region community college RHT programs.

Supporting Information

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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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