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