Career Gateway:
Tool Kit
Career Gateway materials were produced to assist workforce development
partners with the delivery of services to support the transition of
adults to postsecondary education and training. These materials include the
Career Gateway Tool Kit, Career Gateway Curriculum Guide, and
Career Gateway Practitioner Guide.
Career Gateway:
Tool Kit
This project was made possible through a partnership among
the following agencies:
Department of Education,
Bureau of Adult Basic and Literacy Education
Department of Labor and Industry,
Bureau of Workforce Development Partnerships
Pennsylvania Higher Education Assistance Agency
For additional information about Career Gateway, or to receive a copy of this
Tool Kit, please contact:
Michael Westover, Chief, Division of Special Programs and Projects
Bureau of Adult Basic and Literacy Education
333 Market Street, 12th Floor
Harrisburg, PA 17126-0333
717-787-5532
Career Gateway:
A Tool Kit
Including the stories of the pilot sites
Table of Contents
Section One: Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
About this Tool Kit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Career Gateway . . . . . . . . . . . . . . . . . . . 5-12
Section Two: The Stories and the Tools . . . . . . . . . . . . . . . . . 13
A. Luzerne County Community College
The Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14-38
The Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
B. Intermediate Unit 1
The Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-48
The Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
C. Private Industry Council of Westmoreland/Fayette
The Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-62
The Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
D. Northwest Tri-County Intermediate Unit 5
The Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64-70
The Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
E. Bidwell Training Center
The Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72-77
The Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
F. Somerset County Technology Center
The Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79-84
The Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
G. Greater Pittsburgh Literacy Council
The Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86-93
The Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
H. Literacy Council of Mercer County
The Story. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95-103
The Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
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Section Three: Additional Resources . . . . . . . . . . . . . . . . . . . 105
High Priority Occupations Resources . . . . . . . .. . . . . . .106-107
I. Health Care . . . . . . . . . . . . . . . . . . . . . . . . . 108-116
J. Education. . . . . . . . . . . . . . . . . . . . . . . . . . . 117-122
K. Diversified Manufacturing . . . . . . . . . . . . . . . 123-132
L. Lumber, Wood, and Paper. . . . . . . . . . . . . . . 133-142
M. Cross Cluster. . . . . . . . . . . . . . . . . . . . . . . . 143-151
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Section One:
Introduction
3
About this Tool Kit
This Tool Kit contains the detailed stories of the processes used by various
Adult Basic and Literacy Education (ABLE) agencies in the planning,
implementation and evaluation of materials and procedures that support the
transition of adults to postsecondary education and training.
Section One of the Tool Kit provides an introduction to ABLE’s Career
Gateway program and information about the program’s history, selection of
agencies and the results.
Section Two provides the detailed stories of implementation of each of the
ABLE Career Gateway pilot sites. The stories tell the process that each
agency developed to implement this program. Agencies describe not only
the system which they have implemented, but also the interaction with other
workforce development partners. In addition to the agencies’ stories, a
selection of tools that were used during the pilot phase of this project is
included. The tools are each referenced in the story and immediately follow
the agency story.
Section Three of the Tool Kit provides additional resources that professionals
can use to supplement and expand their transitions programs.
Industry
cluster and high priority occupation information compiled by the Institute for
the Study of Adult Literacy at The Pennsylvania State University is included
in this section.
This information can be used by both professionals and
learners to supplement career choices.
4
Introduction to Career Gateway
What is Career Gateway?
Career Gateway was a two-year pilot project that aimed to improve the
ability of the Pennsylvania Workforce Development System and the
postsecondary education and training systems to support individuals’
transition between systems.
Funding
Career Gateway was a collaborative effort of the Departments of Education,
Bureau of Adult Basic and Literacy Education (ABLE); Labor & Industry,
Bureau of Workforce Development Partnerships (BWDP); and the
Pennsylvania Higher Education Assistance Agency (PHEAA). A federal
incentive grant awarded to Pennsylvania for exceeding performance levels in
WIA Title I, Adult Education (AEFLA), and Vocational Education (Perkins Act)
programs for Program Year ’03 provided the funding for the Career Gateway
project.
Why Focus on Transitioning to Postsecondary Education and
Training?
In the information economy of the 21st century, career success is
determined in large part by educational attainment levels. Those adults who
do not have a high school diploma are particularly handicapped in terms of
their ability to obtain, retain, or advance in a job.
•
A total of 4 million adults in Pennsylvania have literacy skills that are
low enough to limit their employment options. (Adult Literacy in
Pennsylvania)
•
High school dropouts earn, on average, $9.76 an hour compared to
$13.21 for those with a high school diploma. (Bernstein and Mishel)
•
The number of unskilled jobs has decreased dramatically; in 1950, 73
5
percent of Pennsylvania’s jobs were unskilled. Today, that number is
30 percent; consequently, our citizens need more education to keep
pace with the needs of the marketplace. (U.S. Bureau of Labor
Statistics, Center for Workforce Information and Analysis)
•
43 percent of those with the lowest literacy skills live in poverty. (Adult
Literacy in America)
•
82 percent of all Pennsylvania businesses surveyed by the Team PA
Business Calling Program since 2003 reported difficulty recruiting and
hiring workers with requisite skills for their current job openings.
Pennsylvania must upgrade the skills of its workforce in order to
attract new employers and give our residents the economic
opportunity they deserve. (Source: Pennsylvania Department of
Community and Economic Development)
•
Further, a high school diploma or its equivalent is no longer an
adequate credential for most jobs in today’s market (Reder). In spite
of this, adult basic and literacy education programs are experiencing
an influx of 16- to 20-year-olds who are leaving high school and later
enrolling to obtain a GED® (Perin and Cherron). While a high
percentage of individuals in adult basic and literacy education
programs set a goal of obtaining a GED, very few set the goal of
transitioning to postsecondary education or training.
•
High school graduates are almost twice as likely to attain an associate
degree than GED recipients: 54 percent versus 28 percent (Reder,
2000)
•
While the grades of high school completers and GED recipients who
transition to postsecondary education and training are virtually the
same, their persistence rates vary dramatically (National Center for
the Study of Adult Learning and Literacy)
•
Careers that require a bachelor’s degree pay 80 percent more than
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jobs that only require a high school education, and 60 percent of job
growth through 2012 will be in occupations that require postsecondary
vocational training or higher. (Source: Center for Workforce
Information and Analysis)
•
There is minimal formal connection between ABE, career development
programs, and community college programs (Reder, 2000). As a
result, the transition of individuals from adult basic and literacy
education programs to postsecondary education and training is often
not successful. Programs such as the New England Literacy Resource
Centers have been successful in assisting adults in their transition
(National Center for the Study of Adult Learning and Literacy).
Information from their project guided the activities in Career Gateway.
•
5 percent of GED students who pursue a bachelor’s degree actually
attain one, as compared to 75 percent of high school graduates.
•
27 percent of GED students who begin two-year colleges complete
these programs, as compared to 55.7 percent of high school
graduates.
•
32.8 percent of GED recipients enroll in postsecondary education,
compared to 73.3 percent of high school graduates.
•
45 percent of GED recipients who enroll in vocational certificate
programs complete the programs, as compared to 50.7 percent of high
school graduates.
•
However, GED recipients who complete postsecondary education and
training programs do as well as, or better than, high school graduates.
Goals
Career Gateway was targeted at improving system performance. The
project focused on improving performance both within and between
systems. It assisted adult basic education programs with the development
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and documentation of materials and procedures that support the transition
of adults to postsecondary education and training. The local Workforce
Investment Boards provided services and financial support through career
counseling, Individual Training Accounts, and case management.
The goals of developing this formal system were to:
1.
Strengthen the networks between the Pennsylvania Workforce
Development System, including adult basic education providers and
postsecondary education and training programs to provide support for adults
transitioning from adult basic education to postsecondary education and
training.
2.
Increase the number of ABLE students who achieve the following:
•
Set the goal of transitioning to postsecondary education and training;
•
Prepare a career development plan;
•
Make the transition to postsecondary education and training; and
•
Succeed in postsecondary education and training programs.
In order to achieve its aims, Career Gateway convened a network of ten
adult basic and literacy education providers—five in the first pilot year and
five in the second. The first year pilot sites were chosen because their data
indicated that they were already successful in supporting their program
participants in making the transition to postsecondary education and
training. The second year pilots submitted proposals outlining plans for
building transitioning systems in their organizations. Both groups were
charged with the following activities:
•
Collect existing materials and document existing procedures that
support the transition of adult basic and literacy education students to
postsecondary education and training.
•
Work with the network and use research to identify gaps in the
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existing support system.
•
Develop new materials and procedures to address those gaps.
•
Create a Tool Kit that includes the materials and procedures collected,
documented, and developed as well as supplementary materials to
enhance the use of the Tool Kit. This will include project background,
suggested readings, and explanations of materials and procedures.
•
Pilot the Tool Kit with the initial network of providers.
•
Revise the Tool Kit to address needs identified through the piloting
process.
•
Identify gaps based on the second year pilot providers.
•
Develop new materials and procedures to address those gaps.
•
Finalize the Tool Kit, adding explanatory and supplementary materials
to increase its usefulness system wide.
What Did the Pilot Agencies Do?
Pilot Agencies examined their adult basic education program's current
transition practices to determine what could be done to improve them and to
make them part of a system-wide process. They were asked to be
“intentional” about what they were doing and to examine existing practices
through the lens of a process for transitioning adult basic education students
to postsecondary education and training. This process included the
identification of partners in the effort: internal partners such as counselors;
external educational partners such as community colleges, universities and
training organizations; and external government agency partners such as
Pennsylvania CareerLinks and Workforce Investment Boards.
In addition, Pilot Agencies worked to developed a statewide pilot network
that enabled them to strengthen the work they were doing by
•
Sharing existing resources
9
•
Developing new resources
•
Documenting processes and procedures
•
Establishing formal processes and procedures within their larger
agency or between their program and other partners.
•
Documenting and collecting their materials and procedures in an initial
Tool Kit
A Practitioner Built and Tested Tool Kit
Each year one pilot agency developed materials and gathered information to
facilitate the implementation of a formal transitioning process at its site. As
they went along, they kept notes, created new forms, and developed
guidelines for partnering to formalize their own system. As the year
progressed, the Bureau of Adult Basic and Literacy Education refined some
of the forms and procedures to create materials that could be used
statewide. By the end of the year, each year one pilot agency had
contributed its accumulated work; for example, forms, descriptions of its
processes, and guidelines.
The initial Tool Kit, compiled from the documents created by year one pilots,
provided a starting point for the year two pilots. That group used some of
the initial Tool Kit documents, but created many more. These documents
were all evaluated and collected and many comprise the final Tool Kit of
which this narrative is a part.
The final Tool Kit contains stories written by each of the pilot agencies.
These stories are in the voice of the coordinators and teachers from the
project. They each describe their Career Gateway experience in such a way
that other adult literacy agencies can benefit from the considerable
knowledge created during this project. In Pennsylvania we have many
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different types of adult literacy programs and the pilot stories represent the
challenges and successes of programs as diverse as a large community
college and a small community-based program. There is something for
everyone here. Each story refers to specific documents created and used by
that pilot agency and those documents are to be found immediately
following each pilot agency story.
Final Products
At the conclusion of year two of the pilot, we had created a substantial
amount of learning about the topic of transitioning to postsecondary
education and especially about the process of partnering to leverage
resources and achieve success. To capture that knowledge, we created two
professional development offerings: one for administrators and one for
teachers. Each offering provides the participants with the skills, materials,
and procedures to increase their effectiveness in supporting transition. In
addition, we developed a Career Gateway Curriculum. These four products
represent the culmination of two years of knowledge creation about
transitioning adult literacy learners to postsecondary education: the Career
Gateway Tool Kit, Career Gateway Curriculum Guide, Career Gateway
Practitioner Guide, and Career Gateway Administrator’s Seminar.
In order to best use the four Career Gateway products, we have engaged
the Bureau’s Professional Development Centers, (PDCs). The PDCs will
ensure ongoing incorporation of the Career Gateway know-how in the
statewide professional development system.
But the truest and most enduring product will not be found in a nicely
organized, printed volume that can be exhibited as evidence of the project’s
success. The most enduring product will be the relationships that have been
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built between agencies with very different missions that managed to find
common goals to work toward. Those relationships enabled the pilot
agencies to succeed. And the trust that has been built through those
relationships will continue to create a climate where positive outcomes for
our learners can occur.
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Section Two:
The Stories and the Tools
13
Adult Learners’ Training and Assistance Program
Luzerne County Community College
The Story
BACKGROUND
Supporting adult learners who want to increase basic skills so that they
could attend a postsecondary education or training program has always been
a key responsibility for our Adult Learners’ Training and Assistance Program
staff at Luzerne County Community College. It was quite an unpleasant
surprise when we began delving into the research to find that many adult
learners who attain a GED do not succeed in college or training. The
research informed us that although access to college and financial aid is
attached to obtaining a GED, the academic skill attainment levels of the
adults who holds a GED certificate are not commensurate with those skills
needed to succeed in postsecondary education.
Within the report Making Good on a Promise: What Policymakers Can Do to
Support the Educational Persistence of Dropouts, Jobs for the Future (2006),
Almeida, Johnson, and Steinberg find that high school dropouts value
education and persist to complete their education, for nearly 60 percent of
dropouts earn a high school credential and one half of these students enroll
in postsecondary education; however, less than ten percent of dropouts who
enroll in postsecondary education earn a degree. And, without a degree, our
adult learners are not likely to obtain employment with self-sustaining
wages.
At Luzerne County Community College, we knew that adult learners who
obtain a GED consistently need to take developmental or remedial reading,
writing, and mathematics courses before they start taking credit-bearing
courses. Rao (Focus on Basics, 2004, February) states that “students who
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need to complete one or two remedial courses have a good success rate for
completing a degree program. This success rate decreases with each
additional remedial course.” And, according to a study conducted by Grubb
as stated in Jobs for the Future, “Breaking Through” Helping Low-Skilled
Adults Enter and Succeed in College and Careers (2004), only a quarter of
students who took three developmental courses had completed all three
courses five years later and only four percent had graduated.
This was not good news to read. Reflecting on our adult learners, we knew
that many of them wanted to obtain a Commonwealth Secondary Diploma
and go on to further education or training; however, they did not know much
about their career interests or how their interests related to the labor
market. Research was informing us that adult learners, who examine the
connection between education and earnings, explore their career interests
with the knowledge of careers in demand, learn about the various levels of
higher education and the differences between college and vocational
training, and examine the research related to the GED test, will gain the
knowledge, skills, and values that will support them through the transition,
attain a postsecondary degree or training certificate, and reap the benefits of
self- and family-sustaining wages , Jobs for the Future, “Breaking Through”
Helping Low-Skilled Adults Enter and Succeed in College and Careers (2004).
That’s what we wanted for our adult learners… a successful transition,
careers not jobs, and good wages.
So, we began to make changes to ensure that our adult learners could have
a successful transition. This is our Career Gateway pilot story. And, we want
to begin our story by sharing how we developed an ever evolving planning
document and how transition networks were built internally at our
community college and externally with our PA CareerLink partners.
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SYSTEM DEVELOPMENT
Our first task in the development of the system was to create a “planning”
document. This task was accomplished through a literature review of the
research related to the creation of adult basic education-to-college transition
programs. There are many, many resources which helped us to define what
we wanted our transition system to look like, and we will refer to those
resources throughout our Career Gateway story; however, we paid particular
attention to the following resources: National College Transition Network,
Helping Learners Make the Transition to Postsecondary Education,
Strengthening Transitions by Encouraging Pathways, Jobs for the Future,
The National Center for the Study of Adult Literacy’s Focus on Basics /
Transitions Issue, Florida GED Plus, and World Education, Inc. / Transitioning
Adults to College: Adult Basic Education Program Models.
As the planning document (see Attachment 1-A) evolved, we could see that
our Career Gateway program was becoming a comprehensive adult basic
education-to-college transition model. Our transition program would include
the dissemination of information about college admissions, financial aid,
placement, and support services; connecting learners with the college
system; building learner’s skills in relationship to the challenges of college;
building learners’ knowledge of high priority occupations utilizing the
resources of PA CareerLink; and preparing learners academically to bypass
placement in developmental courses.
Internal Relationship Building
The New England ABE-to-College Transition Project Evaluation Report (June
2005) recommends that ABE staff have a strong relationship with
appropriate people in college who advocate and deliver services to students
making the transition to college from adult education programs. And, as part
16
of our commitment to the Career Gateway Pilot project, it was expected that
we would develop a system within our community college to encourage and
facilitate the seamless continuation of services for basic skills students as
they transition from our ABLE program to postsecondary education (PSE) or
training. We could not have added a sustainable transition component to our
program this year without the support from the college community and our
ABLE program staff. So, we began our internal relationship building by
creating awareness of the need for transition programs.
Formal and informal meetings were conducted with college staff from many
of the departments. We discussed the research supporting the need to build
transition programs. Also, we shared the Career Gateway strategy we would
use to help more adult learners successfully transition to postsecondary
education and training. Through our research and experience working with
adult basic education students, we planned to simulate a college experience
in the Career Gateway class. In the class, adult learners would gain
knowledge and skills through lectures, discussions, small and large group
instruction, project-based learning, and on-line research. In addition,
learners would be expected to complete outside of class assignments
including paragraph and essay writing, readings from Effective College
Learning (Holschuh & Nist, 2006), and math problems. In the Career
Gateway class, learners would reflect on the simulated college experience
and discuss how they would adapt to the changes necessary for a successful
transition.
Internal relationship building also included meeting with the college
department chairs of math and English. Samples of texts and syllabi for
credit bearing courses as well as the developmental (remedial / non-credit)
courses were shared with us. This informed us as we created a syllabus for
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the Career Gateway class. The mathematics department chair also shared a
course sequencing flow chart which depicted the prerequisites and sequence
of math courses related to specific courses of study. The counseling
department chair shared the ACCUPLACER Placement Recommendations
form which describes how the ACCUPLACER (college placement test) results
are used to place students into credit or developmental (non-credit) courses.
Judith A. Alamprese of ABT Associates, Inc. in her report, Helping Learners
Make the Transition to Postsecondary Education, notes the importance of
intra-organizational agreements regarding learners’ access to counseling and
related services, including admissions and financial aid offices. Alamprese
suggests establishing a schedule for admissions staff to meet with adult
basic education classes and provide an overview and follow-up information
about admissions policies. Within our meetings with college staff, we
developed a Career Gateway presentation schedule (see Attachment 1-B)
that includes presenters from the admissions office as well as from the
counseling and financial aid offices. College staff now visits our Career
Gateway program during each semester and provides information to the
adult learners giving them access to the various college departments. In
addition, the college staff answers questions that the Career Gateway
students compile during a preceding class. Upon completion of the
presentations, learners fill out an evaluation form, and the results are
aggregated and shared with the presenters. The students have given all the
presenters high ratings. Plus, the college department staff has commented
that our students communicate actively with them and ask thought
provoking questions not normally asked by the typical college freshman.
In addition to the department staff visiting the classroom, Career Gateway
students also visit the college’s main campus. A tour is arranged each
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semester in collaboration with the admissions staff and representatives from
the college’s student ambassador program. Students tell us that the campus
tour is one of the highlights of their Career Gateway experience. The tour
includes a visit to the offices of admissions, financial aid, and counseling and
support services, and to the college’s library. The college’s Electronic
Resources Librarian discusses the traditional services at the library and the
new electronic technologies.
The interaction between the college staff and Career Gateway students both
in the classroom and during the campus tour is critical if a successful
transition is to be achieved. Due to this interaction, the students are not only
familiar with the campus and the administrative and support services but
also have established contacts in each of the departments. Administrative
and student support services departments have committed to provide ongoing support for adult basic education learners who are seeking a transition
to postsecondary education. Formal agreements are in the development
phase to assure this access continues.
Another important part of our internal relationships system building involves
the coordination of Individual Training Accounts (ITA). The admissions,
financial aid, academic advising, business office, and contracting aspects are
coordinated through the college’s Office of Workforce Development for
students funded through public Workforce Investment Act dollars. This office
acts as the single point of contact for first-time students funded under ITAs.
Our internal relationship building also includes the sharing of Career
Gateway marketing and recruiting materials with all program staff including
a Staff Career Gateway Information Sheet. Frequently and consistently
materials are shared within classes so that the staff will encourage the
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learners to participate in the Career Gateway program. The Career Gateway
booklet (see Attachment 1-C) is distributed to all learners during adult basic
education, English as a Second Language, and adult secondary education
orientations to build awareness of the program.
External Relationship Building
As the internal network within the college and our ABLE program was being
built, an external network was also being developed. To ensure a successful
transition into a high priority occupation and compete in today’s economy,
adult learners need to use labor market information in planning for
postsecondary education and training. And, as an adult basic education
provider seeking to increase the number of adult learners who successfully
transition, we need a productive, working relationship with the local PA
CareerLink staff.
The building of a strong external relationship with our local PA CareerLink
office began with phone calls during which we asked for a tour of the PA
CareerLink office and for a meeting to discuss how we could best work
together to enable adult basic education students to move successfully into
jobs that pay self- and family-sustaining wages. Since we wanted to be able
to use some of the terminology of the PA CareerLink system during our
conversation with PA CareerLink staff, we spent some time before our visit
becoming familiar with the PA CareerLink website paying particular attention
to the PA CareerLink Job Seeker Services page. Plus, we perused the PA
Center for Workforce Information and Analysis. We also requested
professional development on Industry Clusters and High Priority Occupations
from the ABLE Workforce Education Research Center technical staff.
Our preliminary work to build familiarity with current labor market language
paid off when we met with PA CareerLink staff. Our conversation between
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our organizations began around a discussion about industry clusters, selfand family-sustaining wages, and high priority occupations. We agreed that
when adult basic education students obtain jobs with self- and familysustaining wages, his or her family attains a better quality of life and the
overall economic picture is healthier due to a broader tax base. During the
discussion, we also talked about research which has informed us that
obtaining a GED may provide access to financial aid for postsecondary
education or training, but that a GED does not demonstrate that an adult is
academically ready for credit bearing courses (Rao, “The Open Door Policy,”
Focus on Basics, NCSALL, 2004). Too often adults who pass the GED test
need remedial or developmental courses in reading, writing, and math
before they can take credit courses. Also, holding a GED does not mean that
an adult has knowledge about high priority occupations or has explored
career options and interests.
It was suggested within one of those early conversations that a visit from PA
CareerLink staff to the ABLE Career Gateway class would be a good place to
introduce the adult learners to PA CareerLink. A PA CareerLink Specialist
now visits the Career Gateway class early in the semester and provides an
overview of PA CareerLink services, an online presentation of the PA
CareerLink and PA Workstats websites, examples of demand occupations,
and an overview of financial assistance. In addition, the PA CareerLink
Specialist invites the students to participate in a Career Decision Making
workshop after they enroll on the PA CareerLink site.
As students were referred to PA CareerLink services, PA CareerLink staff and
ABLE staff thought it was necessary to track the services that each student
receives and share the information between organizations. The
documentation would keep both organizations informed of the progress adult
21
learners were making through their career exploration efforts in class and at
PA CareerLink. A Referral to PA CareerLink Form was developed for the adult
learners to carry with them in a plastic folder to the PA CareerLink Center
and to class. Every time an adult learner participated in PA CareerLink
services and workshops, PA CareerLink staff documented the services,
outcomes, comments, and suggested next steps. Thus, the PA CareerLink
staff recognized our Career Gateway students when we made referrals, and
we knew what services our students had received. Of course, a form does
not take care of all the case management tasks required to ensure that more
adults obtaining a GED could make informed career decisions and
successfully transition into postsecondary education or training. The staff of
our two organizations spends much time meeting together, emailing each
other, and talking over the phone. Plus, from the on-going work between our
two organizations, monthly case management meetings developed. During
these meetings, we address such questions as: Who is unsure of a career
path and needs more career exploration? Who is ready academically for the
transition? What barriers should be addressed in class or at PA CareerLink to
ensure a successful transition?
Our working relationship with PA CareerLink staff is productive. More of our
adult basic education students are setting the goal of transitioning to
postsecondary education and training, preparing a career development plan,
making the transition to postsecondary education and training, and
succeeding in postsecondary education and training programs. The
educational and career goals of our students are linked thanks to the
collaboration of our two agencies.
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PROGRAM PLANNING
Selection Criteria
We developed selection criteria for our Career Gateway program after we
reviewed and researched adult basic education-to-college transition program
models such as the Florida GED Plus College Preparation Program. Based on
research and our professional experience, we decided to refer learners into
the Career Gateway program using the following criteria:
•
Attend our ABLE program orientation;
•
Score at minimum an average of 500 on the Official GED Practice test,
hold a Commonwealth Secondary Diploma, or hold a high school
diploma from the country of origin and score a minimum CASAS score
of 231 in reading and 221 in mathematics;
•
Have an interest in gaining knowledge of high priority occupations;
•
Have a goal of attending postsecondary education or training;
•
Have a goal of joining a cohort of learners with similar goals/interests.
Career Gateway selection criteria were shared during our adult basic
education, English as a Second Language, family literacy, and Move Up
orientation sessions when learners first entered our ABLE programs. In
addition, we presented a Career Gateway overview to adult learners while
they were attending classes. A Career Gateway Overview Booklet and
Overview PowerPoint presentation (see Attachment 1-D) were developed to
ensure that all program adult learners would be aware of the transition
program.
Recruitment
Designing our recruitment activities, we were informed by Hughes and Karp
of Columbia University through their report, Strengthening Transitions by
Encouraging Pathways, on the need to advise students about the types of
23
careers within a particular career pathway, implications of their choices for
future course-taking and degree options, and benefits and trade-offs of
participating in a career pathway. In addition, Hughes and Karp (2006,
February) in a Community College Research Center Brief emphasized the
creation of a “program culture that supports and encourages students from
different backgrounds and academic levels to participate” (2006, Feb., no.
27). We wanted our recruitment efforts to build an awareness of the
education-employment connection and careers in demand. Plus, we wanted
to reach all of our program learners.
Therefore, our adult learners hear about the transition program and careers
in demand early in the enrollment process and consistently throughout the
time they spend in class. Our program orientation was changed to include
the language of the labor market. Terms such as high priority occupations,
self/family sustaining wages, and industry clusters were discussed to help
improve awareness. These discussions carry over into the adult basic
education classrooms. Learners begin thinking about their future goals
before they even come into the Career Gateway class. Lessons such as those
found in the NCSALL report Beyond the GED: Making Conscious Choices
About the GED and Your Future provide a guide to creating the awareness of
what a GED could and could not do for our students. Instructors use career
interest surveys and the PA Career Guide to help learners explore demand
careers that fit with the learners’ interests. Learners are given ample
opportunities to discuss their future goals surrounding employment and
education within all components of the program before they make the move
to Career Gateway.
Having established a recruitment process, we began accepting referrals into
the Career Gateway class based on the established selection criteria.
24
Learners are encouraged to make the decision to move into the Career
Gateway class by discussing with their instructors whether or not they meet
the selection criteria. We also look to the learners who recently left the
program after passing the GED exam and who want to pursue postsecondary
education. English as a Second Language adult learners are referred to the
Career Gateway class by college and program staff. Our Career Gateway
classes have been comprised of diverse groups of learners with the same
goal of entering postsecondary education or training and focusing on a
course of study which will lead to employment within a high priority
occupation.
Further outreach and recruitment efforts occurred during a local Career
Gateway kickoff event. During the kickoff, we distributed Career Gateway
Outreach flyers (see Attachment 1-E) and shared information about what we
were planning to do in the Career Gateway classes. Representatives from
Catholic Social Services, Luzerne County Assistance Office, Luzerne County
Head Start, Luzerne County Library System, Luzerne County Workforce
Development Agency, Luzerne Intermediate Unit, and PA CareerLink of
Luzerne County were invited to attend the kickoff event.
Intake and Orientation
Learners interested in Career Gateway attend a two hour orientation. The
orientation is an informal discussion session. We talk about what the
learners may already know about the classes, the difference between a job
and a career, the process of enrolling in postsecondary education or training,
developmental (non-credit bearing) courses versus credit bearing courses,
and career interests. Staff shares information about the benefits of the
Career Gateway classes such as the opportunity to bypass developmental
courses, listen to and ask questions of admissions and financial aid college
25
staff during class time, use college materials and resources, utilize the
services of PA CareerLink, learn with other students who have a goal of
entering postsecondary education or training, and attend a transition dinner.
Near the end of the Career Gateway orientation, learners are given a
Contract of Requirements (see Attachment 1-F). The Contract lists the
selection criteria, exit criteria, and program incentives. If learners are
interested in the Career Gateway program, they are asked to take the
contract home, review it with someone close to them who will support them
while they are in the Career Gateway class, and then sign it if they are in
agreement. In addition, the learners are asked to contact the Career
Gateway staff via phone if they want to join the transition class.
When prospective Career Gateway students contact us, we complete the
Career Gateway Registration Form during an informal phone interview.
Adapted from Nashua Adult Learning Center College Transition Program
Registration Form, the form is used as a guide for the conversation between
the Career Gateway staff and the prospective transition student. The
informal phone interview provides a time to speak with the prospective
transition student individually and to identify barriers that may affect the
learning process in the Career Gateway classes. We talk about past and
current employment, childcare needs, motivations, goals, career interests,
academic experiences, learning styles, and support system. The registration
forms are compiled into class profiles to inform the Career Gateway
instructors as they design instructional sessions which best fit the needs of
their students.
26
Design
When planning for instruction, assessment, cohort development, and goal
setting we employed Dr. Jane Vella’s principles for teaching: a needs
assessment completed with the participation of the learners in naming what
is to be learned; a safe, positive context for learning; sound relationships
between teacher and learner and among learners; sequence of content and
reinforcement; praxis or action with reflection and learning by doing;
cognitive, affective, and psychomotor aspects of learning; teamwork and use
of small groups; engagement of the learners in what they are learning; and
accountability of how do learners know they know (Vella, 2001, Taking
Learning to Task).
Our intake process, as described in the previous section, was planned to
involve the students from the beginning of their transition in naming what
was to be learned. In addition, we planned to involve the students in naming
what was to be learned as they explored career interests, what motivates
them, beliefs about learning, learning preferences, sources and affects of
stress including academic stress, and strategies to reduce stress.
A safe and positive learning context would be built throughout all group
activities, discussion, reflective exercises, and peer mentoring. In addition,
we planned instruction so that learners would be engaged in what they were
learning. For example, as learners explored, read, and wrote about career
options, they would discuss and reflect upon the implications of their
choices, personal requirements, and how their family life would be affected.
Learners would practice active reading strategies, annotating text excerpts,
written and oral rehearsal, and reviewing study strategies all within the
context of a positive learning environment in which learners are encouraged
to share the knowledge and skills they were developing with their teachers
27
and peers. These strategies would also promote a good relationship between
the teacher and learner and among learners.
Our content plan included correlating the academic content with the college’s
developmental reading, writing, and mathematics non-credit syllabi and with
syllabi shared by the National College Transition Network and Florida GED
PLUS College Preparation Program. Plus, our reinforcement plan included
requiring the learners to spend 10 to 12 hours outside of class reading,
writing, researching, and completing arithmetic and algebra exercises. We
would inform learners during the orientation of the assignment requirement
and correlate it with the time the learners would need when taking college
credit courses.
Learning would be accomplished through action and reflection. We designed
lessons to help learners identify and implement methods to work through a
text, make questions related to their reading assignments, cartoon the main
points of an academic article, organize concepts (i.e., writing process, MS
Word outlining), collect and retrieve data, and associate new material and
concepts with previously gained experiences. We designed lessons to include
consistent use of the college library (on-line databases and on-ground
facilities) for research and report writing. Instructional designs were to follow
our transition strategy to simulate a college experience through lecturing,
discussion, small and large groups work, and project-based learning with
many opportunities to reflect on learning and the learning process.
Our transition design plan included the cognitive, affective, and psychomotor
aspects of learning. As learners would acquire new knowledge and skills
through doing, they would use their prior knowledge and learn about the
learning process. For example, instruction on organizational skills would
28
include reflecting on past positive and “not so positive” experiences, reading
about the basics of self-management and planning, working through a
scenario with peers, and creating a personalized schedule.
Our plan also included designing instruction to develop the learners’
interpersonal skills, for a successful transition into college and into high
priority occupations would require learners to cooperate with others, accept
supervision, work in diverse environments, resolve conflicts, and provide
supervision. These skills are listed within the Foundation Skills Framework.
We designed instruction to include discussions about personality type
inventories, collaborative assignments such as shared development of case
studies, and peer tutoring.
To ensure that learners would know they knew, we designed a Basics of
Usage and Writing Skills Checklist (see Attachment 1-G), Writing Skills
Rubric to Evaluate Sentence and Paragraph Organization, Writing Skills
Rubric to Evaluate Essay Organization and Punctuation, and Mathematics
Skills Checklist. Learners would monitor their progress by tracking weekly
outcomes on the forms. Class writing and math learning outcomes were
monitored by instructors and supervising staff using an Excel spreadsheet.
Our design included using textbooks to ensure a successful transition for our
learners. Textbooks are expensive, yet it is critical for our learners to
practice annotating a text. Therefore, we purchased Effective College
Learning (Holschuh & Nist, 2006) for our learners to consume. The authors
of Effective College Learning expose readers to research-based learning
strategies and study behaviors through active learning and reflective
activities. The text includes three samples of college textbook chapters for
the learners to practice their developing learning and study strategies.
29
Due to the expense of purchasing texts, our mathematics and writing basics
of usage texts are loaned to the students. We decided to use Lockwood,
Barker, and Aufmann’s Basic College Mathematics: An Applied Approach to
provide sufficient arithmetic exercises for student practice. Our mathematics
instructor would provide the algebra exercises due to the expense of
purchasing algebra texts. We are considering using EMPower: Extending
Mathematical Power because that mathematics program integrates algebra
with arithmetic topics. Our writing basics of usage text is titled The Least
You Should Know about English (Wilson & Glazier, 2006). We purchased this
text for our second Career Gateway class as it became apparent that our
learners needed more practice with basics of usage exercises to develop
stronger writing skills and to place into college level English courses.
The design of our financial aid instructional activities began within the
building of our networks, internal and external. College financial aid staff
would speak with our learners in class and include in the presentation
information about the Federal Pell Grant, PA State Grant (PHEAA), Federal
Stafford Loan (subsidized and unsubsidized), Federal College Work Study,
Federal Supplemental Educational Grant Opportunity Grant, and Tuition
Assistance and Scholarship Opportunities. PA CareerLink staff would visit
the class and include in their presentation information about local Workforce
Investment Area funding. Learners would apply in class and on-line at the
Free Application for Federal Student Aid website.
We knew it was important to familiarize the learners with the language of
postsecondary education, and one tool that would help us do this was a
syllabus (see Attachment 1-H). Putting our plan into a syllabus was a
collaborative writing task for the Career Gateway instructors and
coordinators and included many revisions. And, with syllabus in hand and
30
distributed to the learners, we were at the implementation phase of the
project.
Implementation and Evaluation
Implementation and evaluation led us back to the design phase
throughout our project, and no doubt we will continue revising as we
move forward. Within the implementation phase, we revised the syllabus
at least five or six times. Revisions came from the knowledge and skills
we were developing as we built internal and external networks with our
college staff and PA CareerLink partners, from the continued review of the
literature regarding transition programs, from working with our Career
Gateway co-pilot site staff and statewide coordinator, and most
importantly from what we learned from our students in meeting their
transition needs. An important glimpse into the implementation and
evaluation of our transition class can be seen from the eyes of our
instructors. Let’s take a look at what transpired in the mathematics
classes as described by the math instructor.
Career Gateway Mathematics instruction was limited to a three hour session
once a week. The textbook used was Basic College Mathematics An Applied
Approach by Auffman, Barker, and Lockwood. In addition, the instructor
used resources from EdHelper.com. There were a total of 12 sessions with
the following topics: Operations with Whole Numbers, Order of Operations,
Operations with Fractions, Operations with Decimals, Ratios, Proportions,
Percents, Statistics, Formulas, Integers, Evaluating and Simplifying
Expressions, Solving Equations, Polynomials, and Factoring. For the first 10
sessions, assignments were given out of the textbook. The remaining
sessions involved Intermediate Algebra topics. The Basic College
Mathematics Manual of Chapter Tests was used as a resource for homework
31
assignments. The instructor also used worksheets from EdHelper.com, with
appropriate “adult learner” modifications.
Each class started with a Please Do Now worksheet. While the students
were working on this warm-up, the instructor checked to make sure the
homework assignment was completed. This time was also used to answer
any questions the students might have had. This gave each student the
chance to talk with the instructor one-on-one. We developed a tracking /
coding system utilizing Excel to keep a record of the completed homework as
well as class participation and quiz results. After the homework was checked
and the Please Do Now worksheet reviewed, the students were given a quiz
on the previous week’s lesson. The instructor designed the informal quizzes
to be about 10 to 12 problems in length. As the students finished the
quizzes, they brought them to the instructor to be checked. The instructor
would then address any mistakes that were made individually with the
students. This gave the instructor a chance to encourage each student on a
personal level. The quiz outcomes were tracked using the Excel spreadsheet.
The students kept a record of the results of the quizzes in their folders. This
worked well not only to encourage the students but it gave them confidence
to see improvements on a regular basis. The students used this as a
resource for goal-setting. Each student monitored his or her own progress in
addition to the instructor’s record. By writing down and keeping track of the
results, the students took a personal interest in the results of their hard
work.
A PowerPoint presentation was used for each session. Each student was
given a copy of a handout of the PowerPoint so that he or she could highlight
and/or copy the notes. For an example of one of the mathematics
PowerPoint presentations see Attachment 1-I. The use of PowerPoint
32
provided a multi-sensory instructional approach which was especially
beneficial for English as a Second Language students. Examples of
arithmetic and algebra problems were explained in detail as the instructor
worked various problems out at the board. Students were encouraged to
participate and answer and ask questions as the solution of each problem
was demonstrated.
The class represented a diverse group of learners. Learners’ ages ranged
from 18 to 47, and in our second semester, six English as a Second
Language learners joined the Career Gateway class. To address this diversity
of knowledge, skills, and attitudes the instructor encouraged students to
work in groups and pairs and to help each other. The instructor also
encouraged students to explain their mathematical reasoning to the class.
This gave the students a chance to verbalize their thoughts, and also gave
the other students a different perspective on how to solve the problems. In
addition, it gave the instructor an opportunity to observe students as they
further developed their personal math sense, which is an important part of
success in mathematics.
There were various presenters throughout the semester. The instructor and
students brainstormed before each presenter’s visit to prepare a list of
questions for the speaker. The questions were typed and given to the
presenter to make sure he or she covered all areas of interest for the
students. The students also were taken on a tour of the campus of Luzerne
County Community College. The tour was a great way to get the students
excited about going to college. They were exposed to different programs
offered by the college as they walked through buildings and classrooms,
toured the library, and ate pizza at the student center. The tour also served
another purpose. It helped develop camaraderie among the students,
33
solidifying their desire for a college education, and helping to keep them
focused on their goals.
Class time was set aside to go to the computer lab so that students could
work on a PowerPoint presentation for their culminating project about the
learners’ career choices. The bulk of the culminating project was
accomplished during the reading and writing evenings of the Career Gateway
class. The students used a graphic organizer as they researched their career
areas of interest. In addition, the students placed their culminating project
presentation information within a PowerPoint template (see Attachment 1-J).
Each student focused on his or her career area of interest, reasons for
choosing a particular career, job outlook, nature of the work, educational
and personal requirements, and financial resources.
The diverse group of adults brought with them experience and accumulated
knowledge as well as life lessons that added value to their learning
experiences. Adults are more equipped to apply their knowledge if they have
clear goals. In our Career Gateway class we helped adults develop clear
goals for the future and provided the impetus the students needed to work
towards reaching these goals. It is energizing to watch learners transform
themselves into college students.
Now let’s take a look at how our reading/writing instructor describes her
experiences with Career Gateway.
The Career Gateway classroom was notably different than other adult
basic and secondary education classes. This classroom was
distinguished by the individual attention to students apparent in both
the syllabus and by the presence of college and additional program
34
staff in the classroom. Class time was allotted each week for
questions, testing, and announcements related to the transition
process, and college staff presented information about financial aid,
admissions, and student support services throughout the semester.
Staff accessibility to students was a clear indication of the dedication
the college had to student development and future transition success.
Career Gateway students included those who had left high school
before completion as well as those whose first language was not
English. The instructor’s challenge was to adhere to the syllabus while
allowing for a wide range of individual skills.
While some of the students were eager to participate in classroom
discussion, others needed assistance in posing a question. I decided
early on to ask students to take turns presenting their lessons using
the board in front of the class. This practice served dual purposes.
Explaining a lesson to the rest of the class allowed students valuable
practice in oral presentation skills while ensuring that learning had
taken place. Although students were hesitant to go to the board at
first, they soon became confident enough to go right to the board as
they arrived in class without any encouragement from me. Soon, they
were assisting each other with more difficult lessons and enjoying the
opportunity to share what they had learned. We all benefited from the
questions that arose. The plan also allowed for informal assessment of
needs and made class participation grades easy to assign. Additionally,
the class felt well prepared for their weekly quiz on the topic, and
invariably they did well. It also became my habit to copy the
assignment for the following week on the right side of the board where
35
it was available to students during class and any questions could be
addressed.
The second half of class was spent discussing the next lessons from
The Least You Should Know about English and Effective College
Learning, working in the computer lab, and applying new skills to their
writing. I found the same diversity of skills among students in the
computer lab, but those students who struggled most with the English
language were often proficient at navigating the Web. Those who were
proficient with the computer were encouraged to assist classmates
who were less skilled in that area, and they happily did so. Students
began working in pairs as the importance of “teamwork” was
reinforced. Teamwork is the working “theme” in our classroom which
allows for more interactive classes.
In order to integrate discussions of high priority occupations and
career pathways in the Career Gateway classroom, the learners
researched their career interests using the PA Career Guide. Using the
career choice graphic organizer, students documented the specific
career information found through the Pennsylvania Occupational
Outlook Handbook which they used to complete the PowerPoint
presentation template for their culminating projects.
During the semester, students continued to use The Least You Should
Know about English while writing essays and gaining higher-level and
critical thinking skills through assigned readings, discussions, and
writing assignments from the Effective College Learning text. With
guidelines from this text, students evaluate their own work, take a
self-assessment on “Research, Resources, and Presentations,” and
36
practice oral presentation skills. They access ACCUPLACER test sample
questions on the College Board website and writing resources such as
Purdue University’s Online Writing Lab website to learn about thesis
statements and MLA format.
The most difficult task for any instructor is balancing the needs of a
diverse group of students. The diversity of backgrounds, cultures,
experiences, languages, and skills that Career Gateway students bring
to the classroom provides a unique challenge to an instructor, yet,
diversity coupled with dedication defines the Career Gateway students.
The dedication of the staff and the persistence of the students in
transition have resulted in an atmosphere of reciprocal and shared
learning plus a richly rewarding teaching experience.
Submitted by:
Peg Rood, Kimberly Gavlick, Mary Krolewski, and Marilyn Olenick
Adult Learners’ Training and Assistance Program
Luzerne County Community College
Nanticoke, PA
1-800-377-LCCC
37
REFERENCES
Aufmann, R. N. , Barker, V. C., and Lockwood, J. S. (2006). Basic College
Mathematics: An Applied Approach. Boston, MA: Houghton Mifflin
Company.
Commonwealth of Pennsylvania, Department of Labor and Industry,
Department of Education (2006). 2006-2007 Pennsylvania Career
Guide. Retrieved from
http://www.paworkstats.state.pa.us/gsipub/index.asp?docid=329 on
May 24, 2007.
Fass, S. & Garner, B. (2006). Beyond the GED: Making Conscious Choices
About the GED and Your Future (NCSALL). Retrieved from
http://www.ncsall.net/fileadmin/resources/teach/beyond_ged_revised.
pdf on May 24, 2007.
Holschuh, J. P. & Nist, S. L. (2006). Effective College Learning. NY: Pearson
Education, Inc.
Vella, J. (2001). Taking Learning to Task Creative Strategies for Teaching
Adults. San Francisco: Jossey-Bass.
Wilson, P. & Glazier, T. F. (2007). The Least You Should Know about English.
Boston, MA: Thomson Higher Education.
38
Adult Learners’ Training and Assistance Program
Luzerne County Community College
The Tools
Table of Contents
Planning Document
Attachment 1-A
Presentation Schedule
Attachment 1-B
Career Gateway Booklet
Attachment 1-C
Overview PowerPoint Presentation
Attachment 1-D
Career Gateway Outreach Flyer
Attachment 1-E
Contract of Requirements
Attachment 1-F
Basics of Usage and Writing Skills Checklist
Attachment 1-G
Career Gateway Syllabus
Attachment 1-H
Mathematics/ Expressions Presentation
Attachment 1-I
PowerPoint Presentation Template
Attachment 1-J
39
Career Gateway Planning Document
ADULT LEARNERS’ TRAINING AND ASSISTANCE PROGRAM
LUZERNE COUNTY COMMUNITY COLLEGE
Action Step
Assigned to:
Continue to develop a network of adult basic and literacy
education providers whose focus is on building systems to support
ABLE students’ transition to postsecondary education and training.
Review year one pilot agencies’ activities, materials, and
procedures documented in project toolkit.
Work with the project coordinator and year one pilot mentors to
identify areas for agency pilot activity.
Conduct pilot activity, using the toolkit, working with the network
to identify gaps and develop new materials and procedures to
address those gaps, which will be added to the toolkit.
Contribute to the work of the project coordinator to develop
training programs for administrators and teachers.
Participate with the project evaluation team, working with and
supporting the activities of the evaluators.
Contribute materials and documents for inclusion in the toolkit.
ALTA staff
Using the set of materials “Beyond the GED: Making Conscious
Choices about the GED and Your Future” (Fass and Garner,
NCSALL, April 2000) with adult basic skills learners to increase
awareness of post-secondary education and training, local
employment opportunities and skill/knowledge pre-requisites, and
the economic impact of the GED.
Implement the revised/adapted “Beyond the GED” lessons.
Create marketing, recruiting materials, and presentations with
Career Gateway eligibility requirements, goals, objectives,
benefits, and incentives to inform adult basic education students
and staff, to encourage participation, to build awareness, and to
encourage students from different backgrounds and academic
levels to participate.
Provide marketing, recruiting materials, and presentations to adult
basic education students and staff frequently and consistently to
inform students and staff, to encourage participation, to build
awareness, and to encourage students from different backgrounds
and academic levels to participate.
Create a contract of requirements (include attendance policy,
incentives/benefits, student responsibilities, staff responsibilities,
criteria for completion) for students to sign prior to enrollment in
the Career Gateway class.
Sign a student contract of requirements (with attendance policy,
incentives/benefits, student responsibilities, staff responsibilities,
criteria for completion) prior to enrollment in the Career Gateway
class.
Create an overview of the content of the program, criteria for
completion, student responsibilities, attendance policy to be
shared with adult basic education students, staff, and partners.
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators and
Practitioners
PIT members, Director,
Coordinators, and 7
Practitioners
Coordinators and
Practitioners
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Adult Learners
Career Gateway
Co-coordinators
Attachment 1-A
Create a contract of requirements with responsibilities
(professional development, data collection/documentation, class
instruction aligned with the requirements of high priority
occupations/college credit courses, employment of Dr. Jane Vella’s
learning tasks principles) for Practitioners to sign prior to
instructing a Career Gateway class.
Create Career Gateway adult learner intervention flow chart.
Start up of Career Gateway transition class.
Set schedule for adult learners to visit CareerLink (on-ground and
on-line).
Adult learners visit CareerLink (on-ground and on-line)
Create schedule and determine appropriate in-class workshops
with CareerLink
Hold in-class CareerLink workshops
Sign a practitioner contract with responsibilities (professional
development, data collection/documentation, class instruction
aligned with the requirements of high priority occupations/college
credit courses, employment of Dr. Jane Vella’s learning tasks
principles) prior to instructing a Career Gateway class.
Provide an overview of the content of the program, criteria for
completion, student responsibilities, attendance policy to adult
basic education students and staff.
Create a student interviewing instrument, Career Gateway Adult
Learner Interview Form, to assess employment status, childcare
needs, motivation, goals, career interests, academic experiences,
learning styles, and previous academic assessments.
Interview prospective students and assess employment status,
childcare needs, motivation, goals, career interests, academic
experiences, learning styles, and previous academic assessments
utilizing the Career Gateway Adult Learner Interview Form.
Pre-, progress-, and post-test (standardized) students with GED
Practice test to determine the likelihood of passing the GED and
College placement test.
Design goal setting lessons aimed at ensuring motivation is
present to make the necessary sacrifices to persist.
Implement goal setting lessons and require daily goalsetting/monitoring to ensure motivation is present to make the
necessary sacrifices to persist.
Create learner profile / class profile through analyzing the
resources of students and employ the profiles as all instructional
lessons are designed to ensure learners’ needs are met.
Create Career Gateway Adult Learner Orientation which includes
ice-breakers, community building activities, introduction from
students and all program staff, and group activities.
Participate in Career Gateway Adult Learner Orientations which
includes ice-breakers, community building activities, introduction
from students and all program staff, and group activities.
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Coordinators and
Practitioners
Career Gateway
Co-coordinators
ABLE/ALTA
practitioners
Career Gateway
Co-coordinators
CareerLink staff
Career Gateway
Practitioners
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
ALTA staff
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Co-coordinators,
Practitioners, and
Attachment 1-A
Develop list, description, location, and times of College activities,
clubs, and events to share with Career Gateway adult learners and
staff.
Create schedule with College staff who are involved with diverse
activities, clubs, and events and who will share information with
Career Gateway learners during class time.
Participate in college activities, clubs, and events.
Design instructional lessons to advise students about the types of
careers within a particular career pathway, implications of their
choices for future course-taking and degree options, and benefits
and trade-offs of participating in a career pathway.
Implement instructional lessons to advise students about the types
of careers within a particular career pathway, implications of their
choices for future course-taking and degree options, and benefits
and trade-offs of participating in a career pathway.
Design lessons in which students use samples of college texts
related to high priority occupations for developing skimming,
scanning, outlining, and study skills techniques.
Implement lessons in which students use samples of college texts
related to high priority occupations for developing skimming,
scanning, outlining, and study skills techniques.
Create schedule with College Academic Dept staff to speak with
adult learners (could be accomplished via Web Ct).
Hold in-class visits from College Academic Dept staff.
Design instructional lessons to introduce and use the languages of
post secondary education related to admissions, financial aid,
counseling, credit courses (i.e., syllabus, prerequisite), research,
and report writing.
Implement instructional lessons to introduce and use the
languages of post secondary education related to admissions,
financial aid, counseling, credit courses (i.e., syllabus,
prerequisite), research, and report writing.
Design instructional lessons which address the link between
achievement and language through inviting adults who have
obtained a GED certificate and a post secondary degree as guest
speakers; students practicing negotiation skills within a scenario
which would cause frustration (i.e., issues related to housing,
transportation, child care, employment); and exploring how
language affects one’s ability to get a high priority occupation job.
Implement instructional lessons which address the link between
achievement and language through inviting adults who have
obtained a GED certificate and a post secondary degree as guest
speakers; students practicing negotiation skills within a scenario
which would cause frustration (i.e., issues related to housing,
transportation, child care, employment); and exploring how
language affects one’s ability to get a high priority occupation job.
Through on-going meetings, discuss within-College Department
staff the significance of their roles as models for adult learners in
Adult Learners
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators and
College staff
Career Gateway
Adult Learners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
ABE/GED Supervisory
Staff and
Attachment 1-A
need of making a successful transition and establish intraorganizational agreements regarding Career Gateway learners’
access to counseling and related services including admissions and
financial aid.
Create Career Gateway Visitation Schedule with admissions,
financial aid, registration, business office, and counseling clerical
and administrative staff with the inclusion of scheduled tours and
face-to-face contacts in which adult learners ask staff questions
previously created in class.
College Departmental
Staff
Establish relationships between adult basic education learners and
College admissions, financial aid, registration, business office, and
counseling clerical and administrative staff through scheduled
tours and face-to-face contacts in which adult learners ask staff
questions previously created in class.
Elicit feedback from adult learners about their face-to-face
contacts with admissions, financial aid, registration, business
office, and counseling clerical and administrative staff. Share
feedback with appropriate College departments.
Design lessons to directly teach coping strategies to work through
disappointments, tragedies, and other stress-related frustrations
and avoidance strategies to side-step pointless conflicts. These
strategies include thinking about things and attitudes; affirming
self-talk and setting priorities; talking oneself through a task;
discovering options for problem-solving by considering someone
else’s thoughts or opinions; discovering ways to approach new
challenges; cartooning a situation that is frustrating or presenting
an obstacle to the learner and deciding what one must have and
what one can sacrifice to reach educational and employment
goals.
Implement lessons to directly teach coping strategies to work
through disappointments, tragedies, and other stress-related
frustrations and avoidance strategies to side-step pointless
conflicts. These strategies include thinking about things and
attitudes, affirming self-talk and setting priorities, talking oneself
through a task, discovering options for problem-solving by
considering someone else’s thoughts or opinions, ways to
approach new challenges, and deciding what one must have and
what one can sacrifice to reach educational and employment
goals.
Design lessons to teach planning and problem solving using a list
of risk factors and a list of success factors related to the
completion of a post secondary education degree
Implement lessons to teach planning and problem solving using a
list of risk factors and a list of success factors related to the
completion of a post secondary education degree.
Design lessons to build support system information related to
knowing who understands different systems (i.e., health care,
financial aid, housing, court).
Implement lessons to build support system information related to
knowing who understands different systems (i. e., health care,
financial aid, housing, court).
Career Gateway
Co-coordinators,
Practitioners, College
Staff, and Adult
Learners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Co-coordinators and
College Staff
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Attachment 1- A
Create brochures and presentations to inform community-based
partners of the need for Career Gateway services and the need for
their help to deal with students’ child care, health care, housing,
work, and transportation emergencies.
Consistently inform community-based partners of the need for
Career Gateway services and the need for their help to deal with
students’ child care, health care, housing, work, and
transportation emergencies.
Develop inter-agency agreements with community-based partners
to provide services to help adult learners deal with child care,
health care, housing, work, and transportation emergencies.
Use rubrics with criteria and standards developed through the use
of the Foundation Skills.
Framework to develop self-evaluation and monitoring skills.
Provide on-going feedback of results of assessments, progress
related to short- and long term goals, and activities related to
motivation and retention.
Design lessons for adult learners to not only understand but to
articulate that what they are learning and how they are learning
leads to success in postsecondary education.
Implement lessons for adult learners to not only understand but to
articulate that what they are learning and how they are learning
leads to success in postsecondary education.
Utilize project-based learning to enhance planning behaviors
including goal-setting, identifying procedures in a task and parts of
a task, assigning time to tasks, reflecting on progress, and
assessing the quality of one’s work.
Design lessons to help learners identify and implement methods to
work through a text, make questions related to their reading
assignments, cartoon the main points of an academic article,
organize concepts (writing process, MS Word outlining), collect
and retrieve data (Excel), and associate new material and
concepts with previously gained experiences.
Implement lessons to help learners identify and implement
methods to work through a text, make questions related to their
reading assignments, cartoon the main points of an academic
article, organize concepts (writing process, MS Word outlining),
collect and retrieve data (Excel), and associate new material and
concepts with previously gained experiences
Design math lab time lessons for inquiry-based learning,
application, and learning transfer
Implement math lab time lessons for inquiry-based learning,
application, and learning transfer
Design math graphing calculator lessons to prepare for college
level math.
Implement math graphing calculator lessons to prepare for college
level math.
Design lessons to include consistent use of College library (on-line
databases and on-ground facilities) for research and report
writing.
Implement lessons to include consistent use of College library (on-
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators and
ALTA staff
Career Gateway
Co-coordinators and
ALTA staff
Career Gateway
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Attachment 1-A
line databases and on-ground facilities) for research and report
writing.
Design lessons to include diverse instructional approaches to
simulate college experience: lecturing, discussion, small and large
groups work, and project-based learning.
Implement lessons to include diverse instructional approaches to
simulate college experience: lecturing, discussion, small and large
groups work, and project-based learning.
Design lessons to include participation in on-line discussion
through the use of WebCT.
Implement lessons to include participation in on-line discussion
through the use of WebCT.
Design lessons to require adult learners to complete assignments
outside of class.
Implement lessons to require adult learners to complete
assignments outside of class.
Create cumulative project.
Schedule adult learners to take the College AccuPlacer
assessment.
Review and revise adult learners’ goals as per College AccuPlacer
assessment results.
Assist adult learners with attainment of Individual Training
Accounts and enrollment in credit classes following Actual GED
Exam
Document information that is learned by our agency through
implementing strategies and submit to the Bureau for inclusion in
a toolkit that will be available to agencies throughout
Pennsylvania.
Make available Career Gateway materials and documentation
developed at our agency for use in the Career Gateway toolkit.
Work with the project coordinator to develop statewide trainings to
improve the ability of ABLE agencies in PA to support transition
activities.
Mentor one agency to improve their ability to support transition
activities and expand the Career Gateway network.
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Practitioners
Career Gateway
Adult Learners
Career Gateway
Co-coordinators,
Practitioners, and
College Staff
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Co-coordinators,
Practitioners, College
Staff, and CareerLink
Staff
Career Gateway
Co-coordinators and
Practitioners
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Career Gateway
Co-coordinators
Attachment 1-A
INTRA-DEPARTMENT COLLABORATION WITH CAREER GATEWAY CLASS
LUZERNE COUNTY COMMUNITY COLLEGE
AGENCY AND
NANTICOKE PA 18634-3899
PRESENTER TITLE
(800) 377 LCCC X 325
PRESENTATION TOPICS/ACTIVITIES
DPARTMENT
LCCC -
Program Counselor
•
Evaluation and placement of students
Counseling and
Luzerne County Community College
•
Academic advising
•
Accessing academic information (transcript, academic evaluation, and class
Student Support
Services
schedules on WEBADVISOR)
PA CareerLink
•
Pre-registration
•
Personal Counseling
•
Career Counseling
•
Transfer Counseling
•
Learning Support Services
•
Special Needs Services
•
Student Services for the Disabled
PA CareerLink Specialist
•
PA CareerLink services
PA CareerLink – Wilkes-Barre
•
PA CareerLink Web site
http://www.pacareerlink.state.pa.us/homeframe.asp?nocache=8%2F1%2F20
06+11%3A57%3A14+AM
•
PA Career Link workshops
Center for Workforce Information & Analysis (CWIA)
http://www.paworkstats.state.pa.us/
LCCC -
Recruiter
•
College admissions/application procedures
Admissions
Department: Admissions
•
Entrance requirements/prerequisites dependent upon program selection
•
Placement assessment requirements
•
Transferable courses
•
Start dates for courses, programs, and semesters
•
Parking
•
Contact names and phone numbers and email addresses for Admission
Office staff
LCCC - Financial
Assistant Director of Financial Aid
Aid
•
Federal Pell Grant
•
PA State Grant (PHEAA)
•
Federal Stafford Loan – subsidized and unsubsidized
•
Federal College Work Study
•
Federal Supplemental Educational Grant Opportunity Grant
•
Tuition Assistance and Scholarship Opportunities
•
LCCC -
Department: Admissions
FAFSA – completion and deadlines
•
Campus tour – upper and lower campuses
•
Library services – traditional and new technologies
Student Support
Electronic Resources Librarian
•
Student Support Services - tutoring
Services; Library;
Department: Library/Learning Resources
•
Organizations and Activities
•
Tutoring lab
Admissions;
and Student
Organizations
and Activities
LCCC –
Faculty - Surgical Technology
Nursing and related occupations
LCCC -
Program Counselor, Student Support Services
Early Registration
Counseling and
Luzerne County Community College
Nursing
Student Support
Services
Accuplacer / College placement exam and Transitional Ceremony with Culminating Project Presentations and Dinner
Attachment 1-B
Call us at 1-800-377-LCCC ext 325
ALTA/Luzerne County Community College
Contact Information:
Goal of joining a cohort of learners with
similar goals/interests
Goal of attending Postsecondary Ed or
Training
Interest in a High Priority Occupation
80% monthly attendance in adult ed class
Score at least 500 average on OPT
Have a GED or High School Diploma
Took Official GED Practice Test (OPT) (if
applicable)
Checklist MUST be complete before
considered for Career Gateway
Orientation
Instructor’s Name
9
Career Gateway Orientation Referral Form
Learner’s Name
Attachment 1-C
Helping adults achieve their educational and employment goals
CAREER GATEWAY = SUCCESSFUL COLLEGE TRANSITION
Volume 1, Issue 1
November 2006
College Luzerne County Community
ABE-to-College Transitioning Class
Career Gateway
The ALTA Program’s
Attachment 1-C
The Purpose and Benefit of Career
Gateway ................................................ 3
What is a Successful Tranisiton? .......... 4
Why is Career Gateway Important? ...... 5
Career Gateway Entrance Criteria……..6
What's in it for ME? ............................... 7
Orientation Referral Form ..................... 8
Table of Contents
Learning is directly related to your goal of college
attendance. You will use your real life
experiences in learning as
well as college materials
and texts related to high priority
occupations in the Career Gateway
classroom. The instructional
activities help you gain the
higher-order, critical
thinking and problem solving
skills that are needed in the
college setting as well as basic
computer skills. The skills and knowledge you
gain will help ensure a successful post
secondary transition, bypassing placement in
developmental courses. You will receive
immediate, specific, and positive educational
feedback from instructional staff and learn
strategies for self-evaluation addressing two
basic questions such as, “What have I done
well?” and “How can I improve?”. You will work
with instructors who not only know your
academic strengths and weaknesses, but also
something about you as a person. You will meet
face to face with college staff in admissions,
registrar, financial aid, and business offices and
be apart of a strong support system within a
cohort of adult learners whose education goal is
the same as yours.
What’s in it for ME?
Attachment 1-C
interests
learners with similar goals and
• Goal of joining a cohort of
• Goal of attending PSE or training
priority occupation
• An interest in working in a high
education classes
• 80% monthly attendance in adult
or have a High School diploma
passed the GED test,
500 average, have
• Score at least a
Career Gateway
Entrance Criteria
Jobs for the Future (2004) finds that “GED
recipients spend an average of
“I feel that I am
only 30 hours preparing for the
prepared to take
tests, meaning that the process
the GED test.
What more do I
does little to improve academic
need to know?”
skills.” Although access to college
and financial aid is attached to
obtaining a GED, the academic skill attainment
levels of the adult who holds a GED certificate
does not match those skills needed to succeed in
post secondary education. Yet, “65 percent of
people who take the GED tests say they are
doing so in order to go to college” (Reder, 1998
and Jobs for the Future 2004).
of the Career Gateway system.
Learners’ Training and Assistance Program is part
Luzerne County Community College’s Adult
programs focusing on high priority occupations.
postsecondary education (PSE) and training
from adult basic education programs to
individuals to successfully transition
statewide system that enables more
The Career Gateway Program is a
Gateway
The Purpose and Benefit of Career
Attachment 1-C
Students who need to complete 1 or 2
developmental courses have a good success
rate for completing a degree program. Success
rate decreases with each additional
developmental course. Only ¼ of students who
took 3 developmental courses completed all 3
courses 5 years later and only 4% graduated.
A successful transition to
postsecondary education
(PSE) or a training program
for adult basic education
students indicates that the
student has:
• obtained GED, or have High School
diploma
• made a decision to enter a specified
course of study related to a high
priority occupation
• obtained an Accuplacer score on the
College placement test which
demonstrates academic achievement
beyond developmental (non-credit
bearing) courses
WHAT IS A SUCCESSFUL
TRANSITION TO PSE OR
TRAINING?
bachelor’s degree actually attain one
• 5% of GED students who pursue a
colleges complete these programs
• 27% of GED students who begin 2-year
secondary education
• 33% of GED recipients enroll in post-
workers with the requisite skills
businesses reported difficulty hiring
Pennsylvania
• 82% of all
number is 30%
unskilled; today the
Pennsylvania’s jobs were
• In 1950, 73% of
Important?
Why is Career Gateway
Overview PowerPoint Presentation
What is Career Gateway?
Career Gateway
Postsecondary Education
and Training
Transitioning Classes
• Statewide system
• Enables more adults to
successfully transition to
postsecondary education
and training programs
• Focusing on High Priority
Occupations
What’s a Successful Transition?
Why is Career Gateway Important?
• Obtained a GED
• Enter a course of study
related to a high priority
occupation
• Bypass the developmental
courses (non-credit)
• In 1950, 73% of
Pennsylvania’s jobs were
unskilled; today the
number is 30%
• 82% of all Pennsylvania
businesses reported
difficulty hiring workers with
the requisite skills
– Reading
– Math
– Writing
How is the Career Gateway
class different?
• 33% of GED recipients
enroll in post-secondary
education
• 27% of GED students who
begin 2-year colleges
complete these programs
• 5% of GED students who
pursue a bachelor’s
degree actually attain one
• Experience a College
setting
–
–
–
–
–
–
–
Lecturing
Group learning
Projects
Note taking
College texts
Outside of class assignments
On-line/on-ground research
Attachment 1-D
Overview PowerPoint Presentation
How will we do that?
How will we do that?
• College texts
• College staff share info
• Risk and success factors for
transition
• Building support system info
–
–
–
–
–
–
admissions
registrar
financial aid
counseling
events/activities
courses
–
–
–
–
Health care
Financial aid
Housing
Court system
• Library – on-line and onground
• Schedule College
placement test
Career Gateway Class Entrance
Criteria
Next Steps?
• Score at least a 500 average or
have passed the GED test
• 80% monthly attendance in
adult ed classes
• An interest in working in a high
priority occupation
• Goal of attending
postsecondary ed or training
• Goal of joining a cohort of
learners with similar goals and
interests
• Take the Practice GED Test
and score at least a 500
average or have a passed
the GED test
• Talk to your instructor
• Your instructor will make a
referral
• Attend Career Gateway
Orientation
Contact Info:
Attachment 1-D
Attachment 1-E
Fastest growing
jobs that pay a
living wage
require college
degrees?
There is financial
aid to help people
with college
expenses?
Services are
locally available to
assist you with
your college
planning,
readiness,
admissions, and
financial aid?
•
•
•
Attachment H
College graduates
earn twice as
much as people
with high school
degrees
or GEDs?
•
Did you know?
Earn your GED.
Focus your college and career goals on high priority
•
•
Get help with college admissions and financial aid forms.
•
Contact ALTA/LCCC about eligibility requirements
•
For more information, call or e-mail
Classes meet 6 hrs/week for 17 weeks
•
Luzerne County Community College (LCCC)
ADULT LEARNERS’ TRAINING & ASSISTANCE PROGRAM (ALTA)
Gateway-to-College Program
Learn about your career options.
•
occupations
Boost your reading/writing/math skills to college-ready level.
•
Career Gateway Class
Career Gateway
Luzerne County Community College
Contract of Requirements
Entrance Criteria:

1
An overall average score of 500 or above on the Official GED Practice Test; or a high school diploma from country of
origin and a score of 231 on the CASAS reading test and 221 on the CASAS math test

2
80% monthly attendance within first placement of the Adult Learners’ Training and Assistance Program as
documented on the Participation and Attendance Form

3
An interest in working in a high priority occupation

4
A goal of achieving a successful transition to post secondary education or training (college credit granting program)

5
A goal of joining and supporting a cohort of adult learners with similar goals to yours
Exit Criteria:

1
Commonwealth Secondary Diploma (not applicable for ESL students holding high school diploma from country of
origin)

2
A decision to enter a specified course of study related to a high priority occupation

3
Participation in the following workshops and sessions: college admissions process, financial aid, career exploration
through CareerLink, goal setting and monitoring, time management, test-taking strategies, and an overview of the
college system / activities /events

4
Completion of a program of study to the mastery level that includes: Writing Skills, Reading Comprehension, PreAlgebra and Algebra, College Survival Skills (including basic computer literacy, testing, note-taking, setting goals,
and time management)

5
An resultant Accuplacer score which demonstrates academic achievement beyond developmental (non-credit bearing)
courses

6
Creation and delivery of a cumulative project

7
Participation in all types of college-simulated instructional experiences: lectures, note taking, group work, group and
individual projects, independent study, out of class assignments, research on-line and on-ground, and on-line
educational platform (WebCT)

8
Documented development of strategies / tactics to circumvent barriers: situational, institutional, and dispositional

9
80% monthly attendance documented on the Career Gateway Program Participation and Attendance Form
Attachment 1-F

10
60 to 120 hours of attendance documented on the Career Gateway Program Participation and Attendance Form

11
A successful transition to post secondary education or training (college credit granting program)

12
Development of a portfolio
Incentives/Benefits:
•
Career Gateway Certificate of Mastery Level Achievement in recognition of higher-level of achievement
•
Skills and information to ensure a successful post secondary transition bypassing placement in developmental courses
(non-credit bearing courses)
•
Completion of the GED (not applicable for ESL students holding a high school diploma from country of origin)
•
Score on the College Accuplacer Test designating placement in credit bearing courses.
•
Graduation ceremony dinner
•
Use of College materials and texts related to high priority occupations
•
Participation in College instructional environments including group work, projects, lectures, and research, as well as
independent study
•
Immediate, specific, and positive educational feedback
•
Strategies for self-evaluation addressing two basic questions: “What was done well?” and “How can I improve it?”
•
Learning directly applicable to your goal of college attendance
•
Instructors who not only know your academic strengths and weaknesses, but also something about you as a person
•
Activities that allow you to gain the higher-order, critical thinking and problem solving skills that you will need in the
college setting, as well as basic computer skills
•
Investigate eligibility requirements for Individual Training Accounts through the local Workforce Investment Area and
PA CareerLink
•
Face to face contacts with college staff in admissions, counseling/support, financial aid, and business offices and
PA CareerLink and local Workforce Investment Area staff
•
Participation in College activities, clubs, and events
•
Strong support system within a cohort of adult learners whose education goal is the same as yours: successful transition
to post secondary education
My signature indicates that I have discussed the Career Gateway Contract of Requirements with at least
one of my friends, relatives, or family members who holds a significant place in my life, and that I will
work towards fulfilling
all of the requirements.
_______________________________________
Career Gateway Adult Learner Signature and Date
________________________________________________
Career Gateway Instructor Signature and Date
________________________________________________
Career Gateway Instructor Signature and Date
________________________________________________
Career Gateway Coordinator Signature and Date
________________________________________________
Career Gateway Coordinator Signature and Date
Attachment 1-F
Basics of Usage & Writing Skills Checklist
Luzerne County Community College
Student’s Name ___________________________________
Basics of Usage
Topics
Words Often
Confused (Set 1)
Finding Subject &
Verbs
Assignment
Quiz
Career Gateway Learning Outcomes
Career Gateway Semester ____________________
Paragraph & Essay Topics
Peer Review
Instructor
Group/Class
Rubric Score
Rubric Score
Participation
Write an expository
paragraph (About your
Career Interests & Outlook)
Question: What career did
you choose? Why?
Words Often
Write an expository
Confused (Set 2)
paragraph about your
Locating
learning styles/preferences
Prepositional
(4-5 sentences giving
Phrases
examples and/or details)
The Eight Parts of
Speech
Write aexpository/process
Understanding
paragraph—short term goals
Dependent
for the semester & how are
Clauses
you going reach your goals
Adjectives and
Adverbs
Correcting
Fragments
Write a reflective paragraph
on how annotation can aid
you in studying for exams
(p.163)
Write a expository paragraph
Contractions
on what rehearsal strategies
Correcting Run-
you would use in studying for
on Sentences
exams
Choose a topic for Process
Possessives
Paragraph (ex. how to bake
Identifying Verb
a cake, change the oil in a
Phrases
car, or stop a baby from
crying)
Words that Can
be Broken into
Write a Process Paragraph
Parts
(ex. how to bake a cake,
Rule for Doubling
change the oil in a car, or
a Final Letter
stop a baby from crying)
Using a
Dictionary
Using Standard
Attachment 1-G
English Verbs
Basics of Usage
Topics
Paragraph & Essay Topics
Peer Review
Instructor
Rubric Score
Rubric Score
Period, ?, !,
Semicolon,
Write a Comparison/Contrast
Colon, and dash
Paragraph on the
Using Regular &
comparison and contrast of
Irregular Verbs
testing strategies
Comma Rules 1,
2, & 3
Maintaining
Subject-Verb
Agreement
Comma Rules 4,
5, & 6
Avoiding Shifts in
Time
Write a Comparison/Contrast
Paragraph
Topic: Compare your
strengths and weaknesses
concerning your reading
strategies
Write a Narrative Essay
(Personal Interest)
Write a Process Essay
(Elaborate Process
Paragraph into essay format)
Quotation Marks
&
Write a Comparison/Contrast
Underlining/Italics
Essay (Revise
Recognizing
Comparison/Contrast
Verbal Phrases
Paragraph into essay format)
Capital Letters
Correcting
Misplaced or
Dangling
Modifiers
Write a Classification Essay (
ex. movies, cars, foods,
teachers, etc.)
Following
Sentence
Patterns
Avoiding Clichés,
Awkward
Phrasing, and
Write an essay about your
experience with Career
Gateway
Wordiness
Correcting for
Parallel Structure
Using Pronouns
Avoiding Shifts in
Person
Attachment 1-G
Career Gateway Syllabus
Luzerne County Community College
Instructors
E-mail
Coordinator
Kim Gavlick
Phone
E-mail
Director
Peg Rood
Phone
E-mail
800-377-LCCC x 394
[email protected]
800-377-LCCC x 413
[email protected]
Texts:
•
•
Effective College Learning by Holschuh & Nist, Pearson Education, 2006
The Least You Should Know about English by Wilson & Glazier, Thomson Higher Education, 2007
•
Basic College Mathematics and Applied Approach by Aufmann, Barker, & Lockwood, Houghton Mifflin, 2006
•
EMPower Math Program Set by Schmitt & Steinback, eds.,Peppercorn Books & Press, 2004
•
Pennsylvania Career Guide 2006-2007,Commonwealth of Pennsylvania, Department of Labor and Industry and
Department of Education, www.state.pa.us
Description:
The Career Gateway course is intended to enable students to successfully transition from an adult basic
education program to postsecondary education (PSE) and training programs focusing on high priority
occupations. In this course, students will develop the skills essential to success in the transition process
including reading, writing, math, planning, problem solving, time management, critical thinking, and
evaluation skills. Students will research specific high priority occupations which pay self-sustaining wages
and analyze the pre-requisites of their career goals utilizing the resources of PA CareerLink. In addition,
students will meet with and utilize the services of College admissions, financial aid, registration, business
office, and counseling staff through scheduled tours, visits, and face-to-face contacts.
Goals:
•
Gain skills and information needed to bypass placement in developmental courses (non-credit
bearing courses)
•
Develop knowledge of how the postsecondary system works including information on prerequisites
for admission and sources of funding
•
Develop planning and problem solving skills to increase ability to deal with demands that might
conflict with educational goals
•
Analyze pre-requisites of high priority occupation choice
Resources:
College for Adults http://www.collegeforadults.org/
Evaluation:
•
Attain a GED (excluding ESL students holding a secondary diploma from country of origin)
•
Achieve an Accuplacer score which demonstrates academic achievement beyond
developmental (non-credit bearing) courses
•
Achieve a minimum score of 3 points on the Career Gateway Culminating Project Presentation
Rubric
•
Enter a specified post secondary education course of study or training related to a high priority
occupation
Attachment 1-H
Week 1
Topics
Mathematics - Whole Numbers: Addition, Subtraction, Multiplication, Division; Prime Numbers and Factoring; Order of
operations
Writing Skills-Sentence Structure & Grammar; Introduce the Writing Process; Keep your own Spelling List; Words Often
Confused (Set 1; Finding Subject & Verbs; Write ten complete sentences identifying and applying the use of subjects
and verbs.
Language Arts - Analyzing literature / Robert Frost Poetry, “The Road Not Taken,” and “Fire and Ice.” Found on the web
at http://ssl.pro-net.co.uk/home/catalyst/RF/rfcover.html; PQ3R text; Differences between high school and college;
Feeling comfortable with professors and advisors
Week 2
Topics
Mathematics - LCM, GCF; Fractions: Addition, Subtraction, Multiplication, Division
Writing Skills-Sentence Structure & Grammar; Review writing process; Words Often Confused (Set 2); Locating
Prepositional Phrases; Write an expository paragraph about your Career Interests & Outlook
PA Career Guide; Get to Know yourself-pp 6-8; Occupational Database pp 19-49
Time management; Self management ; Figuring out the task
Prepare questions for upcoming presenter (topic – Counseling and Student Support Services)
Week 3
Topics
Mathematics -Decimals: Addition, Subtraction, Multiplication, Division; Conversion of Fractions to Decimals and
Decimals to Fractions
Writing Skills-Sentence Structure & Grammar; Review writing process ; The Eight Parts of Speech; Understanding
Dependent Clauses
Language Arts - Comparing/contrasting two short stories using a Venn diagram; Summarize plot themes, conflicts, and
characters in literature; Understand and identify different types of figurative language such as, similes & metaphors,
personification; Short stories: “A Rose for Emily” by William Faulkner “The Lottery” by Shirley Jackson
1.)
Commentary on “A Rose…” http://www.en.wikipedia.org/wiki/A_Rose_for_Emily
2.)
“The Lottery” Story- http://www.americanliterature.com/SS/SS16.HTML
Active learning - How people learn; Write an expository paragraph about your learning styles/preferences (4-5
sentences giving examples and/or details)
Prepare questions for upcoming presenter (topic – PA CareerLink services)
Presenter - Counseling and Student Support Services
Week 4
Topic
Mathematics - Ratios and proportions; Solving Percent Problems using Proportions
Writing Skills-Sentence Structure & Grammar; Review writing process; Adjectives and Adverbs; Correcting Fragments;
Motivation; Setting goals; Attitudes and interests; Write a expository/process paragraph—short term goals for the
semester & how are you going reach your goals
Prepare for Campus Tour (resolve transportation issues/review directions , meeting location, time)
Presenter - Career Link Specialist
Attachment 1-H
Week 5
Topics
Tuesday ---- 5:30 – 8: 30 Tour of the campus
Writing Skills-Sentence Structure & Grammar; Review writing process; Contractions; Correcting Run-on Sentences
Language Arts - Critical thinking processes; Irony- http://www.tnellen.com/cybereng/lit terms/irony.html and
Sarcasm- http://www.wikipedia.org/wiki/Sarcasm Styles such as sarcasm, Irony, and humor
Gearing up for class; Gearing for reading; Creating a learning environment; Annotation; Preview the States of
Consciousness chapter; Write a reflective paragraph on how annotation can aid you in studying for exams
Introduction to Culminating Project; Career Choice Graphic Organizer; PA O.O.H. Internet search
Prepare questions for upcoming presenter (topic – College Admissions)
Week 6
Topics
Mathematics - Mean, median, mode and range; Introduction to Probability; Formulas: Perimeter, Area, Volume,
Circumference; Test on Arithmetic Concepts
Writing Skills-Sentence Structure & Grammar; Review writing process; Possessives; Identifying Verb Phrases
Language Arts - Analyzing literature; Shakespeare’s sonnets—Sonnet 18
http://www.fleurdelis.com/shallIcomparethee.htm and www.shakespeare-online.com/sonnets/18.html
Annotation continued; Studying your annotations; Written rehearsal strategies; Verbal rehearsal strategies; Create
rehearsal strategies for Consciousness Chapter; Write a expository paragraph on what rehearsal strategies you would
use in studying for exams
Discuss College grading terms
Presenter, Recruiter Admissions
Week 7
Topics
Mathematics - Algebra: Integers: Addition, Subtraction, Multiplication, Division; Writing variable expressions; Translating
sentences into equations; Solving Equations
Language Arts - Students not taking the Accuplacer or placement exams will review material covered in Language
Arts/Writing portion of Career Gateway
Week 8
Topics
Mathematics - More Solving Equations: Variables on both sides; More Solving Equations: Using the Distributive Property
Writing Skills-Sentence Structure & Grammar; Words that Can be Broken into Parts; Rule for Doubling a Final Letter; Using
a Dictionary; Using Standard English Verbs; Review Process Paragraphs; Write a Process Paragraph
Reviewing strategies; Exam: States of Consciousness chapter; Preview Human Digestion chapter
Prepare questions for upcoming presenter (topic – Financial Aid)
Week 9
Topics
Mathematics - Properties of Exponents; Polynomials: Adding and Subtracting; Polynomials: Multiplying using the FOIL
Method
Writing Skills-Sentence Structure & Grammar; Period, ?, !, Semicolon, Colon, and dash; Using Regular & Irregular Verbs
Peer Review; Write a Comparison or Contrast Paragraph on testing strategies
Reviewing strategies; Exam: States of Consciousness chapter (group project; Preview Human Digestion chapter
Presenter, Assistant Director of Financial Aid
Attachment 1-H
Week 10
Topics
Culminating Project - Career Choice Graphic Organizer; PowerPoint presentation; PA .O. O. H. Internet search;
Completing the Personal Requirements & Family Life Section on the Career Choice Graphic Organizer; practice two
parts of your presentation for the class
Writing Skills-Sentence Structure & Grammar; Comma Rules 1, 2, & 3; Maintaining Subject-Verb Agreement; Editing
Strategies; Sentence Skills; YCCD Assessment http://www.yccd.edu/assessment/tests/sentenceskills.html; Revise
previous Comparison/Contrast Paragraph using editing strategies that were discussed in class
Language Arts - Using graphic organizers and reading strategies for all content areas; Career Choice Graphic
Organizer- www.paworkstats.state.pa.us/gsipub/index.asp?docid=455
Financial Aid--applying for the PIN/and gathering the appropriate documents
Week 11
Topics
Mathematics - Factor Polynomials
Writing and Speaking Skills-Sentence Structure & Grammar; Comma Rules 4, 5, & 6; Avoiding Shifts in Time; Write a
Comparison/Contrast Paragraph - Topic: Compare your strengths and weaknesses concerning your reading strategies;
Review Narrative Essay writing; write a personal narrative essay about your experience in Career Gateway; practice
two parts of your presentation for the class
Exam: Nutrition and Digestion
Preparing for essay exams; PORPE strategy; Studying for a variety of essay exams; Preview History chapter
Financial Aid--Completing the FAFSA on-line
Week 12
Topics
Mathematics - Putting together the Culminating Project PPT from the Career Choice Graphic Organizer including other
financial aid resource information.
Writing Skills-Sentence Structure & Grammar ; Quotation Marks & Underlining/Italics; Recognizing Verbal Phrases
Language Arts - Formal essay writing: opening thesis paragraph, development of main point, using direct quotes and
paraphrases, statistics, and research examples; Write a Process Essay about reaching your goal of entering into post
secondary education or training
Flexible reading; Habits that slow reading down; Increasing your reading speed; Annotate and create strategies for
History chapter
Week 13
Topics
Mathematics - More Factoring Polynomials
Writing Skills-Sentence Structure & Grammar; Capital Letters; Correcting Misplaced or Dangling Modifiers
Language Arts - College history text reading strategies; Reading Prose, Drama, and Poetry Review
www.criticalreading.com/drama.htm ; Review of Verb Tenses; Purdue OWL
http://owl.english.purdue.edu/ ; practice two parts of your presentation for the class
Library and Internet research: Thinking critically about research; Writing research papers; APA & MLA Formats and
Practice; Write a Comparison/Contrast Essay about APA and MLA formats
Attachment 1-H
Week 14
Topics
Mathematics - Solving Quadratic Equations by Factoring
Writing Skills-Sentence Structure & Grammar; Following Sentence Patterns; Avoiding Clichés, Awkward Phrasing, and
Wordiness; Sentence Skills Review; YUBA Community College Practice Test
http://coastline.cccd.edu/ss_ssc_sentence_skills.htm; Write a Classification Essay
Language Arts -Research and report writing on a chosen topic; 9 steps in writing research papers
http://owl.english.purdue.edu/workshops/hypertext/researchw/index.html; practice two parts of your presentation for
the class
Week 15
Topics
Mathematics - Simplifying Algebraic Fractions using Factoring
Writing Skills-Sentence Structure & Grammar; Correcting for Parallel Structure
Language Arts - Identify and develop list of common vocabulary words found in college texts; Vocabulary with word
parts; Speech preparation/techniques ;MLA & APA formatting within research papers; practice two parts of your
presentation for the class
Week 16
May 1 & 3
Topics
Mathematics - Review basic arithmetic and algebraic concepts
Writing Skills-Sentence Structure & Grammar; Using Pronouns; Avoiding Shifts in Person; revise and rewrite your essay on
your Career Gateway experience include an update on the goals you have set and met
Language Arts - Write an essay about your experience with Career Gateway
Week 17
Accuplacer / College placement exam
Thursday …. Transition Ceremony Dinner and Culminating Project Presentations
Examinations and Presentations
•
Official GED Exam – Career Gateway students schedule exam through GED instructor
•
Week 7 Accuplacer / College placement exam
•
Week 8 States of Consciousness chapter exam
•
Week 11 Nutrition and Digestion chapter exam
•
Week 15 History chapter exam
•
Week 17 Accuplacer / College placement exam
•
Week 17 Culminating Project Presentation
Attachment 1-H
Welcome!
Sec. 11.1
Please Do Now…
¾
Check homework:
p. 415-417 #2-84 even
p. 423-424 #6-76 even
¾Quiz
„
¾
In mathematics, a letter
of the alphabet is used
to stand for a quantity
that is unknown or that
can change or vary.
„ The letter is called a
variable.
„
„
Replacing the variable(s)
with a number and then
simplifying is called
An expression that
contains one or more
variables is called a
variable expression.
„
„
Objective: To evaluate
expressions variable
expressions
Ex. 1:
„
Evaluate when y = -5
„
y2
evaluating a variable
expression.
Attachment 1-I
„
„
„
„
„
„
Ex 2:
Evaluate 2y3 + 18,
when y = -5
Ex. 3: Evaluate when
c = -10, and d = 6
|c + d|
Multiplication Property of -1
„ The product of any number and 1 is the opposite of the number.
„
„
„
-1n = -n
and -n = -1n
„
„
„
„
Note: Absolute value
symbols have the same
priority as parentheses
in the order of
operations.
Ex. 4: Evaluate when
c = -10, and d = 6
|c| + |d|
Ex. 5: Evaluate when
„
p = -3 and q = 5
-q + 9
„
Attachment 1-I
„
Ex. 6: Evaluate when
„
p = -3 and q = 5
„
-pq
„
Section 11.1
„ Objective: To recognize
properties of addition
and multiplication
„
Associative Property
of Addition:
„ Changing the grouping
of the terms does not
change the sum.
„
„
Evaluate when a = -4 and b = 3
1.
„ 2.
„ 3.
„ 4.
„ 5.
„
Try It…
a + b2
2a2 - b
-ab
|a + b|
|a| + |b|
Commutative Property of
Addition:
„ Changing the order of the
terms does not change the
sum.
„ Arithmetic: 36 + 10 = 10 + 36
„ Algebra:
a+b=b+a
„
**Parentheses show
how to group numbers in
an expression.
„ Do the work within the
parentheses first.
„
Attachment 1-I
„
„
Arithmetic:
„
(36 + 10) + 5 = 36 + (10 + 5)
„
Algebra:
„
(a + b) + c = a + (b + c)
„
Ex. 1: 29 + 46 = 46 +__
Additive Identity: 0
Identity Property of
Addition:
„ The sum of any number
and zero is the original
number.
„
Ex. 2:
20 + (18 + 7) = ( ? + 18) + 7
Identity Property of
Addition:
„ Arithmetic: 14 + 0 = 14
„ Algebra: a + 0 = a
„
„
Ex. 3: 76 + 29 + 14
Attachment 1-I
Commutative Property
of Multiplication:
„ Changing the order of the
factors does not change
the product.
„
Associative Property of
Multiplication:
„ Changing the grouping of
the factors does not
change the product.
Associative Property of
Multiplication:
„ Arithmetic:
„
„
„
1 is called the
Multiplicative Identity
Arithmetic:
„
15•30 = 30•15
„ Algebra:
„
ab = ba
„
„
15 • (30 • 5) = (15 • 30) • 5
„
Algebra: (ab)c = a(bc)
Identity Property of
Multiplication:
„ The product of any
number and 1 is the
original number.
„
Attachment 1-I
Arithmetic: 14 • 1 = 14
„ Algebra: a • 1 = a
„
Multiplication
Property of Zero:
„ Arithmetic: 14 • 0 = 0
„ Algebra:
a•0=0
„
Ex 5:
„ 10 • (28 • 5) = (__ • 28) • 5
„
„
Multiplication Property
of Zero:
„ The product of any
number and zero is zero.
„
„
Ex. 4: 18 • 31 = 31 • ___
„
Property? ____________
Ex 6:
„
25 • 13 • 4
„
Property? ____________
Attachment 1-I
„
Ex 7:
„
(.5)(3.7)(2)
Try It…
„
„
„
1. The ______________
Property of __________
states that changing the
order of the terms does
not change the sum.
3. The number 0 is
called the _________
Identity.
„
2. The number 1 is
called the _________
Identity.
Name the property
shown by the following
statements:
„
Attachment 1-I
„
4.
4·0=0
6. (13 · 23) · 5 = 13 · (23 · 5)
8. (9 + 5) + 3 = 9 + (5 + 3)
„
5.
23 + 18 = 18 + 23
7.
n+0=n
9. b · 1 = b
Attachment 1-I
Section 11.1
„ Objective: To use the
Distributive Property
„
10. 23 · 45 = 45 · ____
The Distributive Property
involves two operations:
multiplication and either
addition or subtraction.
„
„
Remember: An expression in
simplest form has no like
terms and no parentheses.
„
„
„
Distributive Property
„ Algebra:
a(b + c) = ab + ac
a(b - c) = ab - ac
„
Distributive Property
„ Arithmetic:
3(80 + 10) = 3•80 + 3•10
„ 3(80 – 10) = 3•80 – 3•10
„
„
„
Attachment 1-I
Ex. 1:
7(8) + 7(20) = 7(8 + 20)
„
„
„
„
„
„
Ex. 3:
6(b + 4) = 6b+ 24
„
„
Ex. 5:
4(4x - 7) = 16x - 28
4(n + 6) = 4n + 24
„
„
Ex. 4:
2(3x - ?) = 6x - 10
„
„
Ex. 2:
Ex. 6:
5(3x + 5) =15x + 25
Attachment 1-I
Try It…
„ p. 465 #95-103
„ Challenge #121
Section 11.1
„ Objective: To simplify
variable expressions
„
x + 2x + y
„ This is an example of
an expression with
three terms:
„ X, 2x, and y.
„
„
x + 2x + y
„ Terms are separated by
addition or subtraction
symbols.
„
„
x + 2x + y
„ The term 2x has two parts:
„ variable:
x
„ numerical coefficient: 2
„
Directions:
State the number of terms in
each of the following
expressions.
„ Name the like terms.
„ Name the numerical
coefficients.
„
Attachment 1-I
„
Ex. 1:
8a + 7b - a
Sometimes a term consists
of a number without a
variable.
„ We call a term with no
variable a constant.
Ex. 2:
„ 45ab - 32x + 9ab - 21x
„
„
„
Combining like terms, or
simplifying, is the process of
adding or subtracting like
terms.
Ex. 3:
5x + 7
„ How many terms?
„ Is there a constant in this
expression?
„
„
Simplify:
„
Ex 1:
2n + 4n
„
Ex.2:
4x – x
Attachment 1-I
„
Simplify:
„
Ex 3:
3n + 4 + 2n
Ex.4:
9a - 7a
„
Simplify:
„
Ex. 5 : 11c + c - 8b
„
„
„
„
Try It…
p. 464 #51-59
„
C/W-H/W:
p. 463-466 #1-130 odd
„ Be sure to check your
answers with the solutions
in the back of the book.
„
Attachment 1-I
PowerPoint Presentation Template
Career Gateway
Culminating Project
Luzerne County Community College
Reasons for Choosing my Career
Type Reason one HERE
Type Reason two HERE
‡ Type Reason three HERE
‡
‡
(Type YOUR Career of Choice here)
(Type YOUR Name here)
Job Outlook in our Area
‡
Type the job outlook for our area HERE
Opportunities in Related Fields
Type Opportunity One HERE
Type Opportunity Two HERE
‡ Type Opportunity Three HERE
‡
‡
What is the Nature of the Work?
Educational Requirements
Type first nature of the work HERE
‡ Type second nature of the work HERE
‡ Type third nature of the work HERE
‡
‡
‡
‡
Type first educational
requirement HERE
Type second educational
requirement HERE
Type third educational
requirement HERE
Attachment 1-J
PowerPoint Presentation Template
Personal Requirements
How will my Family be Affected?
‡
Type the first requirement HERE
Type the second requirement HERE
‡ Type the third requirement HERE
‡
‡
‡
Type first way family will be affected HERE
Type second way family will be affected HERE
‡ Type third way family will be affected HERE
Financial Resources
Type the first financial resource you will be using
HERE
‡ Type the second financial resource you will be
using HERE
‡ Type the third financial resource you will be
using HERE
‡
Attachment 1-J
Intermediate Unit 1
The Story
PROGRAM DESCRIPTION
Intermediate Unit I (IU1) is one of twenty-nine units in the Commonwealth
of Pennsylvania established by an Act of the State Legislature in 1971.
The primary mission of IU1 is to provide educational and support
services to children and adults within the geographic service area of
Fayette, Greene, and Washington counties. The mission statement for
the Adult Basic and Literacy Education program, as developed by our
Program Improvement Team reads: "The mission of IU1's adult basic
and literacy education program is to provide quality, academic, studentcentered experiences through positive student/teacher relationships; to
improve the student's self-esteem, educational level, and employability
skills; and to encourage self-sufficiency, independence, and life-long
learning.”
IU1 offers adult basic and literacy education classes throughout the entire IU
geographic service area. Classes are held in the Adult Learning Center in
Uniontown, four PA CareerLink Centers in three counties, two county
correctional facilities, two school district sites, one treatment facility, and
one sheltered workshop.
The geographic area that our program serves is a rural, economically
depressed area due to the decline of the steel and coal industries. Many
industries have closed causing unemployment to be higher than the state
average in all three counties. The primary employers are now hospitals and
schools. Most migration is outward and public transportation is nearly nonexistent. Child care has become more available, especially in the towns
serving as the county seats, but in a primarily rural Appalachian
40
environment, childcare may not utilized due to transportation, geographic,
and family interdependency issues.
DEVELOPMENT
Systems
IU1 was awarded a Career Gateway Grant in July 2006. Our grant was
developed for our Fayette County programs. In order to develop the local
Career Gateway system in Fayette County, we needed to communicate the
program mission to our partners. Our partners included the staff at PA
CareerLink, Fayette County and the staff at the Westmoreland/Fayette WIB.
In order to develop the system, we implemented the following steps:
•
We used the Career Gateway Flyer that was provided by the state as a
starting point;
•
We shared the Adult Persistence Study research article
http://www.ncsall.net/?id=332 that we used to develop our grant;
•
We organized a kick-off in early August;
•
We developed a planning document using the planning document tool
that was provided by the project (see Attachment 2-A).
Relationship Building
Our adult education program has two class sites in Fayette County. One in
the Fayette CareerLink that serves approximately 45 students a year and
another full-time Adult Learning Center that serves approximately 400
students a year. Traditionally, we have worked with PA CareerLink to
provide full transitioning services to our learners at the PA CareerLink class,
but we did not have a coordinated effort between our Adult Learning Center
and PA CareerLink. One of our strategies that we pursued in this project
was coordinating and streamlining the career exploration and career
counseling services for the Adult Learning Center (ALC) students with PA
41
CareerLink, in order for more GED students to transition to postsecondary.
In order to do this, we had to build our internal network with the staff at the
ALC and our external network with the CareerLink partners and the WIB
staff.
Internal
In order to build our internal network, we implemented the following steps:
•
We invited the ALC staff to the CG Kick-off;
•
We developed a Career Gateway (CG) referral form and process for
ALC students (see Attachment 2-B);
•
We held a CG Orientation Meeting with the ALC Staff and shared the
referral form, CG class schedule calendar and the high priority list for
Fayette/Westmoreland Counties
http://www.paworkforce.state.pa.us/jobseekers/cwp/view.asp?a=464
&q=156586 ;
•
We revised our planning document for ALC specific activities.
External
In order to build our external network, we implemented the following steps:
•
We held quarterly meetings with the key staff at the CareerLink and
WIB
•
We developed a monthly communication form for the CG cohort (see
Attachment 2-C). Once the Bureau of ABLE revised the Tracking
Form, we used that instead.
•
We developed a set of letters for enrollment in CG and referral for
Individual Training Account (ITA).
•
We revised our planning document for PA CareerLink specific activities.
•
We developed a PA CareerLink CG referral form to be used by all
partners in PA CareerLink (see Attachment 2-D).
42
PROGRAM PLANNING
Design
In order to develop our program, we had to determine who we wanted to
serve, how we wanted to reach them and how we wanted to orientate them
to our Career Gateway program. In addition, we had to look at our current
intake procedures and figure out what additional information was needed in
order to be successful with transitioning our students to postsecondary.
Selection Criteria
•
We reviewed the selection criteria from Tri-County IU5, a first year pilot
•
We adapted IU5’s criteria and developed our version. This was shared
with our PA CareerLink partners and ALC staff before it was finalized. We
had to include specific timelines and skill levels due to the length of the
pilot year (see Attachment 2-E).
Recruitment
Depending on the target audiences, we used a variety of recruitment flyers.
•
In December, we mailed an invitation to a Career Gateway Orientation to
all Adult Learning Center students who passed or would pass their GED
and indicated an interest in pursuing postsecondary.
•
Due to a low turn-out at the December orientation, we refined our
recruitment strategies. The ALC staff informally discussed Career
Gateway with students who met the selection criteria. Then each student
received a memo and flyer inviting them to an orientation. We used this
format for January–April (see Attachment 2-F).
•
We developed a flyer for the CareerLink (see Attachment 2-G).
•
We developed a Monthly Class Calendar that was displayed at both the
ALC and the PA CareerLink sites.
43
Intake and Orientation
We took the following steps in developing our intake and orientation
procedure.
•
We developed a flowchart for the service coordination plan. This
flowchart shows a Career Gateway student’s flow through the services
from both our Career Gateway classes and PA CareerLink activities (see
Attachment 2-H).
•
We developed a one hour orientation for our ALC students. It included a
goal setting activity, an overview of PA CareerLink presented by our PA
CareerLink Contact, and a detailed description of the Career Gateway
Training Series. The Career Gateway instructor provided the Career
Gateway orientation as part of her curriculum in her ABLE PA CareerLink
classes.
•
We added a Transition Plan to all of our ABLE classes. The plan is
completed at intake and exit/post–test (see Attachment 2-I).
Planning
Instruction
After discussing a variety of instructional approaches, it was decided that a
12 hour Career Gateway training series would best meet the needs of the
cohort. This 12 hour series was strictly devoted to specific areas that were
identified as potential concerns for students transitioning to the
postsecondary level. These specific areas were study skills, test taking
strategies, stress management, time management and organizational skills,
as well as a career exploration component.
•
Classes were divided into four three hour sessions. Students were
provided with a variety of materials that were edited and revised over a
period of time. Links to the documents referenced below are the most
current and are presently being used at this time.
44
•
Each session was conducted in a postsecondary classroom format, using
lecture, as well as large and small group discussion.
•
The first class focused on study skills. Topics covered included building
study habits, specific study strategies, note taking, highlighting, outlining,
and the use of concept maps. A variety of exercises were used to build
and reinforce these skills. Students were provided with a workbook that
contained this information (see Attachment 2-J).
•
The second class addressed test taking skills. Consideration was given to
the topics of test anxiety, general test taking suggestions, and various
strategies for specific types of tests, such as multiple choice and
matching. A variety of exercises were used to build and reinforce these
skills. Students were provided with a workbook that contained this
information (See Attachment 2-K).
•
The third session focused on stress management and postsecondary
organizational and time management skills. This session addressed such
topics as identifying signs of stress, techniques to reduce stress, as well
as areas such as goal development, procrastination, healthy lifestyles,
and assertiveness training. Students were provided a workbook that
contained this information. The goal setting activity found in this
workbook had previously been used as part of the orientation activities
that were conducted at the Adult Learning Center (see Attachment 2-L).
•
The Postsecondary Organizational and Time Management session was
conducted on the same day as the Stress Management class. Topics
addressed included identifying time available for study and developing
schedules. Students were provided with a workbook that contained this
information (see Attachment 2-M).
•
The fourth session focused on career exploration. Students completed
the Keys2Work Career Exploration program and were asked to complete
an interest survey. They were then asked to answer a variety of
45
questions that were contained in a workbook about a career that was of
interest to them (See Attachment 2-N). From this information, students
were asked to complete a poster presentation about their career interest.
Information for the poster was taken from the questions previously
mentioned. The instructor, prior to the presentation, reviewed pubic
speaking techniques. Students were then asked to present their poster to
fellow cohort members and the instructor. Students were critiqued by the
instructor on their public speaking skills and overall presentation. A
rubric was used to evaluate this activity (see Attachment 2-O).
The Career Exploration portion of the training series was revised for the
last cohort. The PA Career Guide and accompanying web-based activities
replaced the Keys2Work Career Exploration section.
http://www.paworkstats.state.pa.us/gsipub/index.asp?docid=406
•
Students were asked to share their findings of various career interests as
part of a large group discussion.
Assessment
•
Informal assessment was used throughout the course. The instructor
monitored the various exercises on a daily basis.
•
The transitioning skills checklist was used to assess student skills and to
determine if necessary skills were obtained following the completion of
the training series.
•
A rubric was used to assess student’s poster presentations.
Cohort Development
•
Sessions were held monthly with the opportunity for students to attend a
make up session for a class that they may have missed. However,
students were only permitted to miss one session.
•
The atmosphere of the classes was structured to create a sense of
camaraderie and cohesiveness. Students were encouraged to interact
46
with each other on assignments and discussion was welcomed and
encouraged.
•
Students formed peer relationships and several planned to attend school
at the same institution and carpool (see Attachment 2-P).
Student Needs
•
Each member of the cohort completed a Barriers Survey (see Attachment
2-Q) to determine areas of need and concern. Based upon this survey,
students were referred to the appropriate agency, such as welfare, PA
CareerLink, Private Industry Council (PIC), and postsecondary
departments.
•
The instructor also encouraged students to share concerns in the
classroom setting and these issues were discussed collectively.
•
The instructor also offered suggestions to students when concerns were
discussed on an individual basis.
Goal Setting
•
During an orientation at the Adult Learning Center, the Goal Development
activity was completed.
•
Goal setting was further completed in the stress management session and
discussed with students.
Financial Aid
•
Financial aid was primarily discussed with PA CareerLink staff and
students were referred to the FASFA website, as well as other financial
aid websites.
•
Students were advised to meet with the financial aid offices of the schools
that they were attending for additional assistance and information.
•
Training with a PHEAA representative was held at the Adult Learning
Center for the teaching staff.
47
Implementation/Evaluation
•
Coordinator and instructor evaluated curriculum materials and revised
them to better meet student needs.
•
Students completed individual session evaluations as a basis for
improving the Career Gateway experience.
RESOURCES
See Attachment 2-R
Submitted by:
Angela Kenes and Rachel Zilcosky
Intermediate Unit One
Coal Center, PA 15423
724-938-3241 ext. 276
48
Intermediate Unit 1
The Tools
Table of Contents
Planning Document
Attachment 2-A
Career Gateway Referral
Attachment 2-B
Career Gateway Reporting Form
Attachment 2-C
PA CareerLink Referral Form
Attachment 2-D
Selection Criteria
Attachment 2-E
Class Schedule
Attachment 2-F
Sample Flyer
Attachment 2-G
Service Coordination Plan
Attachment 2-H
Transitions Plan
Attachment 2-I
Study Skills Booklet
Attachment 2-J
Test Taking Booklet
Attachment 2-K
Managing Stress Booklet
Attachment 2-L
Postsecondary Organizational Booklet
Attachment 2-M
Career Exploration Booklet
Attachment 2-N
Scoring Rubric
Attachment 2-O
Cohort Building
Attachment 2-P
Student Barrier Survey
Attachment 2-Q
Career Gateway Resources
Attachment 2-R
49
Career Gateway Planning Document
What is the issue?
Why Is It
Important?
What do we
need to do?
What steps
must we take?
Recruitment
Identifies
students for
cohort
selection
Gives
overview of
CG training
series
Make
CareerLink
and ALC staff
aware of CG
classes
Work together
to identify
students
Intake/appraisal
Provides
upfront
assessment,
goal and
barrier
information
on students.
Allows for
realistic goal
setting
Continue with
our intake
procedure and
also pre-test
on TABE if
needed.
Discuss career
choice and
plans
Add the barrier
questionnaire,
student
contract, and
CG intake to
student intake
folder
1.Make a CG
Training Series
Flyer
2. Go over at
Kickoff
3.Communicate
with referral
sources on
ongoing basis
4. Create CG
Training Series
calendar
5. Identify
students for
classes
1.Provide
information on
Career Choice
2. Adapt barrier
questionnaire
from IU 5
3. Create
student
contract
4. Duplicate
above forms
and CG intake
forms and get
copies for
Angela and
Rita at ALC
What is the issue?
Why Is It
Important?
What do we
need to do?
What steps
must we take?
Advisement
Research
shows that
one of the
four
supports for
persistence
is advice
Develop a
case
management
model for
Career
Gateway
cohort
1. Establish an
interview
format for
discussing and
revisiting goals
2. Set up times
to meet with
students
3. Collect
materials in
portfolio for
review
Who is
responsible
for each
step?
Angela – flyer
and calendar
Rachel and
Angela –
organize
Kick-off
Rachel and
Angelacommunicate
with referral
sources
Angela the
CL and
Rachel ALC
What
resources
are
needed?
Flyer
Time
What is the
timeline for
completing
each step?
Kickoff – Aug
29
Flyer- Aug 29
Calendar –
September 15
Communication
– ongoing and
on a weekly
basis
Identify at least
5 students to
begin on
September 18
Angela –
Career
Choice
resource
information
Rachelbarrier
questionnaire,
collection and
distribution of
forms to
teachers
Time
Keys2Work
or PA
Career
website
Toolkit for
contract
examples
All items by
September
18
Who is
responsible
for each
step?
Rachel –
interview
format,
arranging
times, and
transition plan
Angela and
ACL staff –
portfolio
development
What
resources
are
needed?
Tome
IU 1
transition
plan
example
Barrier
survey
What is the
timeline for
completing
each step?
Interview,
barrier form
and arranging
time –
September 30
Portfolio –
ongoing
starting
September 18
Transition plan
-October 15
Attachment 2-A
4. Develop
transition plan
Class content
Class
content will
cover skills
(not covered
in ABLE
classes)
needed for
transitioning
to post
secondary
Identifying
barriers will
help
retention
Develop CG
training Series
1. Identify the
skills we want
to target
2. Establish a
format
3. Develop
materials and
resources
Angela –
identify skills
and establish
format
Angela and
Rachel –
develop
materials and
resources
Time
Duplication
of materials
Materials for
students
Transitioning
Skills
checklist
Classes
targeted to
begin on
September 18
Discuss
barriers at
intake and
ongoing
Rachel –
barrier
interview and
discussion
with students
Rachel and
Angela –
support
services
referrals
Time
Barrier
survey
Barrier form September 30
Support
services
referrals ongoing
What is the issue?
Why Is It
Important?
What do we
need to do?
1. Adapt barrier
survey
2. Establish
referrals for
support
services
3. Collaborate
with CL staff for
support
services
referrals
What steps
must we take?
Awarding of ITAs
It is a
requirement
of the grant
Identify 10
students who
will utilize an
ITA for postsecondary
before June
30, 2007
Who is
responsible
for each
step?
Rachel –
Meeting,
student
contract,
referral letter,
follow-up
AngelaIdentify
students and
follow-up
What
resources
are
needed?
Time
Student
contract
Referral
letter format
What is the
timeline for
completing
each step?
Meeting – done
Student
contract and
referral letterSeptember 18
Follow-up –
October 31
Learner barriers
1. Meet with
CareerLink and
discuss ITA
award
procedure and
criteria
2.Creat student
contract
3. Identify
students who
would qualify
and benefit
4.At completion
of criteria, refer
student to
CareerLink
(send letter)
Attachment 2-A
Evaluation of project
progress
Will help in
ongoing
decision
making
process
Progress
monitor
students and
ongoing
communication
with
CareerLink
staff
Networking
with CG pilots
5.Follow-up
with student
and CareerLink
1. Set up bi
monthly
meetings with
CG student
cohort
2. Collect items
for portfolio
3. Meet at least
once a week
with CareerLink
CG caseworker
4. Attend CG
meetings
What is the issue?
Why Is It
Important?
What do we
need to do?
What steps
must we take?
PA CareerLink
roles/responsibilities
Reduces
duplication
of services
Identify what
activities exist
in CareerLink
Career
Development
and other
resources
Professional
development
Will provide
ongoing
learning and
resources of
best
practices for
IU CG staff
Schedule the
High Priority
training for
ALC staff
Explore
website
resources
Review toolkit
1.Meet with
Sandy Allen,
CareerLink
Career
Counselor
2. Corrdinate
Career Dev on
Keys2work with
activities in
CareerLink
career
development
3. Encourage
participation in
computer
courses for
cohort
1.Contact
WERC in order
to set up
training for ALC
staff
2. Review
websites
3. Review
materials in
toolkit
Rachel – bimonthly
student
meetings
Angela –
portfolio
development
Rachel and
Angela –
CareerLink
meetings and
CG monthly
meetings
Time
Portfolios for
students
Travel
Monthly
meetings –
ongoing
Weekly
CareerLink
meetings –
ongoing
Portfolio
development –
September 18
Who is
responsible
for each
step?
Rachel and
Angela –
meeting with
Sandy Allen
Angela –
coordinate
career
development
activities and
encourage
computer
class
participation
What
resources
are
needed?
Time
What is the
timeline for
completing
each step?
Meet with
Sandy by
September 15
Rachel – set
up training
Rachel and
Angela –
review
websites and
toolkit
Time
Training
space
Schedule
training by
October 31
Website and
toolkit review is
ongoing
Attachment 2-A
CAREER GATEWAY REFERRAL – IU 1
Name ________________________________________
Phone ______________________
Cell
______________________
Please complete the following checklist:
□ Date of:
GED Attainment ___________________
High School Diploma ___________________
□ Intake forms attached
Statement of Intent __________________________________________________________________
Is the adult interested in short term training, technical training, OJT, apprenticeship, etc.?
Career interest(s) expressed __________________________________________________________
If applicable: School Name ____________________________________________________________
Program ________________________________
Tentative Start Date ________________________
AEP Instructor ____________________ Phone # ________________ E-mail _____________________
Class Location __________________ Days _______________ Times __________________
Comments _________________________________________________________________________
REPORT BACK TO ADULT EDUCATION INSTRUCTOR
Was CareerLink contact made with the customer? Yes □ No □
Scheduled Appointment? Yes □ No □ When? _____________ Show for Appointment? Yes □ No □
Completed CG Training Series? Yes □ No □
OK to Pursue Training? Yes □ No □
Attachment 2-B
Monthly Career Gateway Reporting
Student Name: Joe G
Month: December
Please provide information in the following checked areas for the student in the
month above. Fax back to Rachel Zilcosky at 724-938-8722.
Occupation Pursued ____________________________________
Credential Pursued______________________________________
Name of Postsecondary Education or Training Institution ________________
Date application was submitted to postsecondary institution_______________
Date of acceptance from postsecondary institution______________________
Enrollment date for postsecondary institution__________________________
Date of when ITA applied___________________
Date of when ITA was approved/received____________________
Date of when other financial aid was applied (PHEAA, TAA,
Other)_________
Date of when other financial aid was approved/received (PHEAA, TAA,
Other)
______________________
Did the student receive core services this month?________________
Did the student receive intensive services this month?____________
CareerLink attendance hours this month. (Outside of remediation/adult
education hours) ___________
Adult education hours this month
Attachment 2-C
CAREER GATEWAY
PA CAREERLINK REFERRAL FORM
NAME: _______________________________________
ADDRESS: ____________________________________
____________________________________
PHONE: ______________________________________
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - -- - - - - -- - - - - -- - - -- - - -- - - -- -- OCCUPATIONAL INTEREST: _____________________________________________
POSSIBLE PROGRAMS OF INTEREST: _____________________________________
________________________________________________________________________
CREDENTIAL TO BE PURSUED: __________________________________________
POSTSECONDARY SCHOOLS UNDER CONSIDERATION: ____________________
________________________________________________________________________
________________________________________________________________________
- - - - - - - - - -- - - - -- - -- - -- -- - -- - -- -- - -- - - - - - - - -- - - -- -- - -- - -- -- - -- - -- - -- -- CLIENT AREAS OF INTEREST/CONCERN TO BE ADDRESSED IN PROGRAM
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
- - - - - - -- - - -- - - -- - - - -- - - -- - - -- - -- - - - -- - - -- - - - -- - -- - - -- - - - -- - - -- -- - - -SPECIAL CONCERNS
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFERRING COUNSELOR: _______________________________________________
Please return to Angela Kenes one week prior to the class start date.
Attachment 2-D
Intermediate Unit 1
Criteria for Selection in the Career Gateway Project
1.
ABLE enrollment date that falls within Career Gateway timetable
(06/01/06 – 01/31/07)
2.
Resides in Fayette County
3.
Have goal to transition into postsecondary/training education in a high
priority area.
4.
Pre-assessment using TABE Survey form 9
5.
Student has complete intake folder. ie. intake form (yellow) writing
sample, adult student interview form (blue), and IEP (green)
6.
Staff completes interview with student to determine realistic
expectations: goal vs. TABE results.
7.
Hours of attendance – 12+
8.
Sign Release of Information form
9.
Remediation can be completed within post secondary institution time
frame.
10.
Has GED or will have GED close to Career Gateway referral date.
11.
Has a history of good attendance and commitment to their lifelong
learning process.
12.
Willing to complete Career Gateway Training Series(Study Skills,
Organizational Skills and Test Taking Skills)
13.
Agree to meet on a bi-monthly basis with Career Gateway
Coordinator/Teacher to review progress, goals, and barriers
14.
Willing to complete Career Exploration (Keys2Work or other)
15.
Willing to enroll on PA CareerLink website.
16.
WIA eligible: U.S. citizen or green card, Register for Selective Service
(if applicable), Adult or older youth
17.
Date post-secondary education begins is within Career Gateway time
frame of program.
Attachment 2-E
CAREER GATEWAY
POSTSECONDARY CLASS SCHEDULE
FOR APRIL SESSION
Orientation Session
April 12, 2007
The Adult Learning Center
10:30 am - 11:30 am
Refreshments Will Be Served
Monday
Wednesday
Monday
Wednesday
Class Schedule
04-16-07
04-18-07
04-23-07
04-25-07
Study Skills
Test Taking Skills
Organization/Time
Mgt Skills
Poster Session
All Classes Held: 1:00pm - 4:00pm
PA CareerLink Fayette County
135 Wayland Smith Drive
Uniontown, PA 15401
Tel: 724-434-5627 ext 107
You will be required to attend all sessions as part of your
acceptance in the Career Gateways Postsecondary Program.
Questions: Talk to Angela Kenes or any ALC Staff Member
Attachment 2-F
"Choose Your Destiny- Make
Education Your Goal"
CAREER GATEWAY
PA CAREERLINK
FAYETTE COUNTY
YOUR
Are you worried that you may not be ready to further your
education?
PA Careerlink Fayette County will be offering classes to
prepare you to enter your post secondary classes with
confidence!
Assistance will be provided in the following areas:
*Study Skills
*Test Taking Strategies
*Organizational Skills
Please see Angela Kenes,
CG instructor, for more
information.
CAREER GATEWAY
PA CAREERLINK
FAYETTE COUNTY
Attachment
2-G 1-G
Attachment
Attachment 2-H
Begin
Career
Gateway
classes.
Student is
identified as
eligible for
Career
Gateway ITA.
CL Staff
Teacher
IU Teacher/
CareerLink (CL)
staff identifies
potential student.
PA CareerLink
specialist
contacts student
for an
appointment.
Student attends
Career Development
workshop.
CL
Staff
Teacher
PA CareerLink staff
coordinates with the
student and post
secondary/training
provider for ITA
payment timeline.
CG staff contacts PA
CareerLink and makes
referral.
IU Teacher/CL
Staff meets with
student to
determine their
individual need
and interest.
Student begins
post secondary
training.
Student is
administered the
ONET.
Career Gateway
Coordinator meets with
cohort in last class
session.
Student enrolls on PA
CareerLink website.
IU Teacher compiles Career
Gateway (CG) Referral
Packet and submits it to CG
Staff.
IU1
Service Coordination Plan
Follow-up with PostSecondary/Training
school, students, ABLE
provider and PA
CareerLink staff will be
coordinated.
PA CareerLink staff
and Career Gateway
staff will meet
informally at least
weekly to discuss the
cohort.
Career Gateway
Instructor contacts
student and schedules
CG classes.
Intermediate Unit 1
Instructions for ABLE Transition Plan
Complete this form for all Low Intermediate ABE students
and above.
At Intake:
1. Ask the student, “What would you like to do when you
complete your program with us?”
2. Discuss where the student will go for the transition activity.
(Ex. Employer name, post secondary institution name)
3. Set a beginning date and anticipated duration.
4. Discuss where the student will go to get services that will help
with the transition. (Ex. PA CareerLink, PHEAA)
At Exit or 50 hours Post-test:
Bring out the original form and discuss what transition goals were
set at intake. Document any changes.
In Transition Activity/ Service area, document any progress toward
the goal.
Attachment 2-I
Transition Plan: Define and project the
desired post-school outcomes as identified
by the student and teacher in the following
areas. State how each transition
activity/service needed to assist the
student in reaching goals will be provided.
Postsecondary Education and Training Outcome:
Transition/Activity Location Projected Anticipated
Agency
Service
Beginning
Duration
Responsible
Date
Intake:
Exit:
Attachment 2-I
STUDY SKILLS
HELPFUL SUGGESTIONS
FOR
IMPROVING
STUDY SKILL STRATEGIES
2006 -2007
Career Gateway
Intermediate Unit One
Angela Kenes, Instructor
Attachment 2-J
An Introduction
As a postsecondary student, you will be expected and required to study.
You will have to prepare to complete assignments, projects, and tests. Class
time may be allotted for completion of group projects, but the readings for
all of your classes will need to be done prior to class.
Many individuals enter their postsecondary experience with little to no study
skills. As a result, they require a greater amount of time to prepare for class,
complete readings, have difficulty identifying important information, and
find note taking problematic. This lack of knowledge then increases their
anxiety on tests and causes frustration when completing assignments.
In this section, we will focus on assisting you to improve your study skills.
We will consider a variety of topics related to this issue, including what type
of learner you are and then explore the techniques that may be most effective
to use when studying. We will also review some positive study habits, and
ways to improve your concentration and memory.
We will also explore a variety of study techniques and reading strategies, as
well as effective note taking from a textbook and during lectures. We will
also review highlighting and outlining techniques, as well as how to create a
concept map.
By utilizing these different strategies, your ability to comprehend and retain
material will improve. As a result, it is likely your test scores will also
improve.
Attachment 2-J
What Type of Learner Are You?
I.U. 1 Learning Styles Inventory
Directions: Place a check mark in front of each statement that describes you.
Group 1:
Visual
_____ I like to read when I have free time.
_____ I remember what I read better than remember what I hear.
_____ I can “see” words in my mind when I need to spell them.
_____ I picture what I read.
_____ I can remember something by seeing it in my mind.
_____ I remember what the pages look like in books I’ve read.
_____ I remember people’s faces better than I remember their names.
Group 2:
Auditory
_____ I remember more when I listen to the news on TV than when I read about it.
_____ I usually remember what I hear.
_____ I learn better by having someone explain something to me than reading about it.
_____ I talk to myself when I try to solve problems.
_____ I communicate better on the telephone than I do in writing.
_____ I understand material best when I read it out loud.
Group 3:
Kinesthetic/Tactile
_____ I like to make things with my hands.
_____ I learn best by handing objects.
_____ I find it hard to sit when I study.
_____ I pace and move around a lot when I’m trying to think through a problem.
_____ I take notes when I read to better understand the information.
_____ I like to recopy my lecture notes to better understand the material.
_____ I communicate better when I write than when I speak.
Attachment 2-J
Now we’ll analyze the results.
Directions: Total the number of checkmarks for each group.
Group 1: Visual
________
Group 2: Auditory
________
Group 3: Kinesthetic/Tactile
________
Each person has a learning style that makes retaining information easier. The three
most common types of learning styles are listed above: visual, auditory and
tactile/kinesthetic. The section where you have made the most checkmarks is likely to
be your preferred learning style.
Let’s explore in a little more detain some study skill suggestions for each of these types
of learning styles.
The Visual/ Verbal Learning Style
Sound familiar?
You learn best when information is presented visually and in a written language format.
In a classroom setting, you benefit from instructors who use the blackboard (or overhead
projector) to list the essential points of a lecture who provide you with an outline to
follow along with during lecture. You benefit from information obtained from textbooks
and class notes. You tend to like to study by yourself in a quiet room. You often see
information "in your mind's eye" when you are trying to remember something.
Learning Strategies for the Visual/ Verbal Learner:
1. To aid recall, make use of "color coding" when studying new information in your
textbook or notes. Using highlighter pens, highlight different kinds of information in
contrasting colors.
2. Write out sentences and phrases that summarize key information obtained from your
textbook and lecture.
Attachment 2-J
3. Make flashcards of vocabulary words and concepts that need to be memorized. Use
highlighter pens to emphasize key points on the cards. Limit the amount of
information per card so your mind can take a mental "picture" of the information.
4. When learning information presented in diagrams or illustrations, write out
explanations for the information.
5. When learning mathematical or technical information, write out in sentences and
key phrases your understanding of the material. When a problem involves a
sequence of steps, write out in detail how to do each step.
6. Make use of computer word processing. Copy key information from your notes and
textbook into a computer. Use the print-outs for visual review.
7. Before an exam, make yourself visual reminders of information that must be
memorized. Make "stick it" notes containing key words and concepts and place
them in highly visible places --on your mirror, notebook, car dashboard, etc.
The Tactile/ Kinesthetic Learning Style
Sound familiar?
You learn best when physically engaged in a "hands on" activity. In the classroom, you
benefit from a lab setting where you can manipulate materials to learn new information.
You learn best when you can be physically active in the learning environment. You
benefit from instructors who encourage in-class demonstrations, "hands on" student
learning experiences, and field work outside the classroom.
Learning Strategies for the Tactile/ Kinesthetic Learner:
1. To help you stay focused on class lecture, sit near the front of the room and take and
take notes throughout the class period. Don't worry about correct spelling or writing in
complete sentences. Jot down key words and draw pictures or make charts to help you
remember the information you are hearing.
2. When studying, walk back and forth with textbook, notes, or flashcards in hand and
read the information out loud.
Attachment 2-J
3. Think of ways to make your learning tangible, i.e. something you can put your hands
on. For example, make a model that illustrates a key concept. Spend extra time in a lab
setting to learn an important procedure. Spend time in the field (e.g. a museum,
historical site, or job site) to gain first-hand experience of your subject matter.
4. To learn a sequence of steps, make 3'x 5' flashcards for each step. Arrange the cards
on a table top to represent the correct sequence. Put words, symbols, or pictures on
your flashcards -- anything that helps you remember the information. Use highlighter
pens in contrasting colors to emphasize important points. Limit the amount of
information per card to aid recall. Practice putting the cards in order until the sequence
becomes automatic.
5. When reviewing new information, copy key points onto a chalkboard, easel board, or
other large writing surface.
6. Make use of the computer to reinforce learning through the sense of touch. Using
word processing software, copy essential information from your notes and textbook.
Use graphics, tables, and spreadsheets to further organize material that must be
learned.
7. Listen to audiotapes on a Walkman tape player while exercising. Make your own
tapes containing important course information.
The Auditory/ Verbal Learning Style
Sound familiar?
You learn best when information is presented auditory in an oral language format. In a
classroom setting, you benefit from listening to lecture and participating in group
discussions. You also benefit from obtaining information from audiotape. When trying to
remember something, you can often "hear" the way someone told you the information, or
the way you previously repeated it out loud. You learn best when interacting with others
in a listening/speaking exchange.
Learning Strategies for the Auditory/ Verbal Learner:
1. Join a study group to assist you in learning course material. Or, work with a "study
buddy" on an ongoing basis to review key information and prepare for exams.
Attachment 2-J
2. When studying by yourself, talk out loud to aid recall. Get yourself in a room where
you won't be bothering anyone and read your notes and textbook out loud.
3. Tape-record your lectures. Use the 'pause' button to avoid taping irrelevant
information. Use a tape recorder equipped with a 3-digit counter. At the beginning of
each lecture, set your counter to '000.' If a concept discussed during lecture seems
particularly confusing, glance at the counter number and jot it down in your notes.
Later, you can fast forward to that number to review the material that confused you
during lecture. Making use of a counter and pause button while tape recording allows
you to avoid the tedious task of having to listen to hours and hours of lecture tape.
4. Use audiotapes such as commercial books on tape to aid recall. Or, create your own
audiotapes by reading notes and textbook information into a tape recorder. When
preparing for an exam, review the tapes on your car tape player or on a "Walkman"
player whenever you can.
5. When learning mathematical or technical information, "talk your way" through the
new information. State the problem in your own words. Reason through solutions to
problems by talking out loud to yourself or with a study partner. To learn a sequence
of steps, write them out in sentence form and read them out loud.
We will be demonstrating these techniques using both textbook and lecture note
examples a little later. However, keep in mind that the successfulness of any of these
strategies will depend on you. It may require some practice until you feel comfortable
using them and you are able to see their effectiveness.
Let us now consider several general guidelines for effective study.
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Effective Study Habits
1. Take responsibility for yourself
Responsibility is the recognition that in order to succeed, you must make
decisions your priorities, your time and your resources.
2. Center yourself around your values and your principles
Don’t let friends and acquaintances dictate to you what is important
3. Put first things first
Follow up on the priorities that you have set for yourself and don’t let others or
other interests distract you from your goals.
4. Discover your key productivity places and periods
Morning, afternoon, or evening? Study in the places where you can be the most
productive. Prioritize these for your most difficult study challenges.
5. Consider yourself in a win-win situation
You win by doing your best in class and contributing the best that you have to
your studies. If you are content with your performance, a grade becomes an
external check on your progress. It is not a reflection of all that you may know or
of your potential.
6. First, understand others, and then attempt to be understood.
When you have an issue with an instructor, such as a grade dispute or in need of
an assignment deadline extension, put yourself in the instructor’s place. Now ask
yourself how you can make your best argument, given his or her situation.
7. Look for better solutions to problems
For example, if you don’t understand a reading, do not just continue to re-read the
material. Try something else. Consult with the professor, a tutor, a classmate, an
academic advisor, or a study group.
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Concentrating When Studying
Concentration is the ability to direct your thinking. At times, all of us have difficulty
focusing our attention on a task, whether it is studying for a test or completing a puzzle.
The practice of concentration is to focus on the task at hand and eliminate distraction.
We all have the ability to concentrate -- sometimes. Think of the times when you were
"lost" in something you enjoy: a sport, playing music, a good game, or a movie. Total
concentration.
Why do people have difficulty concentrating? The most common reason identified by
students who have difficulty concentrating is distractions, both external and internal.
Let’s explore several ways to control distractions and improve your ability to concentrate
and focus.
Ways to Control External Distractions
1. Watch noise levels
Some people find that they are able to concentrate with some noise, such as the
television playing in another room or when music is playing. However, you need
to be honest with yourself. Do you concentrate and retain as much information
with these kinds of distractions as you would if you were in a quiet room? If you
do, find that place or invest in a set of earplugs.
2. Practice studying when there are distractions about you
Since many of us have small children, earplugs or a quit space is not a realistic
option. In those cases, you will need to practice studying under these kinds of
distractions. Learn what conditions allow some concentration or find an
alternative time to study.
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3. Don’t look around you
If you find yourself easily distracted by looking at things around you, such as the
television, pictures, or when someone enters a room, you will likely need to create
a space that eliminates these distractions. Try a study carrel in the library or
make a visually distraction free place in your home.
4. Make sure that others respect your need for quiet
Explain to both family and friends that you need to have time to study. If you
find yourself in a study group that has more socializing than studying, consider
joining another group.
5. Study in a place and at a time that is best for you
Try finding a consistent study time and place. Consider this your study area that
serves an academic purpose only, and you will likely be better prepared to focus.
6. Get organized before you study
Gather everything that you will possibly need prior to sitting down to study, such
as paper, pens, highlighters, erasers, a drink or light snack. Advance preparation
will limit the number of times you will need to get up and invariably interrupt
your concentration.
Ways to Control Internal Distractions
1. Start making to-do lists
Make to do lists at the start f your day so that you are aware of what needs
accomplished prior to your planned study time.
2. Have study goals for yourself
Identify the amount of time and the tasks that you plan to accomplish within that
time frame.
3. Vary the subjects that you are studying
Did you know that it is more difficult to concentrate on one subject for a long
period of time? It would be to your advantage to change subject areas after 50
minutes of concentrated study.
4. Take breaks! You deserve them!
Schedule a 10-minute break for yourself after 50 minutes of study. Consider this
break to be a reward and engage in an activity that you enjoy. Try taking the dog
for a walk, exercising, or calling a friend. However, it may be best to stay away
from such activities as reading or writing, since they are very similar to studying.
5. Find a study buddy
At times, it is nice to find someone who can support and assist you in your
studying. However, the key is to find the right person!
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6. Pat yourself on the back when you have been productive.
Finish a study session on a positive note. Do not end feeling confused or
frustrated, since that will decrease your desire to study at a later time. Find
someone to assist you with the problem, but when all else fails, list the activity on
your to do list.
Aside from these general suggestions, there are several other additional activities that
have been shown to assist students toward increasing their concentration.
1. Be Here Now Technique
This deceptively simple technique has been shown to be one of the most effective toward
increasing concentration. When you notice that your thoughts are beginning to stray, say
to yourself, “Be here now” and gently bring your thoughts back to the task at hand.
For example: You're studying and your attention strays to all the other homework that
you have, to being hungry, to a date. Say to yourself, “Be here now” and focus back on
subject with questions, summarizing, outlining, mapping, etc. and maintain your attention
there as long as possible. When it wanders again, repeat "Be here now” and gently bring
your attention back, and continue this practice, repeatedly. It will work!
2. Tally your mental wanderings
Have a 3 x 5 inch card handy. Draw two lines dividing the card into three sections. Label
them "morning," "afternoon," and "evening."
Each time your mind wanders, make a tally in the appropriate section. Keep a card for
each day. As your skills build, you'll see the number of tallies decrease.
3. Worry or Think Time
Research shows that a person’s worry time can decrease 35% using this technique.
1. Set aside a specific time each day to think about the things that keep entering your
mind and interfering with concentration.
2. When you become aware of a distracting thought, remind yourself that you have a
special time to think about them.
3. Let the thought go, perhaps with "Be here now."
4. Keep your appointment. Try not to worry or think about those distracting issues.
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4. Maximize your energy level
When is your energy level at its highest? When are your low energy times? Study your
most difficult courses at your high-energy times. Are you sharpest early in the evening?
Study your most difficult course then. Is later in the evening when you are feeling tired?
Work on your easier courses or the ones you enjoy the most.
Most students put off the tough studies until later in the evening when they become tired,
and it is more difficult to concentrate. Reverse that. Study hard subjects at peak energy
times; easier ones later. This approach alone can help to improve your concentration.
Improving Memory
So many students worry about how they can remember all the information that is required
of them. The fact is that none is able to remember everything. Information is stored in
short-term memory through chunking. Chunking is where facts are clustered together
for easier recall, such as when we read or memorize a telephone or social security
number. Long term memory has the capacity to store a great deal of information, but
some information is easier to recall, such as subjects we enjoy or discuss often, as well as
material that we are motivated to learn. However, information that is learned through
cramming or that seems confusing is much more difficult to recall.
There are specific techniques, called mnemonics that can help us to remember
information. Here are a few examples:
1. Acronyms: These are words formed from initials of other words and represent a
particular group. (MADD- Mothers Against Drunk Driving)
2. Acrostics: The first letter of the words that need to be remembered in a list are
used to form other words. (Sam May Have Emergency Operations represent the
five Great Lakes-Superior, Michigan, Huron, Erie, and Ontario).
3. The Method of Loci: Select any location that you have spent a lot of time in and
know well. Good for kinesthetic learners!
Imagine yourself walking through the location; selecting clearly defined places-the door, sofa, refrigerator, shelf, etc. Imagine yourself putting objects that you
need to remember into each of these places by walking through this location in a
direct path. Again, you need a standard direct path and clearly defined
locations for objects to facilitate the retrieval of these objects.
For example, if you needed to remember the first three presidents, George Washington,
John Adams, and Thomas Jefferson, you could imagine walking up to the door of your
location and seeing a dollar bill stuck in the door; when you open the door, Adams
picture is hanging on the wall, and then visualize Jefferson reclining on the sofa.
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Textbook Organization 101
Were you aware that textbooks are often organized into a particular kind of pattern?
There are 8 common patterns found in textbooks and if you can recognize the pattern
that is being used, studying and taking notes from your texts become much easier.
1. Listing- all of the textbooks that you encounter will provides lists of information,
whether it is people, places, or scientific elements. In listings, sequential order is
unimportant. The following are signal words that indicate a list: before, then,
while, first, second, third, afterwards.
2. Order/sequence- this pattern is very much like a list, but the order becomes
crucial. Key words include next, eventually, ultimately. Generally these books
represent periods in history or instructions for completing a task.
3. Comparison/Contrast- a comparison tells how things are alike and how things
are different. Compare/contrast works include like, same, similarly, as with,
unlike, different, as opposed to, on the other hand, opposite. Science texts use
this organizational pattern a great deal.
4. Cause and Effect- Signal words for cause and effect include because, since,
produces, leads to, results in, affects, due to. There are four combinations of
causes and effects that need to be remembered: single cause and single effect;
single cause and multiple effects; multiple causes and single effect; multiple
causes and multiple effects
5. Problem and Solution-This pattern is a logical conclusion to a cause and effect
type of organization in that a cause generally results in a problem, and the effects
lead to some form of resolution or solution to a problem. The key words are the
same as cause and effect, but can also include solve, solution, remedy.
6. Classification-the organization of material into categories. Signal words include
kinds, arranged, types, classified as, indexed, grouped as, and classed.
7. Definition-identifies the meaning of words and concepts and primarily used in
introductory courses where new words are being introduced. Instead of using
signal words, there are generally two parts in a definition, the general class and
characteristics.
8. Examples-provides illustrations or instances to clarify difficult points. Signal
words include for example, illustrate, for instance, such as, to show, to
demonstrate, to name a few.
9. Mixed patterns-many books have mixed patterns and combine the different
organizational patters. Practice identifying these types of organizational patterns
will assist you in improving your ability to study more effectively.
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Textbook Graphics 101
Keep in mind that all of the graphs, charts, maps, illustrations, and tables in a textbook
are placed there for a reason. They should never be ignored because they serve one of six
purposes.
1. Graphics present information in a manner that may be conducive to a variety of
learning styles.
2. Graphics may present additional information.
3. Graphics may stress important information.
4. Graphics can summarize a large amount of material.
5. Graphics can reinforce ideas already found in the text.
6. Graphics allow you to visualize trends and patterns.
7. Graphics can also be used to introduce or reinforce new information.
Here are a few guidelines for reading graphics.
1. Read the title and any subtitles- that’s where you learn the purpose or topic of the
graph.
2. Read accompanying information around a graphic-that’s the vertical and
horizontal lines.
3. Read the legend-that’s what tells you how different colors or symbols are being
used.
4. Realize that different graphs will serve different purposes-a circle graph is
excellent to show percentages of expenses, but would not be useful for showing
how expenses changed over a period of five years.
5. Observe markings used on some graphics- dotted or solid lines, different colors,
and the use of arrows. How are these items being used?
6. Be able to draw some conclusion after reading the graphic- has income
decreased? Have budgets changed? You should be able to make some judgment
after interpreting a graph.
There are four types of graphs: Pictographs, Bar graphs, Line graphs, and Circle
graphs. Other types of graphics include tables, maps, and diagrams.
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Specific Study Strategies
1. SQ3R- This is one of the most famous study methods and is appropriate for any
subject area that you may be studying.
S=Survey (Preview the chapter by looking over headings, vocabulary,
charts, definitions)
Q=Question (Change the chapter headings into questions. Make your
questions one heading at a time and then read for the answers. Be sure to
find the answer before moving on to another heading.)
R=Read (Carefully read the section, looking for the answer to your
question. Once you find it, you may want to underling or make notes
about the answer.)
R=Recite (Look away and see if you can recite or rewrite the main idea
of each section in your own words. Complete the Question, Read, and
Recite steps for each section of the chapter.)
R=Review (Review your notes or information that was underlined. Be
sore that the information is clear.)
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2. SQRQCQ- This is a popular study technique for learning math
S=Survey (Quickly read the problem to get an idea of how to solve it)
Q=Question (Question yourself about what is being asked in the
problem. Clarify the material by talking the problem out loud or thinking
it through silently.)
R=Read (This is a very careful reading of the problem. Look at all
aspects and details.)
Q=Question (In this step, you determine what mathematical operation
must be done and in what order. It is this step that most students have
problems, but doing the other steps prior to this one should be helpful.)
C=Compute (Do the mathematical computations that you decided on in
the last step)
Q=Question (Check your work to ensure that your answer is logical and
correct.)
3. Index study system
Here is a method of studying that gives you an accurate perception of how well
you know the material, and forces you to think about it, rather than just look over
it.
1. As you're reading your text or reviewing your notes, generate and write
down questions about the material. Imagine you're teaching the course.
What questions would you ask on the exam?
2. Keep track of any terms you need to know.
3. Write each question or term on the back of an index card. On the front
of each index card, write an answer or an explanation for the question or
term on the back. Use your notes and text for a reference, but put the
answer or explanation in your own words whenever possible.
4. Shuffle the index cards so you can't figure out any answers based on their
location in the deck
5. Look at the card on the top of the deck: Try to answer the question or
explain the term. If you know it, great! Put it on the bottom of the deck. If
you don't know it, look at the answer, and put it a few cards down in the
deck, so you'll come back to it soon.
6. Proceed through the deck of cards until you know all of the
information.
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Some Tips:
1. Carry your cards with you everywhere. Take advantage of little pockets
of time. Test yourself while you're waiting in line, riding the bus, etc.
2. If you think you know an answer, but can't put it into words, you
probably don't know it well enough. Being able to explain the information
is the only way to be sure that you know it. It's also the best way to
prevent test anxiety.
3. Consider testing yourself someplace where nobody can see you (and
think you're crazy), and recite the answers out loud. That's the best way to
be sure that you can explain them.
4. Study with a friend from your class. You can share ideas and help each
other out with concepts. Also, you can use each other to make sure that
you're explaining your answers adequately.
Highlighting and Underlining in Textbooks
Underlining or highlighting can be helpful toward locating and paying attention to
important ideas and concepts being presented in a textbook. It can also act as a guideline
for preparing for tests. You may also wish to underline points that you would like to
discuss or have clarified in class. Other names for underlining are marking and
annotation. However, all refer to the practice of writing or making some marking in the
text that is intended to aid in the learning of presented material.
However, it is easy for some students to become completely carried away when
highlighting or underlining. If you purchase a used book, you may find it completely
shaded in a rainbow of hues. The most common mistakes in highlighting or underlining
is that two much information is being marked. Remember that the purpose of underlining
is to help you to identify important information to study for a test. Other students have
difficulty finding the main idea of a section, or you mark a minor detail.
Here are a few guidelines to remember:
1. If you feel that you will not be able to control your highlighter, then use a pen
to underline.
2. Develop a system to distinguish main ideas and other important points-try
using single and double lines or different colored highlighters.
3. Preview the chapter before you begin underlining.
4. Read the section before you begin to highlight or underline. You will be less
likely to mark too much information.
5. Use your understanding of text organizational patters to underline or highlight
more effectively.
a. Listing- instead of underlining, write the numbers above the items.
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b. Order Sequence-Place numbers above the items and note that they
have to be in order.
c. Compare and Contrast- Draw arrows from the cause(s) to the
effect(s).
d. Problem and Solution- be sure to identify the problem and solution(s)
using arrows.
e. Classification-mark key words like types and kinds, then underline or
number the parts.
f. Definition- write def beside the word being defined circle the term.
g. Example-Write ex beside one example, even if more are given.
6. Use the headings and subheadings to determine what to underline.
7. Underline the least amount of information and ignore modifiers.
8. No more than 15-20% of the page should be underlined.
9. Be sure that you are able to identify the main ideas in your readings. If not,
you will have difficulty identifying what you should be marking and studying.
10. Look for numbers and bullets that will highlight important concepts
You should also jot notes down in the margins of your books to aid in understanding
information and to assist you with studying. Also referred to as annotation, this skill
allows for you to ask for clarification, questions, reminders, possible test questions, or
references to prior knowledge. You can develop your own system of annotation, but it
should never be done with a highlighter.
Taking Notes In Lectures
Note taking is a critical skill that will be required in all of your postsecondary classes.
You will be expected to draw on material that was presented both from your textbook and
in class on quizzes and exams. For that reason, it is important that you build your
listening skills and acquire the ability to take logical, systematic notes.
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Here are a few suggestions for improving your listening skills during lecture.
1. Read your assignments prior to attending class. The information will make more
sense if you have some background prior to hearing the instructor.
2. Sit where you can hear and see the lecture.
3. Listen to the opening statements and closing remarks. The main points of the
lecture will be identified and then summarized at those times.
4. Be aware of physical distractions and make an effort to minimize them.
5. Don’t let a negative attitude about the subject or instructor interfere with
performance. It Is not necessary for you to like the professor or subject matter.
However, if the class is required for your major or field, it is necessary to learn
the information.
6. Ask and answer questions. The more involved in class you are, the greater your
ability to focus will be.
7. Set some short-term goals for each class period, such as taking at least one page
of notes.
8. Predict questions you feel may be answered during the lecture. Listen to see if
those questions are answered.
9. Associate any new information with what you already know.
10. Continue to take notes throughout the lecture. It forces you to remain alert and
will improve memory.
Now here are a few note taking guidelines.
1. Keep a separate notebook or separate section of a notebook for each class.
2. Always put the date and lecture titles on your notes.
3. Taking notes in pen is often recommended since notes with pencil can smear, but
this is not a rule that is set in stone.
4. Read the assigned textbook chapters prior to class.
5. Write down main points, not everything that the lecturer says.
6. Learn professor clues that signal important information.
7. Paraphrase the information given rather than writing it verbatim.
8. Make associations and ask questions as you take notes. Make an attempt to
connect new ideas to previously learned ones.
9. Try and use your knowledge of text organization to determine the pattern of the
lecture being given. Is an order of events being discussed or causes for a
particular event?
10. Use abbreviations and symbols when you can, such as &, @, w/, w/o, b/c.
11. Leave a blank space when you know you have missed an important piece of
information. Ask to see another classmate’s notes to fill it in.
12. Attend all classes. It is difficult to make up information that is missed in a
lecture.
Keep in mind that each instructor who lectures has different ways of teaching. Some
welcome questions or their classroom atmosphere is very relaxed. Others speak in what
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seems to be a monotone while others are animated. It will require some time to adjust to
the different lecture styles.
Here is one system of note taking that is widely used and taught in study skill classes. It
is called the Cornell note taking system.
Cornell System of Note-Taking
This system was designed for lecture note taking, but fits equally well in taking notes
from the text. Its greatest benefit will be to aid the student in the recall process.
1. Take a piece of notebook paper and draw a horizontal line two inches from the
top and two inches from the bottom. Draw a vertical line approximately 2 and ½
inches from the left side of the paper.
2. The top of the paper is to include the lecture date, class, and focus of lecture.
3. The actual notes that you take in the larger section of the paper will vary from
student to student. Some may write in paragraphs, while others will use lists,
bullets, or diagrams.
4. The left hand margin or cue column is to be left black while you are taking notes.
It is during your review of the lecture after class that you summarize the main
points found in your notes, ask questions, or list important terminology. Use
these cues when preparing for tests.
5. The bottom portion of the notes is to briefly and concisely summarize your notes.
It should be only one or two sentences long.
A Brief Word About Difficult Subject Material
It is unlikely that you will complete your postsecondary experience without ever
encountering material that you find confusing or difficult to understand. Here are a few
suggestions for managing difficult material.
1. Choose a moderate amount of material to begin.
2. Grasp how the sections are organized by scanning. Look at headings, subheadings, charts, graphs, exc.
3. If there is a summary at the end of the chapter, read it first.
4. Read first for what you do understand and mark what you do not know to review
later.
5. Remember to look away from the text and ask questions to ensure that you do
understand the material.
6. Look up unfamiliar words.
7. Read to the end of the chapter. You may find that it is only one section in the
chapter that you are finding problematic.
8. If you do not understand a reading, do not panic. Sleep on it and if you are still
confused, meet with the instructor.
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Outlining
An outline is a common way to organize information. It uses key words or a group of
words to show main topics, sub topics, or details. The following is a sample outline
format.
TITLE OF OUTLINE
I.
Main Topic
A. Important subtopic
B. Important subtopic
1. Detail
a. Sub-detail
b. Sub-detail
c. Sub-detail
2. Detail
3. Detail
a. Sub-detail
b. Sub-detail
II.
Main Topic
A. Important subtopic
B. Important subtopic
1. Detail
2. Detail
Here are a few more points to remember.
1. Always remember to title the outline
2. Use the numbering and lettering found in the sample format. Main ideas are chief
points and given Roman numerals. A main topic must always have two important
subtopics and are listed as capital letters. Details are listed with Arabic numbers,
and sub-details are lower case letters.
3. Be sure to include a period after each number and letter in the outline. However,
Do not use periods if the content of the outline is not written in complete
sentences.
4. Begin each section of the outline with a capital letter.
5. Keep a parallel structure in the outline. If you begin using phrases, remain with
phrases throughout the entire outline. Do not switch to sentences.
6. Indent as shown in the example. You should be able to draw a straight line
through all the numbers, letters, and periods shown in the outline.
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Concept Mapping
Concept mapping is a tool for assisting and enhancing many types of thinking and
learning that we are required to do at the postsecondary level. To complete a map,
write the main idea in the center of the page. It may be a word, phrase, or idea. Then
place related ideas on branches that radiate from the central idea.
Directions for completing a Concept Map
1. Print in capital letters for ease of reading. It also encourages you to keep the
points brief.
2. Use unlined paper, if lined paper will interfere with the non-linear process of
Mapping. If you are using unlined paper, turn it in such a way that the lines are
vertical.
3. Use paper that has no writing on it.
4. Connect all words, phrases, or lists, with lines to the center concept or other
branches. When you get a new idea, start with a new spoke from the center.
5. Keep writing and do not focus on organization. Write down everything without
editing.
6. When you come to a standstill, look over what you have done to see if you have
left anything out.
7. You may want to use color-coding to group sections on the map.
There are a number of advantages in using concept mapping rather than taking traditional
classroom and textbook notes. They include:
1. It clearly identifies and defines the central idea by positioning it in the center of
the page.
2. It allows you to indicate clearly the relative importance of each idea.
3. It allows you to figure out the links among key ideas more easily, which may be
helpful for creative work, like essay writing.
4. It allows you to see all basic information on one page
5. Since each map will look different, it makes recall and review more efficient.
6. It allows you to add new information without messy scratching out or squeezing
in.
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In Conclusion
A wide variety of study skills have been presented in this section. We examined what
type of learner you are and explored several study skills that may be best suited to your
learning style. We reviewed general study habits, textbook organizational paaters, study
techniques, note taking skills, as well as suggestions for improving memory and
concentration.
Keep in mind that it will be important for you to practice these skills and find those
techniques that work best for you. It then becomes essential that you use them
consistently in order for them to become a habit.
If you make an effort to use the information in this section, the likelihood that the time
you invest in concentrated study will decrease and your performance on tests will likely
increase. Good Luck.
A variety of resources were used in preparation of this section. For additional
information, please refer to the following book and websites.
Roberts, J. (2004). Effective Study Skills: Maximizing Your Academic Potential. Upper
Saddle River: Pearson Education.
http://www.metamath.com/lsweb/fourls.htm#vv
http://www.studygs.net/index.htm
http//ccc.byu.edu//learning/txt-rdg.htm
http://edtech.tennessee.edu/~anonis/TYPES/CHART_MATRIX/chartmatrix.html
http://www.teacherfiles.com/teaching_resources.htm
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Test Taking Strategies
Helpful Suggestions for
Improving Test Performance
2006 -2007
Career Gateway
Intermediate Unit One
Angela Kenes, Instructor
Attachment 2-K
An Introduction
Every postsecondary institution requires students to complete tests. Depending upon
your chosen profession, certain programs require timed, formal exams for being issued a
certificate or license.
The purpose of this booklet is to assist you toward improving your ability to take a
variety of tests. There are many different types of questions that instructors may use on
tests, such as multiple choice, matching, essay, true/false, and completion. We will
address ways to effectively deal with test anxiety, review techniques that you can utilize
to better prepare you for taking tests, as well as how to improve your scores on the
different types of test questions.
Keep in mind that not all the suggestions presented here will work for everyone. You
will need to find those strategies that work best for you and then practice using them in
actual testing situations. I can assure that if you make the effort to try some of these
suggestions, your overall test performance will improve.
Are your ready to begin?
Test Anxiety
Everyone experiences some form of anxiety before and during a test. This response is
perfectly natural and understandable. However, when our nervousness and anxiety
reaches the point where it affects our performance on tests, it is a problem commonly
known as test anxiety.
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What Causes Test Anxiety
The following reasons are often noted for increasing test anxiety:
•
•
Lack of preparation as indicated by:
o cramming the night before the exam.
o poor time management.
o failure to organize text information.
o poor study habits.
Worrying about the following:
o past performance on exams.
o how friends and other students are doing.
o negative consequences of failure
Physical Signs of Test Anxiety
During an exam, you may experience any of the following bodily changes:
•
•
•
•
•
•
perspiration
sweaty palms
headache
upset stomach
rapid heart beat
tense muscles
Effects of Test Anxiety
Here are just a few things that may happen to you when you experience test anxiety.
•
•
Nervousness:
o Having difficulty reading and understanding the questions on the exam
paper.
o Having difficulty organizing your thoughts.
o Having difficulty retrieving key words and concepts when answering
essay questions.
o Doing poorly on an exam even though you know the material.
Mental Blocking:
o Going blank on questions.
o Remembering the correct answers as soon as the exam is over.
Attachment 2-K
Do You Experience Test Anxiety?
Here is a checklist to determine if you experience test anxiety. Answer all of the
questions truthfully. Circle “True” if the statement is generally true for you or “False” if
the statement is generally false.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
While taking an important exam, I perspire
a lot.
I feel very panicky when I have to take a
surprise exam.
During tests, I find myself thinking of the
consequences of failing.
After important tests, I am frequently so
tense that my stomach gets upset.
While taking an important exam, I find
myself thinking of how much brighter the
students are than I.
I freeze up on big tests like finals.
If I were about to take a big test, I would
worry a lot before taking it.
During an exam I find myself thinking of
things unrelated to course material.
During an exam I frequently get so nervous
that I forget facts I really know.
When I know I'm going to take a big exam,
I feel relaxed and confident.
I usually get depressed after taking an exam.
I have an uneasy, upset feeling before taking
a test.
When taking a test, I find my emotions do
not interfere with my performance.
Getting a good grade on one test doesn't
seem to increase my confidence on the
next test.
After taking a test, I always feel I've done
better that I actually have.
I sometimes feel my heart beating very fast
during important examinations.
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
If seven or more of your answers match the key, then you may have a problem with test
anxiety. Now, let’s find out how to deal with this issue.
Attachment 2-K
Reducing Test Anxiety
Here are some suggestions for helping you to reduce test anxiety.
Before the Exam:
1. Put things in perspective. Remind yourself that your entire future doesn't depend on
this exam. There will be other exams and other courses. Many students fail a course or
two but go on to graduate and have successful careers.
2. Over-study for the exam and attend class the day before the exam. This will
increase your confidence. Also, if you know the material to the point of facility, you will
be better able to answer test questions despite your test anxiety.
3. Remind yourself of past successes. Think of a tough course in which you struggled
but eventually succeeded. Tell yourself that if you did well on that past exam, you can do
well on the upcoming exam.
4. Don't give a test the power to define you. An exam won't tell you whether you're
brilliant or stupid. Your performance on an exam mostly depends on how well you
studied for the test, the quality of your prior education, and the test-taking strategies you
use.
5. Visualize completing the test successfully despite your anxiety. Play the entire
"tape" in your mind -- from the moment you wake up on the day of the exam to the
moment you finish the exam.
6. Practice anxiety control strategies. As you study, deliberately induce anxiety by
saying to yourself the negative thoughts you typically have during an exam (i.e. "I'm
going to fail.") Now, practice the Anxiety Control Procedure (described below). Remind
yourself that you will probably experience some anxiety during the test, but the anxiety
won't hamper your performance because you've practiced controlling the anxiety.
Attachment 2-K
During the Exam:
1. Try to avoid talking with other students right before the exam. Their anxieties may
rub off on you.
2. Choose a seat in a place with few distractions (probably near the front).
3. Remind yourself of how hard you studied, how well you did on another exam, and
how you've practiced anxiety control.
4. Expect a few "curve balls" on the exam. Remind yourself that you're not
expecting to get 100% on the exam; you're expecting an A. Also, your sense of what is
important is not going to match perfectly with what the professor thinks is important.
Therefore, when you encounter a curve ball on the exam, you're not going to get upset
and lose your concentration. Instead, you will simply skip that question for now and
return to it later to make an attempt.
5. If you begin to feel overly anxious, try the following techniques
A.
ANXIETY CONTROL PROCEDURE:
Turn the test paper over and close your eyes.
Breathe in slowly to the count of seven and exhale to the count of seven.
Continue this slow breathing until you begin to feel more relaxed.
Open your eyes, turn the test paper right side up, and give yourself a positive
self-talk (i.e. "You're sure to do well. You studied hard and remember, you got a
good grade on that homework assignment.") This whole procedure should take
only about a minute to do. It's well worth the time!
B. SELF VERBALIZATION EXERCISES:
The list below contains some common thoughts and worries which many test anxious
people have. Check those that you can identify with most. Feel free to add statements that
more accurately reflect what usually goes on in your head. Then study your list and see if
you can change any of your worrying thoughts. Ask yourself: How rational is each
thought? How much evidence do you have for such a belief? Can you change your
thought to something reasonable?
A. Worry About Performance
_____ I should have studied more...I'll never get through.
_____ I just want to finish and get out of here and hope for the best.
_____ I don't know anything...what's the matter with me.
_____ My minds a blank...I'll never get the answer...I must really be stupid.
_____ I can't figure out what the professor wants...no way I'll do well on this test.
_____ I can't remember a thing...this always happens to me...I never do well
Attachment 2-K
_____
_____
_____
_____
_____
_____
_____
_____
_____
Only 10 minutes left...there are so many questions...I'll never get through it.
I just can't think...why did I ever take this course.
It's no use...might as well give up.
I knew this stuff yesterday...what's wrong with me.
My mind's a blank...I'm just not cut out for this.
I have to get an A...smart people always get A's.
This stuff is easy...I should get everything right.
This is terrible, absolutely the worst test I've ever had.
I'm just a no good, terrible, worthless person.
B. Worry About Bodily Reactions
_____ I'm sick...I'll never get through.
_____ I'm sweating all over...it's really hot in here.
_____ My hands are shaking again...can't even hold the lousy pen.
_____ My stomach's going crazy...churning and jumping.
_____ Here it comes...I'm getting really tense again...normal people just don't do this.
C. Worry About How Others Are Doing
_____ I know everyone's doing better than I am.
_____ I must be the dumbest one in the class.
_____ I'm going to be the last one done again...I must really be stupid.
_____ No one else seems to be having trouble...am I the only one?
D. Worry About Possible Negative Consequences:
If I fail this test, I'll:
_____ flunk the course
_____ be kicked out of school
_____ never get into graduate school
_____ have to get A's on the midterm and final
_____ have to go to summer school
_____ never get a good grade
_____ never graduate on time
_____ never get the kind of job I want
_____ my family (or friends, boyfriend/girlfriend, teacher, etc.) will really be
disappointed in me...I'll never be able to face them again
_____ everyone will think I'm stupid...I'll really be embarrassed
6. Do not obsess about running out of time on the test. Check the time periodically
(say after you've finished a third of the test), but avoid checking too frequently, as this
will only distract you and make you more anxious. Remind yourself that it's better to
miss a few points by not quite finishing the test than to lose your concentration and thus
miss many points.
7. Approach your studying seriously, but think of the test as a game. Your goal is to
collect as many points as you can in the time available. Don't worry about a particular
Attachment 2-K
question. If you're unsure of the answer, guess and move on. Remind yourself that you
can miss a few questions and still get an A.
Taking tests are a critical part of the post secondary experience. Some nervousness or
anxiety is to be anticipated and may actually be beneficial. However, the above strategies
have been shown to be successful in assisting individuals to reduce their fear and improve
their test scores.
Why not try a few of them to see which ones work best for you.
Test Taking Strategies
A Few Guidelines
Now that we have learned to deal with test anxiety, let’s explore ways to improve your
performance on tests. Here are a few general suggestions for preparing you to take tests.
1. Gathering knowledge of the truth is the best preparation for tests.
Concentrated hours of effective study to force facts into your memory is the best
way to prepare for any test. However, teachers often try to test your memory of
the material by slightly altering it. In this case, practice and some test-taking skill
will help.
Attachment 2-K
2. Always arrive early and take a moment to relax and reduce your anxiety.
a. This brief time period will boost your confidence
b. Use this time to focus your mind and think positive thoughts.
3. Listen attentively to last minute instructions given by the instructor.
a. Teachers often last minute changes.
b. Missing instruction causes extreme anxiety.
4. Read the test directions very carefully and watch for details.
a. You may find that more than one answer may be possible on multiple
choice test.
b. A key detail may require only three out of the five essay questions.
5. Plan how you will use the allotted time.
a. Estimate how many minutes you will need to finish each test section.
b. Determine a pace that will ensure completing the whole test on time.
c. Start with the easiest section to build your confidence.
6. Maintain a positive attitude.
a. Don’t let more difficult questions your raise anxiety and steal your
valuable time. Move on and find success with other questions.
b. If you are not penalized for wrong answers, guess and move on.
c. Avoid watching for patterns. Noticing that the last four answers are "c"
is not a good reason to stop, go back, and break concentration.
7. Rely on your first impressions.
a. The answer that comes to mind first is often correct.
b. Nervously reviewing questions and changing answers can do more
harm than good.
8. Plan to finish early and have time for review.
a. Return to difficult questions you marked for review.
b. Proofread your essays and pay attention to grammar and spelling.
c. Make sure you answered all questions. More than one student has
failed to notice questions on the back side of the paper.
9. Consider every test a practice session - analyze your performance.
a. Test taking is an art that needs refinement. One cannot refine the art
without practice and serious evaluation.
b. Go through each test thoroughly and see if your plan worked.
c. Look at each section to identify your fault patterns. Do you need to
work on true/false, multiple choice, or essay?
d. Talk to teachers regarding low scores, especially on essays.
Attachment 2-K
Types of Test Questions
Instructors vary on the types of questions that are chosen for exams. Now, let’s consider
each type of question and practice taking an example of the type of test.
Guidelines for Answering True-false Questions
1. When you do not know the answer. Mark it true!
o There are generally more true questions on true-false exams than false
questions.
o Instructors find it difficult to make a false statement look true.
o Specific detail in the statement may also tend to make it true. For example,
the statement "Babe Ruth hit 60 home runs in one season" has specific
detail and is more likely to be true.
2. Look for any factor that will make a statement false.
o It is easy for the instructor to add a false part to an otherwise true
statement.
o Students often read the question and see some truth and quickly assume
that the entire statement is true. For example, "Water boils at 212 degrees
in Denver." Water does boil at 212 degrees, but not at Denver’s altitude.
3. Look for extreme modifiers that tend to make the question false. Extreme
modifiers, such as always, all, never, or only make it more likely that the question
is false. Here is a more complete list of EXTREME modifiers.
all
always
nobody
everyone
none
best
never
worst
everybody
certainly
certainly not
absolutely
not
only
invariably
no one
Attachment 2-K
4. Qualifying words tend to make a question true. Qualifiers (seldom, often,
many) increase the likelihood that the statement is true. Here is a more complete
list of QUALIFIERS.
usually
some
probably
might
frequently
seldom
a majority
a few
often
many
apt to
may
sometimes
much
most
unlikely
5. Negative words or prefixes complicate the statement.
o The prefixes (un-, im-, miss-) will alter the meaning of the statement.
o Double negatives make a positive. For example "not uncommon" actually
means common.
6. Questions that state a reason tend to be false.
o Words in the statement that cause justification or reason (since, because,
when, if) tend to make the statement false.
o Pay close attention, the reason that is given may be incorrect or
incomplete.
7. Questions that state a reason tend to be false.
o Words in the statement that cause justification or reason (since, because,
when, if) tend to make the statement false.
True or False Quiz
Your Guess
1. You should relax and arrive early when
taking a test.
T
F
2. With true or false questions, the
questions are generally true.
T
F
3. No one should keep a steady pace when
taking a test.
T
F
4. Amount of sleep never affects how
you'll do on a test.
T
F
5. With any extra time, you should review
your answers.
T
F
6. You should never waste time reading
the directions.
T
F
Answer
Attachment 2-K
7. There is no substitute for the truth.
T
F
8. Negative words sometimes affect the
truth.
T
F
9. It is smart to state a reason why the
question would be false.
T
F
10. You should never pay attention to
qualifiers that will make the question true.
T
F
Guidelines for Answering Multiple-choice Questions
1. Formulate your own answer before reading the options.
o Focus on finding an answer without the help of the alternatives.
o This process will increase your concentration.
o Doing this will help you exercise your memory.
2. Eliminate unlikely answers first.
o Eliminating two alternatives quickly may increase your probability to
50/50 or better.
o Use the true-false methods described earlier and find the false alternatives
or distracters.
o Jokes and insults are usually distracters.
o If two answers are synonyms, eliminate both.
3. Select numbered answers from the middle range, not the extremes.
o For example, if the height of a mountain is requested, eliminate 20,000
feet (high), and 3,000 feet (low). Then choose between 8,000 feet and
11,000 feet.
4. Select answers that are longer and more descriptive.
o Longer (true) answers stand out and contain more detail.
o Shorter (false) answers are created quickly as throw aways.
o Descriptive detail is given to help you identify the truth.
5. Similar answers give you a clue! One of them is correct, the other is
disguised.
6. Watch out for "NOT TRUE?”
o
o
Remember to reverse your procedure and eliminate truth.
Use the true-false methods described earlier and find the false alternative.
Attachment 2-K
Multiple-choice Quiz. Choose the answer that completes the question most accurately,
and circle the correct answer.
1. The right answers in multiple choice questions tend to be:
A. short
B. at least a paragraph long
C. longer and more descriptive
2. When guessing on a multiple choice question with numbers in the answer:
A. always pick the most extreme
B. pick answers in the middle range
C. skip it
3. What is the process of elimination in a multiple choice question:
A. skipping the entire question
B. eliminating the wrong answers
C. just guessing
4. What section should you do last when taking a test:
A. the easiest
B. the last part of the test
C. the most difficult because you have already completed the objective
questions
5. What should you not do when taking a multiple choice test:
A. pay attention to patterns
B. read each question carefully
C. read all choices
6. How could one concentrate more on the question:
A. think about it for a long time
B. try to find the answer without looking at the alternatives first
C. don't concentrate--it doesn't help
7. What is a good method for guessing:
A. use the process of elimination
B. always pick "c"
C. look at your friends paper
8. What should you not do when taking a test:
A. answer the questions as fast as possible
B. read each question carefully
C. listen to last minute instructions
9. What is good advice when doing matching questions:
A. go through the entire list before you start matching
B. do not guess until all absolute matches have been made
C. all of the above
10. What should you rely on when taking a test:
A. your neighbor
B. your knowledge
C. nothing
Attachment 2-K
Guidelines for Answering Matching Questions
1. Examine both lists to determine the types of items and their relationships.
o Remember the test maker may be testing to see if you have mastered
terms.
o Look completely through both lists to become familiar, build your
confidence, and enhance your memory of key words or phrases.
2. Use one list as a starting point and go through the second list to find a match.
o This process organizes your thinking and promotes memory.
o As you become familiar with the second list, you will be able to go
straight to a match that you saw when looking through the lists a previous
time.
3. Move through the entire list before selecting a match because a more correct
answer may follow.
4. Cross off items on the second list when your are certain that you have a
match.
5. Do not guess until all absolute matches have been made because you will
likely eliminate an answer that could be used for a later choice.
Matching Test: Write the correct letter in front of the number.
1. Headphones
2. Puppies
3. Weight lifting
4. Deer
5. Comedy
6. Home
7. Cars
8. Horn
9. Books
10. Paper
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
is where the heart is
live in mountainous areas
are relaxing to read
is used to write on
are cute
is good for making one stronger
usually gives us a good laugh
these range in price from $100 - over $1,000,000
used to motivate other motorists
when used to often can hurt the ears
Attachment 2-K
Short Answer Tests
This type of test generally requires the student to write a brief paragraph or a list. This
format is often included with multiple choice true-false, and matching tests. The
following are a few suggestions for completing this type of test.
1. Read the question carefully. If all you are required to do is list the answer, then
there is no need to discuss any of them in detail. For example, list the different
types of textbook organization.
2. Pay attention to the point distribution on the questions. You should spend more
time and write more on questions worth more points.
3. Think before you actually start writing. Write only what is asked in the question.
4. Put forth your best effort on composition and spelling. Post secondary instructors
expect you to be able to in complete sentences, have basic grammar and spelling
skills.
5. Use clues on the test when in doubt. The amount of space left for an answer will
often indicate if the expected answer is relatively short or a little longer.
Problem Solving Tests
These types of tests generally require you to solve problems, such as in math or
chemistry. Here’s a few suggestions.
1. Be sure of what is expected on each question. When in doubt, ask for
clarification from the instructor.
2. On math tests, find out if points will be assigned to correct answers only or if
partial credit will be given for proper procedures.
3. Know ahead of time if you will be required to memorize formulas. If they are
given, work on studying concepts and completing practice problems.
4. Take all calculators and other materials to the testing room. Pencis, erasers,
calculators.
Guidelines for Essay Questions
1. Organize your thoughts before you begin to write.
o A short outline on a separate piece of paper will improve your answer.
o Write the topics and the key introductory words.
2. Paraphrase the original question to form your introductory statement.
o his process helps you get the question straight in your mind.
o Restating the question allows the teacher to see how you understood the
question. Perhaps you understood it to mean something other than the
teacher intended.
3. Use the principles of English composition
Attachment 2-K
Form a clear thesis statement (statement of purpose) and place it as near to
the beginning as possible.
o Provide clear explanations to back up the main concept.
o Remember, a complete answer usually has a main idea , supporting details
and illustrative examples.
4. Write clearly! Teachers need to be able to read it.
o Making teachers work hard to read lowers your grade.
o Write or print clearly, using a dark-colored erasable ball point pen.
o Avoid crossing out words or sentences, and don't smudge your paper.
o Remember to save some space for a brief but adequate summary.
5. Use lists or bullets wherever possible.
o Numbers or bullets allow the teachers to easily see your points.
o Never burry your lists or key points in the middle of a paragraph.
6. Identify the verbs or words in the question that give you direction.
o Key words in each question describe the task you are expected to
complete.
o Circle the direction words in the question to make sure that you are
focusing on the desired task.
o Sample direction verbs or adjectives, and their generally intended action
or task, are listed below.
o
1. Direction verbs that ask you to review an idea or concept in your own
words:
summarize,
survey,
discuss,
explain
2. Direction verbs that ask for a set of items or ideas that were presented
in lecture or reading. These action words generally require more precise
wording of items by giving numbers or steps:
trace, outline, list, diagram, solve
3. Directions verbs that ask you to speak in favor of a concept or give the
reasons why it should be accepted as valid:
defend,
argue,
debate,
contend,
justify
4. Directions verbs that ask for a specific meaning or picture of a concept:
define, clarify, describe, depict, illustrate
Attachment 2-K
5. Directions verbs that ask you to show differences in several ideas or
situations:
contrast, compare,
distinguish, differentiate,
6. Direction adjectives that ask for specific information the instructor
considers important:
significant, critical, key, important, major,
principal, essential, vital
Essay Question: Identify several ways to improve your score on an essay-writing exam.
Discuss one suggestion that you feel would be most helpful to you and why.
________________________________________________________________________
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Attachment 2-K
In Conclusion
Taking tests is an important part of your postsecondary experience. This booklet was
designed to assist you toward reducing test anxiety, as well as provide you with general
suggestions to prepare for tests and review different types of questions commonly found
on exams.
I strongly encourage you to make the effort to incorporate them in your future testing
experiences.
The information contained in this booklet was drawn from a variety of websites. For
more detailed information, please refer to the following book and websites:
Roberts, J. (2004). Effective Study Skills: Maximizing Your Academic Potential. Upper
Saddle River: Pearson Education.
http://ccc.byu.edu//learning/strategy.php
http://ub-counseling.buffalo.edu/stresstestanxiety.shtml
http://www.luc.edu/depts/lac/skills/testing.html
Attachment 2-K
Managing Stress
Helpful Suggestions
For Coping with Stress
2006 -2007
Career Gateway
Intermediate Unit One
Angela Kenes, Instructor
Attachment 2-L
Everyone Suffers From Stress!
Every person experiences some form of stress in their life. We experience
stress when both good and bad things occur in our life.
It is also important to remember that too little stress in one’s life can have
just as negative impact as too much stress.
Individuals with too little stress are often unmotivated and quickly loose
interest in a task, while those with too high a stress level are frequently
worried and feel out of control.
This booklet is designed to assist you in learning how to effectively cope or
manage the stress that you may be experiencing in your life.
What Causes Stress?
Surprisingly, many incidents that may appear trivial can cause stress.
However, when combined with other events, our stress level will increase
dramatically. Below are just a few examples of events that can cause us
stress.
¾
¾
¾
¾
¾
¾
¾
Noise
Long lines
Poor lighting
Crowded workspace
Being too hot or too cold
Being too early or late for an appointment
Constant interruptions
Attachment 2-L
Now, add some life changing events to the mix, and our stress levels
significantly increase. Examples include the following:
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¾
¾
¾
¾
¾
¾
¾
Losing a job
Having a baby
Death of a loved one
Divorce
Winning the lottery
Vacation
Major holidays
Personal injury or illness
Remember that both the positive and negative events that occur in our lives
cause stress.
Signs of Stress
How can you tell if you are experiencing stress? Actually, your body will give you signs
that you are under stress.
The following checklist provides signals that you are experiencing stress. Check off all
those that apply to you.
Behavioral Signs of Stress
___ Accident-prone
___ Crying a lot
___ Clenching hands
___ Forgetting things a lot
___ Overeating
___ Sleep problems
___ Nervous laughing
___ Tapping foot
___ Drumming fingers
___ Grinding teeth
Attachment 2-L
Physical Signs of Stress
___ Acne
___ Backache
___ Eyestrain
___ Headaches
___ Skin rashes
___ Sleep changes
___ Trembling
___ Tiredness
___ Weakness
___ Weight changes
___ Stomach pains
___ Dizziness
Emotional Signs of Stress
___ Anxious
___ Depressed
___ Hyperactive
___ Impulsive
___ Irritated often
___ Mood swings
___ Racing thoughts
___ Wandering thoughts
If you find that you have marked several of these symptoms, then your body is likely
sending you signals that you are experiencing stress.
Attachment 2-L
Coping With Stress
We will now explore some strategies for assisting you to deal with stress.
Topics that will be covered include ways to relax, managing your time,
becoming more assertive, and healthy habits.
Keep in mind that each person’s relief from stress will be different. The key
is to find those activities and techniques that work for you, and then USE
them!
1. Learn To Relax!
The hectic pace of our life makes the idea of relaxing seem impossible. However, you
owe it to yourself to take time for you. The key is to find an activity or pastime that you
enjoy and set time aside to complete it. Remember, doing things that we enjoy helps us
to feel calmer, reduces pain, and clears the mind.
Attachment 2-L
Here are a few relaxing activities that you may already enjoy or want to consider trying in
the near future:
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¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Taking a walk or exercise
Watch a funny movie
Play a game or do a puzzle
Watch the sun set with a cup of herbal tea
Take a warm bath or shower
Play music you enjoy
Call a friend
Wear comfortable clothes
Do an outdoor activity
Take a nap
Play with a child or pet
Think of something that you might enjoy doing and list it here:
2. Deep Breathing
Did you know that your breathing becomes shallower when you are tense? Shallow
breathing can cause a headache or make you to feel sleepy and edgy.
Here is a simple deep breathing exercise to try.
1. Sit comfortably in a chair with your legs apart and your arms at your sides.
2. Slowly draw your breath in through your nose. Take a long steady breath and
allow your chest to fill with air.
3. Let your breath out of your mouth with a “whooshing” sound.
4. Continue for three to five minutes using this process. Listen to the sound of your
deep breathing and how it feels.
3. Set Your Mind Free
Sometimes, we need to clear our minds from all the “hustle and bustle” around us. Here
are two techniques to try to relax.
1. Take 15 minutes to allow your mind to wander. Find a quiet place and make
yourself comfortable. Close your eyes and try not to think of anything. You may
even hum if you like. Open your eyes slowly, and you will likely feel more
relaxed and refreshed.
2. Picturing yourself in a relaxing place can help to give both mind and body a
break. Get as comfortable as you can and then take a few of the deep breaths.
Attachment 2-L
Picture yourself anywhere you want to be, like a beach, the woods, or in the
country. Imagine the sights, sounds, smells, and feel of this place. Spend 15
minutes at your “mental getaway” destination. Then, open your eyes, and you
will feel totally relaxed.
4. Relaxing Your Muscles
Here are some simple tricks to relaxing your muscles.
1. Take a pen or pencil and hold it tightly in your hand. Tighten your hand around
the pen and hold for approximately 30 seconds. Release the pen and repeat
several times.
2. A full body stretch and a good yawn are also great ways to relax those tense
muscles.
5.
Managing Your Time
Each of us has a busy life. Sometimes, we feel drawn in many different directions.
Let’s look at some ways we can manage our time better. First, let’s consider how to
avoid things that waste our time, goals for the future, and procrastination.
A. Wasting Time
So many things can occur that cause us to waste time unnecessarily. Things that
can waste your time include the following:
¾ Lack of organization
¾ Unable to say no
¾ Spending time with individuals who do not help you relax
Here’s a few ways to cut down on time wasters.
1. Learn to say no to tasks and people who are not a help to you.
2. Try not try to be a perfectionist. Focus on what needs extreme care and be
less careful with the rest.
3. Set time aside where you will not be interrupted. If someone calls during that
time, stand up. You will likely talk less then if you remain sitting.
Attachment 2-L
4. Keep things in a specific place so you don’t have to constantly be searching.
5. When forced to wait, make use of the time. Complete a grocery list or make a
to do list for the following day.
B. Procrastination
Does it seem like you are always putting things off until the last minute?
Procrastination wastes valuable time and leads to additional stress in your life.
Here are a few suggestions to prevent procrastination.
9 Make a commitment to complete the task. You are more likely to follow
through on a promise once it is made.
9 Ask questions when unclear about details
9 Break large tasks into smaller, more manageable assignments.
9 Start hard tasks when your energy is the highest. For some, that is early morning
or later in the day.
9 Remember why you are doing a task. What are the benefits of completing it?
Consequences if you do not finish it?
9 Reward yourself when you complete a portion of the task.
9 Start it! The best way to prevent procrastination is to simply begin.
C. Goal Setting
Each of us have goals that we would like to achieve for the future. One of the
first things that we need to do is identify them. Once we know exactly what we
want to achieve, the next step is reaching them.
The following pages provide tips on setting goals, asking ourselves important
questions as we set these goals, as well as goal worksheets to assist you in
preparing goals for the future.
Attachment 2-L
D.
Assertiveness
An important aspect of reducing stress is learning to be able to communicate your
needs clearly and directly. Your intent is not to upset or harm others, but to be
able to share with others what is important to you.
There are many benefits to being assertive and include some of the following:
™
™
™
™
Assists you in asking for help
Allows you to be more clearly understood
Discovering that others will listen to you
Allows you to say no without feeling guilty
Complete the following checklist to learn if you are assertive. Place a 1 next to
the items that make you slightly uncomfortable and a 2 next to the items that
make you very uncomfortable. Do not give a score to any activity that does not
cause you any discomfort.
___ Returning an item to the store
___ Making a business appointment
___ Asking for a favor
___ Speaking in public
___ Complaining about poor service
___ Getting a review from the boss
___ Disagreeing with a friend
___ Asking a stranger for directions
___ Being critical of a friend
___ Questioning someone’s decision
___ Telling someone you are angry
___ Speaking up when you are cheated
___ Saying no to an invitation
___ Saying no to a pushy salesperson
___ Shushing someone at a movie
___ Asking for a date
___ Asking for a loan
___ Expressing an opinion that differs from the
group
Add up your score.
1-7: You are assertive
8-16: You could practice to become more
assertive
17-30: You are uncomfortable being assertive and
this could be causing you stress.
Attachment 2-L
Use the LADDER to learn to be tactfully assertive and share your needs and
concerns with others.
Step 1: Look at your needs, wants, rights, and feelings. Now that I’m in
school, I can’t get all my cleaning done and the kids won’t help.
Decide what you want to do: I want to have chores assigned to each child.
Step 2: Arrange a meeting with the person(s) you need to talk to. Pick a
time that is good for all of you and when you are relaxed.
Step 3: Define the problem clearly. I need help keeping the house clean.
Step 4: Describe your feelings using “I-messages”. I-messages do not
blame the other person for how you feel, even if the other person’s
behavior is the problem. “I do not feel that I am able to get everything
done around the house because I am so busy with school and studying.”
Step 5: Express a plan for solving the problem. Look everyone in the
eye, use a calm, clear voice, and stand or sit tall. “I would like for each of
you to have chores that you complete each day.”
Step 6: Reward the individuals for changing their behavior. Tell them
what the benefits will be and reward yourself for your own efforts. “ I will
give each of you a small allowance and we will pick a family activity to
do every two weeks.”
Using this technique may require practice, but it will help you to be more
assertive, understand that your needs are just as important as everyone else’s, as
well as find a way to meet those needs.
Attachment 2-L
6.
Healthy Habits
Time and time again, we hear about the importance of a balanced diet and exercise. Few
could argue that a diet high in calories or little physical activity is good for one’s health.
Did you know that diet and exercise can also affect the amount of stress that we
experience? Diets that are low in fat and high in fiber allow for more energy and better
health. B vitamins actually help to keep stress under control.
However, there are some foods that increase the stress in our bodies and include the
following:
9 Caffeine
9 Sugar
9 Salt
Here are a few suggestions for healthy eating!
9
9
9
9
9
Eat three meals a day
Drink plenty of water
Eat a variety of foods high in nutrients, like fresh fruit and vegetables
Limit sugar, salt, and caffeine intake
Cut down on fats and cholesterol
Eating healthy is just another way to reduce the level of stress in your life.
Exercise is also another way to reduce stress. Activity helps to release chemicals in the
body that reduce tension. Many people dislike exercise because they consider it to be
work. However, it can also be fun. Here are some suggestions to get you moving and
reduce stress.
™ Find activities that you enjoy. Perhaps you would prefer using an exercise bike to
taking a walk.
™ Find an “exercise buddy.”
™ Begin an exercise routine slowly and gradually build the time. Be sure to do
stretches when you begin and end your workout.
™ Aerobic exercises, such as biking, swimming, or hiking, are good for your heart
and are noted for being excellent ways to reduce stress.
Attachment 2-L
In Conclusion
This book contains just a few suggestions for reducing stress in your life. For a more
complete guide, please refer to the following book which was used as a guide for
preparing this booklet:
American Institute for Preventive Medicine. (1997). Managing stress. New York: New
Readers Press.
All of us experience stress in our life. Learning how to effectively manage stress will
make us happier, healthier, and more relaxed. Keep in mind that each person will relieve
stress in different ways. The key is finding one that works for you.
Good luck, and remember to relax!
NOTES
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Attachment 2-L
Postsecondary
Organizational
And
Time Management Skills
A Guide for Planning
2006 -2007
Career Gateway
Intermediate Unit One
Angela Kenes, Instructor
Attachment 2-M
An Introduction
This booklet is designed to assist you in preparing for your postsecondary experience.
We all have serious demands placed upon our time each day. For the adult learner
entering postsecondary education, their workload dramatically increases.
In order to make the transition to higher education easier, knowledge of organizational
and time management skills is essential. In this booklet, we will discover what type of
planner you are, how much time you actually have to devote to study, as well as
examples of daily and monthly planners that may serve as a model for organizing your
day.
How Well Do You Plan?
DIRECTIONS: FOR EACH QUESTION, CIRCLE THE NUMBER THAT BEST DESCRIBES YOU.
Never
Seldom
Sometimes
Often
Always
1
2
3
4
5
Do you put
daily plans on paper?
1
2
3
4
5
Do you allow flexibility
in your
plans?
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
5
4
3
2
How often do you plan in
an effort to keep life from
running out of control?
How often do you
accomplish all you plan
for
a given day?
How often do you plan
time for what matters most
to you?
How often is your daily
plan destroyed by urgent
interruptions?
Attachment 2-M
SCORING: Add the numbers next to your answers.
INTERPRETATION:
6-10: Terrible Planner.
You should consider using new tools and processes to help you plan effectively. A great first step would be
to take a time management course.
11-15: Below average planner.
You may already have a planning system, but using it more effectively will help to reduce the stress and
lack of control you feel in your life.
16-20: Average planner.
Your planning system is working, but you can do better. You may need help focusing on priorities, dealing
with urgent interruptions or writing your daily plan.
21-25: Above-average planner.
Your planning system is working well. Keep up the good work, with periodic reviews to be sure you’re
planning around what matters most in your life.
26-30: Excellent planner--or candidate for burnout?
You have mastered planning and should experience the serenity that comes from taking charge of your life.
But make sure you’re in control of your planning rather than letting it control you.
How Much Time Do You Have?
To begin managing your time more effectively, you first need a clearer idea of how you
now use your time. The Personal Time Survey will help you to estimate how much time
you currently spend in typical activities. To get a more accurate estimate, you might keep
track of how you spend your time for a week. This will help you get a better idea of how
much time you need to prepare for each subject. It will also help you identify your time
wasters. But for now complete the Personal Time Survey to get an estimate. The
following survey shows the amount of time you spend on various activities. When taking
the survey, estimate the amount of time spent on each item. Once you have this amount,
multiply it by seven. This will give you the total time spent on the activity in one week.
After each item's weekly time has been calculated, add all these times for the grand total.
Subtract this from 168, the total possible hours per week. Here We Go….
Attachment 2-M
PERSONAL TIME SURVEY
1. Number of hours of sleep each night
____ X 7 = ____
2. Number of grooming hours per day
____ X 7 = ____
3. Number of hours for meals/snacks per day –
____ X 7 = ____
include preparation time
4a. Total travel time weekdays
____ X 5 = ____
4b. Total travel time weekends
____
5. Number of hours per week for regularly scheduled functions
____
(clubs, church, get-togethers, etc.)
6. Number of hours per day for chores, errands, extra
____ X 7 = ____
grooming, etc.
7. Number of hours of work per week
____
8. Number of hours in class per week
____
9. Number of average hours per week socializing, dates, etc.
____
Be honest!
Now add up the totals:
Subtract the above number from 168
________
168 - _______ =
________
The remaining hours are the hours you have allowed yourself to study.
Attachment 2-M
Let’s Get Organized
Now that we know how much time we have, it becomes necessary to carefully organize
and plan our time.
One of the best ways to remain organized is to keep a schedule, daily, weekly, and
monthly. It would also be helpful to keep a list of daily assignments. Such an approach
provides a visual alert to events, upcoming assignments, and assists us toward reaching
our short and long-term goals. Keep in mind that situations will occur that will make
changing your plan a necessity. However, the key is to try to follow your schedule as
closely as possible.
Here are a few things to keep in mind when organizing your commitments:
1. Do not overlap activities or count them more than once.
2. Use a typical week when estimating your hours
3. Realize that some study time can be found during another activity. Perhaps you
have children to care for and allotted so much time for this activity. However,
keep in mind that you can incorporate study time when they are sleeping or
playing in their rooms.
4. Be prepared to cut back on time spent in certain activities if you find that you are
unable to find adequate amounts of time to study. Perhaps you will need to limit
eliminate one social gathering a week. Higher education does means some
sacrifice.
5. Keep track of important events and appointments to making planning for study
easier.
The following are examples of daily, weekly, and monthly schedule templates. They can
easily be created in any Microsoft Word program, or make copies from the ones
provided.
Attachment 2-M
Daily Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Date: _________________________________________________
Time
Activities, Assignments, Appointments
6:00 am
7:00 am
8:00 am
9:00 am
10:00 am
11:00 am
12:00 pm
1:00 pm
2:00 pm
3:00 pm
4:00 pm
5:00 pm
6:00 pm
7:00 pm
8:00 pm
9:00 pm
10:00 pm
11:00 pm
12:00 am
Attachment 2-M
MONTH OF ______________________
SUN
MON
TUES
WED
THURS
FRI
SAT
Attachment 2-M
A Few Things to Remember about Managing Your Time
Now that you have the tools to begin managing your time more effectively and
efficiently, here are a few more suggests to assist you with managing your time.
1. Remember to continue to set both long and short-term goals for yourself and
remember to revisit them.
2. Make a habit of recording all your assignments. If you fail to do this regularly,
there will come a time when you will forget about an upcoming test, homework
assignment, or reading.
3. Begin to compile to do lists, and prioritize the lists. What must be done
immediately and what can wait.
4. Remember not to procrastinate.
5. Remember to study most difficult subjects at peak performance periods.
6. Plan for two to three hours of study for each hour spent in class a week. That is a
general rule of thumb of how much time will be required to be a successful
postsecondary student. If you are in one class three hours a week, expect to need
to study six to nine hours a week for that class. Be sure to plan your schedule
accordingly.
7. Distribute your study time over shorter periods, rather than engage in a large
block of study time.
8. Study when you have any time available. Must you wait in a doctor’s office?
Use that time to review notes. Must you wait on a child at football practice? Do
some reading while waiting in the car.
9. If you are too overwhelmed by commitments, eliminate a few of them. As a
postsecondary student, you cannot do everything. Trying to do so will just
increase your stress level and you will not be able to complete everything to the
best of your ability.
In Case of Emergency
Emergencies do occur that will ultimately disrupt your planned schedule and prevent you
from attending class. A few things to keep in mind to better handle these situations
include:
1. Find a responsible student who attends class with you that can provide
information on what you missed in class that day, and be sure to return the favor.
2. Arrange for an alternative ride to class if you miss the bus or your car is in need of
repairs
3. Make alternative arrangements for childcare in case an emergency occurs with
your regular sitter.
4. If you need to miss class for an out of town emergency, be sure to notify the
instructor.
5. Invest in a wind up clock, just in case the power goes out.
Attachment 2-M
In Conclusion
Planning is an integral part of your postsecondary experience. However, it
is important to remember to take time for yourself and relax.
Information for this booklet was taken from the following sources:
USA WEEKEND by time management expert Hyrum Smith, Chairman of
the Franklin Covey Co., whose Franklin Planners, agendas and planning
software are used by 15 million Americans.
http://www.csustan.edu/counseling/personaltimesurvey.html
Roberts, J. (2004). Effective Study Skills: Maximizing Your Academic Potential. Upper
Saddle River: Pearson Education.
NOTES
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_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
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Attachment 2-M
Career Exploration
A
Career Gateway
Research Assignment
2006 -2007
Career Gateway
Intermediate Unit One
Angela Kenes, Instructor
Attachment 2-N
Introduction
This booklet is designed to assist you as you explore additional information regarding a
career that may be of interest to you or one that you plan to pursue.
It is always a good idea to explore a wide array of information about a career. There are
numerous resources available to individuals who are curious about the positions that
interest them.
We are going to explore several topics in this booklet. We will first take an interest
survey that will assist you in finding positions that are suited to your personality, likes,
and interests. Consider for a moment how much satisfaction you would find in a career
where you were required to remain on the phone all day when you prefer to work
outdoors.
Once we determine your interests, you will have the opportunity to explore those careers
that seem best suited for you.
PA Career Guide
The PA Career Guide is a publication that was developed by the PA Department of Labor
and Industry to provide additional information about career opportunities that are
currently in high demand in PA. The guide has a great deal of useful information, from
finding information about financial aid to interviewing skills.
We are going to be using this resource to learn more about your interests and those
occupations that closely match your interests. Refer to the following website and
complete several of the activities to learn about those careers may be best suited for you.
http://www.paworkstats.state.pa.us/gsipub/index.asp?docid=406
Attachment 2-N
Explore
Now that you have identified some careers that you feel would be interesting, let’s
explore at least two of them in greater depth.
Select one career that interests you and write it on the line.
Let’s now find out some additional information about this career. Answer the following
questions about the above career.
1) In what places could you find work with this career?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2) What kind of duties would you be expected to perform in this position?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3) What local schools offer training in this career?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4) Is this career in high demand? ___________
Attachment 2-N
With this new information, answer the following questions:
Is this a career that I would still enjoy? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What would be something that you think you might dislike or not enjoy about this career?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
In Conclusion
A great deal of planning and consideration needs to be invested when choosing a career.
This assignment was intended to provide you with a significant amount of information in
order that you will be able to make informed decisions. Good Luck!
Attachment 2-N
Intermediate Unit 1 Career Gateway
Rubric for Scoring Culminating Assignment
Objectives
Participants will
demonstrate
knowledge of career
opportunities in high
demand occupations.
Participants will
demonstrate
understanding of
education
requirements for
desired careers.
Participants will
demonstrate
knowledge of postsecondary institutions,
student financial aid,
and other support
services.
Inadequate
Minimal
Adequate
Exemplary
1 Point
The learner
demonstrates no
knowledge of
career
opportunities in
high demand
occupations; or,
the information
presented is wholly
inaccurate.
1 Point
The learner
demonstrates no
understanding of
the education
requirements for
his or desired
career; or, the
information
presented is wholly
inaccurate.
1 Point
The learner
demonstrates no
understanding of
post-secondary
institutions, student
financial aid, and
other support
services; or, the
information
presented is wholly
inaccurate.
2 Points
The learner
demonstrates
minimal knowledge
of career
opportunities in
high demand
occupations; some
of the information
presented is
inaccurate.
2 Points
The learner
demonstrates
minimal knowledge
of the education
requirements for
his or her desired
career; some of
the information
presented is
inaccurate.
2 Points
The learner
demonstrates
minimal knowledge
of post-secondary
institutions,
student financial
aid, and other
support services;
some of the
information
presented is
inaccurate.
3 Points
The learner
demonstrates
adequate
knowledge of
career
opportunities in
high demand
occupations; the
information is
accurate.
3 Points
The learner
demonstrates
adequate
knowledge of the
education
requirements for
his or her desired
career; the
information is
accurate.
3 Points
The learner
demonstrates
adequate
knowledge of postsecondary
institutions,
student financial
aid, and other
support services;
the information is
accurate.
4 Points
The learner
demonstrates
extensive
knowledge of
career
opportunities in
high demand
occupations; the
information is
accurate.
4 Points
The learner
demonstrates
extensive
knowledge of the
education
requirements for
his or her desired
career; the
information is
accurate.
4 Points
The learner
demonstrates
extensive
knowledge of postsecondary
institutions,
student financial
aid, and other
support services;
the information is
accurate.
Earned
Points
Score:
Student Name: ____________________________________ Program__________________________________
Type of Assignment Submitted (Portfolio, Power Point presentation, etc.) ________________________________
Scored by: _______________________________________ Date Scored: ______________________________
Adapted from: National College Transition Network, http://www.collegetransition.org/
Attachment 2-O
Cohort Building Example
Intermediate Unit 1
Career Gateway
Story bank entry: March 22, 2007
Working Together
Transition strategy: If IU 1 coordinates and streamlines the career exploration and career
counseling services for the Adult Learning Center (ALC) students with the PA
CareerLink, then more GED students will transition to postsecondary.
Background/Context:
The March Career Gateway classes were held at the Fayette PA CareerLink. We had five
students referred from ALC and two students referred from the PA CareerLink. The
students did not know each other prior to coming to the classes.
Two of the students, Jo Anne and Nicole both came to the classes with the goal of going
to California University in order to become an RN.
What Happened?
Angela introduced all of the ALC students to our PA CareerLink contact, Erika, during
the first week of class. Each student talked informally with Erika. Through the
discussion in the classes and with Erika, Jo Anne and Nicole decided to pursue
Washington Hospital's RN program instead of California University. Erika was able to
tell the students about the differences in the two training programs and how Washington
Hospital has students enroll in cohorts and also provides more clinical experience
upfront.
Over the four Career Gateway class sessions, Nicole and Jo Anne worked together on
their activities and also decided to visit the Washington Hospital Program together. They
both plan to start the program together in the fall and even discussed car pooling.
Other thoughts:
The experience in the classes and advice provided through the PA CareerLink contact
would not have been available to these two students without Career Gateway. They may
have transitioned on their own, but now are entering their post-secondary experience with
the support of a peer.
Attachment 2-P
INTERMEDIATE UNIT ONE
CAREER GATEWAY STUDENT BARRIER INFORMATION
Adapted from Intermediate Unit 5, Erie, PA
Name:
Date
Site
I. Would you like to enter a college / training program?
‰ Yes
‰ No
If yes, which one?
II. Career Choice:
Have you discussed a career choice with someone? ‰
Yes
‰ No
‰ Yes
‰ No
If yes, who have you discussed it with?
Have you investigated your career choice?
If yes, how?
III. If you plan to enter college / training program:
Do you plan to work while you are in school?
‰ No
‰ Part Time
‰ Full Time
Do you have child care for your children?
‰ Yes
‰ No
‰ Unsure
Do you have reliable transportation?
‰ Yes
‰ No
‰ Unsure
‰ Not Applicable
‰ Yes
Do you or your family have any health issues that might impact on your attending class?
Do you feel ready to take college or training program classes?
‰ Yes
‰ No
‰ No
If not, why?
‰ Yes
Have you discussed your career choice with anyone currently working in that field?
Have you visited the college or training program that you are interested in?
‰ Yes
‰ No
‰ No
Have you spoken to an admissions counselor at the college/training program you are interested in?
‰ Yes
‰ No
When does the college or training program you are interested in begin?
Are you aware of the application and/or testing deadlines?
‰ Yes
‰
No
Do you plan to enroll in college or a training program?
‰ Yes
‰
No
Do you have adequate financial resources to support yourself during college or training?
‰ Yes
‰ No
‰ Unsure
Do you know where to find financial assistance for tuition and/or living expenses?
‰ Yes
‰ No
What date do you plan to enter the college / training program (if known)?
Month
Year
Do you have any other concerns or questions?
Attachment 2-Q
IV. Career Gateway Classes:
Did you complete all four sessions of the Career Gateway Training Series?
‰ Yes
‰ No
What topic did you like the best?
What did you learn that you didn’t know before?
What questions do you still have?
Do you have any suggestions for improvement? ‰ Yes
‰ No
If yes, what?
Attachment 2-Q
Resources for Career Gateway Training Series at IU 1
References for Career Gateway Student Workbooks
Test Taking Strategies - http://ccc.byu.edu//learning/strategy.php
Brigham Young University Learning Strategies website. Provides suggestions for test
taking strategies and also has different practice tests you can take on-line to practice the
strategies. This was used in the development of the Test Taking Strategies workbook.
University of Buffalo, Counseling Services website –
http://ub-counseling.buffalo.edu/stresstestanxiety.shtml
This website was used in the development of the Test Taking Strategies workbook.
Loyola UniversityChicago, Learning Assistance Services http://www.luc.edu/depts/lac/skills/testing.html
This website was used in the development of the Test Taking Strategies workbook.
USA WEEKEND by time management expert Hyrum Smith, Chairman of the Franklin
Covey Co., whose Franklin Planners, agendas and planning software are used by 15
million Americans.
http://www.csustan.edu/counseling/personaltimesurvey.html
This was used in developing the Post Secondary Organizational and Time Management
Skills workbook.
Methods of Reading a Textbook - http://ccc.byu.edu//learning/txt-rdg.php
From the Brigham Young University Learning Strategies website. Provides a
description of three different strategies for reading a text book; Systematic Reading, the
Cornell System, and the Parcer System. This website was used in the development of the
Study Skills workbook.
Study Guide and Strategies- http://www.studygs.net/
This website provides tips, strategies and activities for a number of areas associated with
studying. It covers learning strategies, test taking strategies, math strategies, classroom
participation strategies, and study strategies to name a few. This website was used in the
development of the Study Skills workbook.
DVC On-line Learning Styles Survey for College.
http://www.metamath.com/lsweb/fourls.htm#vv
The DVC online guide is designed to help you become a more successful student. It
includes a Learning Style Survey that will help you identify your learning style. It also
includes learning strategies that will help you study in a productive manner, one that
matches your unique learning style. This website was used in the development of the
Study Skills workbook.
Attachment 2-R
Grahic Organizer Website http://edtech.tennessee.edu/~anonis/TYPES/CHART_MATRIX/chartmatrix.html
This site provides a description of the types and uses of graphic organizers. It also
provides links and references for graphic organizers. This website was used in the
development of the Study Skills workbook.
Teacher files Website - http://www.teacherfiles.com/teaching_resources.htm
This website is one of the largest free teacher clipart sites on the internet. This website
was used in the development of the Study Skills workbook.
PA Career Guide Website http://www.paworkstats.state.pa.us/gsipub/index.asp?docid=406
This website provides a great interest survey and classroom exercises that help in the
career exploration process. It complements the 2006-07 PA Career Guide booklet. It
provides information on high priority occupations. This website was used in the
development of the Career Exploration workbook.
American Institute for Preventive Medicine. (1997). Managing stress. New York: New
Readers Press.
This was used in developing the Stress Management workbook.
Roberts, J. (2004). Effective Study Skills: Maximizing Your Academic Potential. Upper
Saddle River: Pearson Education.
This was used in developing the Post Secondary Organizational and Time Management
Skills, Study Skills, and Test Taking Strategies workbooks.
General Resources
National College Transition Network – www.collegetransition.org
This Web site was developed as a joint effort by the New England Literacy Resource
Center and the Nellie Mae Education Foundation to provide an online resource for Adult
Basic Education providers who wish to implement an effective college transition program
in their community. The wealth of information on this site comes directly from the
current participants in the New England ABE-to-College Transition Project. The site
provides publications of promising practices, suggestions for program development and
design, curriculum resources, and research links, and counseling resources.
MindTools: Essential Skills for an Excellent Career - http://mindtools.com/
This website provides articles and suggested activities for many of the post-secondary
transitioning skills. They send out a free bi-monthly newsletter that highlights new career
skills. Mind Tools' mission is "to help people around the world learn the practical skills
needed to excel in their careers".
Attachment 2-R
Private Industry Council (PIC) of
Westmoreland/Fayette, Inc.
The Story
BACKGROUND
In October 2005, we immediately knew what we wanted to address in our
Career Gateway Pilot Project, including who was advising students about
postsecondary education or training, when was it being addressed, and what
was being addressed. These had been concerns of ours for a lengthy period
of time because the TABE grade equivalencies were often used by our
instructional staff, PA CareerLink employment specialists, and OVR
rehabilitation counselors as a determiner of academic ability. We knew from
experience that most of the skills needed to be successful in postsecondary
education or training programs were not identified by the TABE. The Short
Planning Tool (see Attachment 3-A) provided us a concrete way of
identifying our questions surrounding these issues.
Our Adult Education Program includes five classroom sites in Westmoreland
County. Although we decided that our Greensburg site and the location of
our Career Gateway Instructor would be a focus for identifying the 20 Career
Gateway students in our cohort, we also included our Latrobe site, the
location of our Career Gateway coordinator, because our Greensburg
instructor had been hired just a few months before the project began.
We easily identified our cohort of 20 by noting learners who demonstrated
an interest in and who asked questions about postsecondary education or
training, both individually and during class lessons. We readily approached
our learners who were visibly showing improvement in academic and
communication skills, as well as time management and organization.
However, the majority of our 20 were those who had previously identified a
50
goal of postsecondary education or training either with a PA CareerLink
Employment Specialist or with an Office of Vocational Rehabilitaation (OVR)
Rehabilitation Counselor.
Our 20 learners were familiarized with the purpose and responsibilities of the
Career Gateway Pilot Project, including the benefits to them as learners; the
commitment involved with setting short and long term goals; the planning,
meeting, researching, preparing, etc. to prepare for and enroll in a
postsecondary education or training program; and understanding the
differences between high school and college studies, communication,
environment, and more.
For students who were interested in further education but not interested in a
Career Gateway grant, we provided information about financial aid. This
included copies of the Free Application for Federal Student Aid (FAFSA),
financial aid booklets, on-site workshops presented by the Pennsylvania
State University (PSU) Educational Opportunity Center, and access
to/assistance with http://www.fafsa.ed.gov.
Our program maintains an open entry/open exit enrollment. Therefore, we
felt strongly that all adults enrolled in the Adult Education Program of the
PIC should be introduced to and taught transitioning skills regardless of their
plans for further education when they entered our classes, if only to “plant
seeds” for future postsecondary education or training opportunities.
We decided that we and our partners needed to engage in “intentional
dialogue” with the individuals we shared. We also agreed that partners
invited to the kickoff needed to include frontline staff, those who met with or
counseled adults, rather than just including those in management positions.
51
This proved to be a very wise decision for ease of communication and
conversation.
We needed to find out what our instructional staff knew about the
requirements for both postsecondary education or training and the learning
skills that institutions expected of incoming students. Our instructors were
asked in early December 2005 to respond to the question, “What skills do
students need in order to be successful in postsecondary education or
training?” Instructors’ responses varied from a single sentence to a short
list.
Additionally, we needed to identify the requirements for entering
postsecondary education or training in our area. Our Career Gateway
partners, including OVR, Westmoreland County Community College, Central
Westmoreland Career and Technology Center, and Triangle Tech, were
asked in late December to respond to the question, “What is required for
adults to be considered for postsecondary education or training through your
organization.” Their responses were consistent for assessment, the
application process, and an interview. From research, however, we
developed a pie graph that listed multiple suggested readiness indicators
that included TABE, career, and placement assessments; personal interview;
motivation; commitment; learning styles and strategies; and communication
skills. Using Workforce Literacy projects, study skills texts and websites, and
the responses from our Adult Education Program instructors, a transitioning
skills checklist was developed titled “See the Issues” but was renamed to
“SEE the Transitioning Skills for Student Success—A perspective on where
transitioning skills are identified and/or provided”
52
The Transitioning Skills Checklist items were first evaluated by our
instructors during a staff meeting on December 23. The section headings,
written on note cards, were discussed in pairs; each pair quickly listed
numerous individual skills appropriate to the headings. Their responses were
then compared to those each provided in response to the question “What
skills do students need in order to be successful in postsecondary education
or training?” Everyone quickly recognized and discussed the discrepancy
between what we were expecting of and providing learners and the realities
of the requirements for successful learning in postsecondary education or
training. We concluded by individually completing the Transitioning Skills
checklist (see Attachments 3-B and 3-C). Once again, all were amazed at
where and by whom the skills were being addressed. TABE results quickly
became less relevant in our understanding of our learners’ needs.
In evaluating the checklist, instructional staff felt that the six checklist
columns following the skills were too many and too confusing. We decided to
print separate checklists with columns appropriate for our Career Gateway
Partners’ Kickoff in January. These columns included TABE and SAGE
(System for Assessment and Group Evaluation) for all with the last column
listing either “Interview PA CareerLink Counselor” (should have been
Employment Specialist; we learned more about PA CareerLink) or “Interview
Institution Counselor.”
Finally, instructors were given “The Tests of Adult Basic Education (TABE)”
(see Attachment 3-D) to compare what the results tell us and what the
results don’t tell us about learners. It was decided that, as an agency, only
the number correct, scale scores, and percentiles would be discussed with
students.
53
At our three-hour kickoff on January 24, 2006, a similar process of discovery
was used with our partners. Four to five partners were assigned to diverse
groups to assure communication about the project. Each of the groups chose
two of the fifteen note cards containing the skills headings from the checklist
to discuss and list suggested skills. With little effort, each group quickly
shared and wrote an extensive list of skills, which each group then shared.
The animated discussions, broad list of skills, and obvious enthusiasm from
all were somewhat unexpected. Ellen’s comment, “The partners do all the
work… interesting,” was reassuring that our decision to actively involve our
partners in self-discovery was a good idea.
Each partner then completed the appropriate checklist based on the
partner’s agency role. Once again, it was apparent to all that the TABE and
the SAGE gave us little information about a learner’s ability to succeed in
postsecondary education or training programs. The TABE was discussed
using what the results tell us and don’t tell us. The quote, “Grade
Equivalents are intended to indicate achievement levels related to
typical educational structure—elementary and secondary schools.
These scores do not have comparable meaning in non-graded
programs that focus on the education and training of adults,” from
the Tests of Adult Basic Education, Norms Book made a significant
impression, an “ah-ha” moment. As a follow-up, each partner was given a
copy of the TABE 9 Survey Level A table from the Norms Book. Our intention
was for everyone to see that a 12.9+ in Reading, for example, was also
represented by Scale Scores of 617 to 812; none of our partners knew that
ABLE required us to report Scale Scores and not Grade Equivalents.
Intentional dialogue was beginning.
54
Almost immediately following our kickoff, our partner from PSU Fayette
contacted our program supervisor to discuss the possibility of the PIC
teaching a study skills class at the campus. Although we immediately put
together an outline using the Foundation Skills Competency Lists
http://www.pawerc.org/foundationskills/lib/foundationskills/competency_list
s_04.pdf to meet their needs, the project was not started. However, that
outline using “Reads with Understanding, Writes Clearly and Concisely,
Listens with Understanding, and Speaks Clearly and Concisely” will be
readily available when needed for instructional staff or workplace requests.
Our OVR partner immediately took the Transitioning Skills student checklist
back to her regional office and requested that her fellow Westmoreland
County Rehabilitation Counselors become familiar with the Career Gateway
Project, the Transitioning Skills checklist, the value to the learners we share,
and the value to the OVR counselors. It was apparent that the Adult
Education Program was addressing numerous overlapping goals of OVR. In
June 2006 we scheduled a follow-up “What’s In It For Me” (W.I.I.F.M.) (see
Attachment 3-E) meeting at our main office with those counselors; only our
partner was using the checklist despite our partner’s best efforts to market
its value to the counselors. Although only our OVR partner continues to use
the checklist, increased referrals were evident and continue at our
Greensburg class site.
However, we soon realized that our PA CareerLink partners, both ITA and
TAA Employment Specialists, seemed unsure of what we expected of them in
communicating with our shared adults. We thought that everyone who
attended our January 24 Career Gateway Kickoff was clear about the
“intentional dialogue” regarding TABE scores and the checklist, but we found
otherwise. In mid-March we went to the PA CareerLink Center and met again
55
with our PA CareerLink partners (see Attachment 3-F). We simply stated
what we meant by “intentional dialogue.” They were pleased to know exactly
what to say to adults. They were becoming more familiar with the
complexity and variety of skills and learning goals that were taking place in
our classes. However, we were not yet really familiar with the daily workings
and goals of PA CareerLink.
On April 25 our PA CareerLink partners met again to discuss various topics
regarding network building (see Attachment 3-G). We easily and quickly
discussed many topics during those 45 minutes.
During this time our instructional staff was charting a list of classroom
resources pertaining to career preparation and postsecondary education or
training, including texts and booklets; newspaper, magazine, and Web
articles; software and websites; videos; and brochures and pamphlets. It
was evident that most of our class sites had limited available resources, with
most out-of-date. On April 7 we held a staff meeting (see Attachment 3-H)
where we reviewed our Career Gateway Project from November to April 7.
Each instructor brought the best of his/her charted classroom resources. As
a staff, we examined and discussed the resources and decided which texts
would be most useful in all classrooms for both reference and lesson
planning using authentic materials. We ordered seven sets of identical
resources, including O*Net Dictionary of Occupational Titles, Enhanced
Occupational Outlook Handbook, 300 Best Jobs Without a Four-Year Degree,
Best Jobs for the 21st Century, The Everything Study Skills Book, and
Secrets of Getting Better Grades: Study Smarter, Not Harder!
We alternated meetings between staff and partners to maintain continuity of
“intentional dialogue.” Staff meetings were held in December and April. By
56
mid-April, staff had charted classroom resources, printed and read Emmet
Baxendell’s Fieldnotes for Administrators 2006 Edition article “Classroom as
workplace: How to instill workforce values in adult learners,”
(http://www.able.state.pa.us/able/lib/able/fieldnotes06/fn06workvalues.pdf)
and shared concrete examples of how workplace skills were included and
taught in each classroom.
Partner meetings were held on April 11, June 20, and October 5. It’s
important to note that when partners were asked if/when we needed to
meet again, the meeting dates were discussed and approved by our partners
before we were able to find our own date books. Although an agenda was
provided for each follow-up meeting, the meetings became partner directed.
During these meetings, many unexpected outcomes were noted. Our
community college partners emphasized the improved assertive, focused
communication and questioning skills exhibited by Career Gateway grant
recipients. Our PA CareerLink partners felt that the Career Gateway
participants had a clearer focus of the requirements for postsecondary
education or training and were more responsible and accountable in
maintaining contact with the employment specialists and their respective
further education providers. Our OVR partner stated that her job was
becoming easier because of the adults’ increased personal responsibility,
meeting deadlines, attending meetings, and completing required
documentation. Additionally, at the October 2006 partners’ meeting, it was
agreed that the term Career Gateway should continue; “intentional dialogue”
is now deliberate.
Our PA CareerLink had always referred adults to the PIC Adult Education
Program; however, the number of adults we referred to PA CareerLink was
57
limited. Additionally, we were unsure how we should refer adults. We asked
our PA CareerLink partners to develop a referral form for us (see Attachment
3-I). All instructors now use this form to refer adults to PA CareerLink.
Additionally, our Adult Education Program Counselor has become an integral
part of PA CareerLink team. She is there every Tuesday and Thursday
morning to talk with customers and is included in PA CareerLink required
trainings.
Throughout our pilot project, many changes took place in our new student
folders. We revised our student handbook, Individualized Education Plan,
intake forms, and follow-up procedures. We reformatted documents
requiring student signatures that describe student responsibilities and
computer/Internet guidelines.
We actively discussed the use of authentic materials in our classrooms and
developed ways to effectively incorporate Career Gateway skills in our
classroom (see Attachment 3-J). A career concept web was developed and
continues to be used enthusiastically for career research.
Our Career Gateway Instructor adapted a number of excellent websites and
text literature into PowerPoint presentations for use in our classrooms (see
Attachment 3-K).
A number of extraordinary study skills lesson plans were found on the
Internet titled Learning Skills: A Comprehensive Orientation and Study Skills
Course Designed for Tennessee Families First Adult Education Class.
http://www.cls.utk.edu/pdf/ls/learning-skills.pdf
Because many of our students are interested in attending Westmoreland
58
County Community College, we regularly provide copies of ACCUPLACER
practice assessments. However, many adults are effective Internet
searchers and regularly locate sites that provide interactive practice
questions, reproducible study guides, and practice test questions.
On August 16, 2006, we completed sentence starters about what we had
learned to date and the challenges we faced that were key to that selfevaluation. Our responses follow:
"At the start of the year, we intended to…
•decrease the emphasis being placed on the importance or value of the
TABE scores in determining academic success;
•increase the awareness of what skills were actually needed for
success in postsecondary education or training;
•provide our entire instructional staff with an awareness of those skills
and ensure that these skills were being taught, provided, and talked
about in all classrooms;
•develop ‘intentional dialogue’ that would be used at PA CareerLink,
within the Adult Education Program, and among our partners about the
scale scores and percentiles as well as the variety and quantity of
learning skills that are taught in our classrooms.”
"We believed this would make a difference because…
•too much emphasis was being placed on the value of the TABE grade
equivalencies as an indicator of academic potential/ability or lack of
potential/ability by some instructors, PA CareerLink referrals;
•adults referred from PA CareerLink were being told they only had to
attend adult education classes for a few days to improve their math;
instructors said other;
•we had two new, critical employees—Rebecca, our Greensburg
59
instructor who has the bulk of the students, and Erica, our education
counselor who meets with nearly 100% of adults before they enter our
classes;
•although the PA CareerLink employment specialists in charge of ITAs
are our co-workers, they were still offsite from the main office and not
aware of ALL that went on in our classrooms;
•some PA CareerLink employment specialists had been indicating their
concern that the postsecondary education and training skills that are
needed aren’t being taught in all of our adult education classrooms.”
"We were challenged by…
•time to meet as a staff;
•knowing that change is hard for some, BUT is it the changing or
seeing/having no need to change instructional methods or philosophy;
•having instructors understand that ABLE requirements are continually
changing; adult education is not the same animal it was two or three
years ago;
•the belief of a few-PIC administration, Local Workforce Investment
Board, and PA CareerLink-that using all 10 available grants determined
the success of our project.”
"We successfully addressed those challenges by…
•providing the Transitioning Skills checklist for PA CareerLink, with
OVR, and to our instructors to use with students as part of setting
individual goals;
•staff meetings to share pse/training/career/study skills materials
presently being used in the classrooms;
•examining those materials to decide which would be most helpful for
students;
60
•ordering materials for ALL instructors to have same resources in
classrooms;
•discussing/reviewing Career Gateway project with those concerned
about the 10 grants.”
"We were less successful in addressing the challenges of…
•all our instructors implementing change in teaching methods such as
incorporating critical thinking and reasoning and using authentic
materials vs. simply placing students in textbooks;
•all our instructors follow an established procedure for referrals to and
from the PA CareerLink.”
"As we wrap up the year we are doing…
•individual follow-up with all instructors to discuss and examine the
existing Tool Kit while asking critical questions about the instructional
changes each has implemented;
•individual staff meetings by type: Move Up, Family Literacy, Adult Ed
•staff training on critical reading, thinking, and questioning across the
curriculum by providing laminated 4” x 6” cards with sentence starters
based on Bloom’s Taxonomy;
•staff training on November 3 titled “Integrating Critical Thinking Skills
into Every Lesson” with Todd Evans.”
"We learned that…
•ongoing communication is essential to the ‘intentional dialogue’ given
to potential students—meetings, e-mail;
•asking the right questions is ‘half the battle’ or avoids one altogether;
•trusting in others’ abilities means that we don’t have to be
responsible for everything.”
61
"As we plan our next year we are…
•going to meet as departments to discuss how the ABLE changes affect
our teaching and program outcomes;
•mindful that we have jobs because adults have needs;
•mindful that retention and achievement of goals, ours as well as
those of our students, are achieved when our needs are met.”
In summary, the PIC of Westmoreland/Fayette, Inc. views Career Gateway
as an ongoing PROCESS. The pilot project provided us an extraordinary
self-evaluative opportunity.
Submitted by:
Mary Lou Friedline, Local Career Gateway Coordinator
Private Industry Council of Westmoreland/Fayette
Greensburg, PA
724-836-2600
62
Private Industry Council (PIC) of
Westmoreland/Fayette, Inc.
The Tools
Table of Contents
Planning Tool
Attachment 3-A
SEE the Transitioning Skills for
Attachment 3-B
Student Success
SEE the Transitioning Skills for
Attachment 3-C
Student Success (revised)
The Tests of Adult Basic Education (TABE)
Attachment 3-D
OVR WIIFM
Attachment 3-E
Expectation for PA CareerLink
Attachment 3-F
Network Discussion Guide
Attachment 3-G
Staff Overview
Attachment 3-H
Career Gateway Referral
Attachment 3-I
Developing Career Gateway Lesson Plans
Attachment 3-J
SQ3R Method
Attachment 3-K
63
Attachment 3-A
Instructors
AEP Counselor
What self-evaluation or assessment
instruments are used
Career Gateway October 2005
Instructors
AEP Counselor
List of
Copies of
Grant narrative
List of collaborative agencies
ABE articles
Research articles
Instructors
AEP Counselor
PA CareerLink staff: PIC & TAA
Postsecondary representatives
Mary Lou
Mary Lou
Mary Lou
Mary Lou
Mary Lou
Erica
Brochures
Catalogs
Web sites
List of classroom resources
Mary Lou
Mary Lou
Mary Lou
Mary Lou
Who will
be
the lead
person?
Questionnaire
Combine together
Checklist of topics/subjects
Questionnaire
“Checklist to Guide Planning”
Instructors
Instructors
AEP Counselor
Instructors
AEP Counselor
PA CareerLink staff: PIC & TAA
Postsecondary representatives
↓
TABE scores
Study skills
Learning strategies
Class format(s)
↓
Instructors
AEP Counselor
PA CareerLink Staff: PIC & TAA
Who should be involved
in the discussion?
What support services are available
What barriers do adults have
What materials are being used
What are the requirements of
postsecondary institutions
What do instructors know
What is addressed (examples)
When is it addressed
Who is advising
What is an issue your agency
needs to address?
What information might you
need to gather to help
In making decisions?
CAREER GATEWAY
START DEVELOPING A PLAN TO DEAL WITH YOUR AGENCY’S MOST IMPORTANT ISSUES.
Intentional dialogue
Monday
Nov. 23,
2005
What is the
deadline date
for gathering
the
information?
CAREER GATEWAY
NAME ____________________________________
SEE the Transitioning Skills for student success
A perspective on where transitioning skills are identified and/or provided
SAGE
SKILLS NEEDED FOR TRANSITIONING
TABE
Interview
PA
CareerLink
Counselor
Interview
Discuss
Interview
PIC AEP
Counselor
Adult Ed
Instructor
Institution
Counselor
Financial Aid
Understand various types of financial aid
Know how to complete the FAFSA
Understand sources of financial aid
Know the deadlines for applying for financial aid
Know about alternate sources of financial aid
Labor Market
Know careers most in demand and the level of competition
Know what education/training is needed for career choice
Know ways of researching careers (tests, Internet, shadowing, internship, etc.)
Know where training is provided
Know the difference between college & technical training
Know the admission requirements for selected schools
School Requirements
Know the differences among the delivery of academic programs
Know the differences among programs of study (certificate, degree, diploma)
Know what placement assessment the school requires
Know the skills prospective students should have
Know what is taught in specific courses
Know about pre-requisite courses
Know what courses may be transferable, if applicable
Know what learning support services are available
Know start dates for courses, programs, semesters
Preparing Yourself / Building Support
Have arranged for family’s needs, including emergency childcare, if applicable
Have reliable transportation and have arranged/know about alternate ways
Is able to be rested before going to class
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-B
SAGE
SKILLS NEEDED FOR TRANSITIONING
TABE
Interview
PA
CareerLink
Counselor
Interview
Discuss
Interview
PIC AEP
Counselor
Adult Ed
Instructor
Institution
Counselor
Eat adequately
Know about and use time management
Can prioritize daily, weekly, monthly, etc.
Know if will need to work or if have resources not to
Is able to arrive on time
Know how to relax to listen or study
Can acknowledge that it’s okay to be tired or discouraged at times
Believe that learning is possible
Engage in positive self-talk
Understand the importance of the study environment—where, what, how, when
Have set up work space that is comfortable, large enough, and distraction free
Know most efficient time to study, order of subjects, and time to devote to each
Have met with learning support staff at college or training site, if applicable
Know what academic support is available for all students
Know about counseling/mental health options, if applicable
Know about available assistive technology for learning disabilities
Know about and effectively working with OVR counselor, if applicable
Understanding Learning
Understand personal learning differences, if applicable
Know available classroom accommodations, if applicable
Know my preferred learning style(s)
Know learning strategies that fit varying learning style(s)
Know about multiple intelligences and varying strategies to learn/study
Understand how to and set goals
Know that reading texts/notes/etc. can start at the beginning, middle, or end
Know that 20-30 minute study blocks are suggested
Preparing for Class
Know to check the training outline/syllabus before class
Know to think about the topic and what might be known about it
Know about how the course information will be used on the job
Know how to write questions to get the information needed
Understand the value of study/gripe groups
Know about and can use a variety of memory strategies (mnemonics)
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-B
SAGE
SKILLS NEEDED FOR TRANSITIONING
TABE
Interview
PA
CareerLink
Counselor
Interview
Discuss
Interview
PIC AEP
Counselor
Adult Ed
Instructor
Institution
Counselor
Before Reading
Know to skim materials before reading
Look for titles, sections, and organization
Read underlined, italicized, and bolded words
Know to read all graphics and information in the margins of texts
Know to read first and last paragraphs
Know to scan questions at the end of the chapter
While Reading
Know what to include in notes
Know when to highlight
Read materials in charts, diagrams, and boxes
Read and answer summary questions
Understand how to use context clues
Knows about and uses varying skills such as analyzing, applying, and evaluating
Can read and interpret documents, charts, graphs, maps, etc.
While Questioning
Know about active listening
Know about and can use assertive communication skills
Write down questions while reading
Can ask questions that need to be answered
Can ask closed questions to get specific information
Can ask open questions to get specific information
Know the difference between “I” and “you” questions
During Lectures
Know about Cornell or other effective note taking system
Know that notes from lectures include repeated or emphasized information
Know how to take notes on handouts
Can use categories to help organize the material
Know what clues to listen for as to what is important
Understand importance of body language
Can identify key topics and terms
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-B
SKILLS NEEDED FOR TRANSITIONING
SAGE
TABE
Interview
PA
CareerLink
Counselor
Interview
Discuss
Interview
PIC AEP
Counselor
Adult Ed
Instructor
Institution
Counselor
Can reword materials into terms that can be remembered
Can relate new materials to own knowledge
Know how to use personal method or “shorthand” to make note taking easier
After Taking Notes
Know how to make and use note cards
Know how to make/use/find graphic organizers for review or note taking
Know ways to organize notes so they make sense
Review notes soon after lecture
Know about chunking topics and branching/webbing related materials
Preparing for Testing
Know to keep up with class work to be prepared for tests
Know what needs to be studied and practiced
Know how to help self relax before and during a test
Know how to take multiple choice tests
Know how to take essay exams
Know how to practice smart guessing
Can evaluate if time on task is efficient and effective
Computer
Can type
Can use a mouse
Can effectively search and use the Internet
Know about the wealth of online tutorials, study guides, text companions, etc.
Can use the Microsoft Office
Know how to open documents, Web sites, etc. from a disk/memory key
Know how to save documents, Web sites, etc. to a disk/memory key
Math
Can compute whole numbers, decimals, fractions, and percents
Know algebra basics
Can solve word problems
Know to round off numbers and use estimation
Can use a calculator
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-B
SAGE
SKILLS NEEDED FOR TRANSITIONING
TABE
Interview
PA
CareerLink
Counselor
Interview
Discuss
Interview
PIC AEP
Counselor
Adult Ed
Instructor
Institution
Counselor
English/Writing
Know grammar, sentence structure, and mechanics
Can write simple, compound, and complex sentences
Can write clearly and concisely
Understand brainstorming, webbing, mapping, etc.
Can write paragraphs and essays
Can proofread
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-B
CAREER GATEWAY
STUDENT _____________________________________
PIC OF WESTMORELAND/FAYETTE, INC.
LOCATION _____________________
PY ________________
SEE the Transitioning Skills for student success
SKILLS NEEDED FOR TRANSITIONING
9 any
you know
9 again on
9 again on
____/____/____ ____/____/____
Now
3 weeks
6 weeks
Financial Aid
Understand various types of financial aid
Know how to complete the FAFSA
Understand sources of financial aid
Know the deadlines for applying for financial aid
Know about alternate sources of financial aid
Labor Market
Know careers most in demand and the level of competition
Know what education/training is needed for career choice
Know ways of researching careers (tests, Internet, shadowing, internship, etc.)
Know where training is provided
Know the difference between college & technical training
Know the admission requirements for selected schools
School Requirements
Understand the differences between college and technical training
Know the differences among the delivery of academic programs
Know the differences among programs of study (certificate, degree, diploma)
Know what placement assessment the school requires
Know the skills prospective students should have
Know what is taught in specific courses
Know about pre-requisite courses
Know what courses may be transferable, if applicable
Know what learning support services are available
Know start dates for courses, programs, semesters
Preparing Yourself / Building Support
Have arranged for family’s needs, including emergency childcare, if applicable
Have reliable transportation and have arranged/know about alternate ways
Is able to be rested before going to class
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-C
9 any
you know
SKILLS NEEDED FOR TRANSITIONING
9 again on
9 again on
____/____/____ ____/____/____
Now
3 weeks
6 weeks
Eat adequately
Know about and use time management
Can prioritize daily, weekly, monthly, etc.
Know if will need to work or if have resources not to
Is able to arrive on time
Know how to relax to listen or study
Can acknowledge that it’s okay to be tired or discouraged at times
Believe that learning is possible
Engage in positive self-talk
Understand the importance of the study environment—where, what, how, when
Have set up work space that is comfortable, large enough, and distraction free
Know most efficient time to study, order of subjects, and time to devote to each
Have met with learning support staff at college or training site, if applicable
Know what academic support is available for all students
Know about counseling/mental health options, if applicable
Know about available assistive technology for learning disabilities
Know about and effectively working with OVR counselor, if applicable
Understanding Learning
Understand personal learning differences, if applicable
Know available classroom accommodations, if applicable
Know my preferred learning style(s)
Know learning strategies that fit varying learning style(s)
Know about multiple intelligences and varying strategies to learn/study
Understand how to and set goals
Know that reading texts/notes/etc. can start at the beginning, middle, or end
Know that 20-30 minute study blocks are suggested
Preparing for Class
Know to check the training outline/syllabus before class
Know to think about the topic and what might be known about it
Know about how the course information will be used on the job
Know how to write questions to get the information needed
Understand the value of study/gripe groups
Know about and can use a variety of memory strategies (mnemonics)
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-C
SKILLS NEEDED FOR TRANSITIONING
9 any
you know
9 again on
9 again on
____/____/____ ____/____/____
Now
3 weeks
6 weeks
Before Reading
Know to skim materials before reading
Look for titles, sections, and organization
Read underlined, italicized, and bolded words
Know to read all graphics and information in the margins of texts
Know to read first and last paragraphs
Know to scan questions at the end of the chapter
While Reading
Know what to include in notes
Know when to highlight
Read materials in charts, diagrams, and boxes
Read and answer summary questions
Understand how to use context clues
Knows about and uses varying skills such as analyzing, applying, and evaluating
Can read and interpret documents, charts, graphs, maps, etc.
While Questioning
Know about active listening
Know about and can use assertive communication skills
Write down questions while reading
Can ask questions that need to be answered
Can ask closed questions to get specific information
Can ask open questions to get specific information
Know the difference between “I” and “you” questions
During Lectures
Know about Cornell or other effective note taking system
Know that notes from lectures include repeated or emphasized information
Know how to take notes on handouts
Can use categories to help organize the material
Know what clues to listen for as to what is important
Understand importance of body language
Can identify key topics and terms
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-C
9 any
you know
SKILLS NEEDED FOR TRANSITIONING
9 again on
9 again on
____/____/____ ____/____/____
Now
3 weeks
6 weeks
Can reword materials into terms that can be remembered
Can relate new materials to own knowledge
Know how to use personal method or “shorthand” to make note taking easier
After Taking Notes
Know how to make and use note cards
Know how to make/use/find graphic organizers for review or note taking
Know ways to organize notes so they make sense
Review notes soon after lecture
Know about chunking topics and branching/webbing related materials
Preparing for Testing
Know to keep up with class work to be prepared for tests
Know what needs to be studied and practiced
Know how to help self relax before and during a test
Know how to take multiple choice tests
Know how to take essay exams
Know how to practice smart guessing
Can evaluate if time on task is efficient and effective
Computer
Can type
Can use a mouse
Can effectively search and use the Internet
Know about the wealth of online tutorials, study guides, text companions, etc.
Can use the Microsoft Office
Know how to open documents, Web sites, etc. from a disk/memory key
Know how to save documents, Web sites, etc. to a disk/memory key
Math
Can compute whole numbers, decimals, fractions, and percents
Know algebra basics
Can solve word problems
Know to round off numbers and use estimation
Can use a calculator
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-C
9 any
you know
SKILLS NEEDED FOR TRANSITIONING
9 again on
9 again on
____/____/____ ____/____/____
Now
3 weeks
6 weeks
English/Writing
Know grammar, sentence structure, and mechanics
Can write simple, compound, and complex sentences
Can write clearly and concisely
Understand brainstorming, webbing, mapping, etc.
Can write paragraphs and essays
Can proofread
MLF, Career Gateway, PIC of Westmoreland/Fayette, Inc. 12/05
Sources: PIC AEP instructors, Workforce Literacy projects, study skills Web sites, study skills texts
Attachment 3-C
MLF, PIC of Westmoreland/Fayette, Inc.
THE TESTS OF ADULT BASIC EDUCATION (TABE)
WHAT THE RESULTS Don’t
WHAT THE RESULTS TELLS US
Various types of scores based on the number of correctly answered
questions on a select and limited number of skills within a time limit
The Scale Score (SS)
TELL US
IF the examinee:
•
knows and uses effective test taking
strategies
•
is a good test taker
•
has a learning disability or difference
•
can test within time limits
•
Will/will not succeed in learning
•
knows that “well-rested can mean
well-tested”
•
ate a healthy meal/snack before
testing
•
is taking medication/has a medical
condition that can affect test results
•
has short or long term memory
problems
•
understands the importance of trying
to do well on the tests
•
blew off the test
•
Varies even within the same grade equivalent
• Scale scores range from 0 through 999
™ Scale scores to attend PIC Adult Education must fall below
619 in Reading, 617 in Total Math, 613 in Language
™ Only the scale score is reported to the PDE
The Grade Equivalent (GE)
• “Grade Equivalents are intended to indicate achievement
levels related to typical educational structure—elementary
and secondary schools. These scores do not have
comparable meaning in non-graded programs that
focus on the education and training of adults.” Norms Book
•
Can be a commonly understood reference point to facilitate
organization of instructional groups and selection of
appropriate instructional materials.
The Percentile Rank (P)
•
Range from 1 to 99
•
Indicates the percentage of scale scores in a norm group
that fall below a given examinee’s scale score.
The Stanine (S)
•
Range from 1 to 9
Attachment 3-D
MLF, PIC of Westmoreland/Fayette, Inc.
THE TESTS OF ADULT BASIC EDUCATION (TABE)
PURPOSES:
1. Reinforce and identify with the following groups what the test results actually measure
and tell us about adult learners:
ƒ
Adult Education Program staff
ƒ
CareerLink staff
ƒ
OVR rehabilitation counselors
ƒ
Pennsylvania Conservation Corps staff
ƒ
Adult learners enrolled in our program
ƒ
Other collaborators
2. Develop “intentional dialogue” that is consistent when discussing the results between and
among agencies and with adult learners; our intention was/is to talk only about the scale
scores and percentiles because the grade equivalent is irrelevant in the adult education
population
HOW USED:
•
Review and discuss What the Results Tell Us in a staff meeting noting that the information is
taken directly from the literature accompanying the tests
•
Use the chart as a discussion with collaborating agencies; this was discussed at our Career
Gateway Kickoff in January 2006
•
Share the chart with adult learners to increase their understanding of what the TABE actually
tells us and them and to help the students evaluate their strengths and abilities not just in
terms of academic test results
Attachment 3-D
PA DEPARTMENT OF EDUCATION
PA DEPARTMENT OF LABOR
CAREER GATEWAY…
A PARTNERSHIP
OVR and “What’s In It For Me”
June 22, 2006
1:30-3:30 p.m.
1:30-1:45
Welcome and Introductions
1:45-2:00
OVR Clients become Adult Education Students
•
2:00-2:30
Presentation: OVR client/Adult Education Student
Career Gateway Project’s Role in Adult Education
Focus
•
Examine
How we prepare adults for PSE/training?
What materials/other resources we presently use?
•
Identify
What is required for adults to successfully transition to PSE/training?
What materials or other resources do we need?
•
Integrate
Career education in classroom using authentic and other relevant materials
Teach skills and strategies that apply to home, school, and work
Learning
Communicating
Reading
Writing
Thinking
Organizing
Math
MORE…
Instruction
•
Classroom Transitioning Resources and Lessons
•
•
•
•
•
2:30-2:45
New text materials now in every classroom
Authentic materials that relate to learning skills, employment, careers, etc.
“Transitioning Skills” checklist as student self-evaluation
Career search and “evidence/documentation of research”
“Career Gateway” ends October 31 BUT PSE or training focus remains
OVR as Partners
•
Career Gateway and OVR
¾
¾
¾
2:45-3:00
Break
3:00-3:30
Wrap Up
¾
How can you use the Career Gateway information?
What or if any changes do you anticipate will occur when you talk
with
adults who are interested in pursuing PSE or training?
How can we improve effective student transitioning to PSE or training?
What suggestions, comments, changes, etc. do you think would be
beneficial in strengthening our partnership(s)?
Attachment 3-E
Career Gateway—PA CareerLink Westmoreland
March 14, 2006
Career Gateway Project
•
•
5 pilot project sites chosen based on “Core Goals” success
Document WHAT is done in our programs that helps adults decide to enter post-secondary
education or training and then enroll
•
Establish or strengthen existing relationship with local PA CareerLink and other partners
•
Develop a tool kit for AEP counselor and instructors so that all are on the “same page”
•
Provide that all classrooms have materials and information vs. focus on one site
Our Career Gateway Project
•
Only project of the 5 with an established, positive working relationship between
the local PA CareerLink and the agency
•
Decision by the PIC to include transitioning skills for post-secondary education or training or
employment in ALL adult education classes
Career Gateway Needs of PA CareerLink Counselors
Tell adults what to expect from the adult education classes
・
・
Provide examples from “The Issues” checklist
Assure that every adult learns how he/she learns best
Focus of classes is to “learn how to learn” (not improve TABE scores)
・
IF counselor will present TABE information, discuss ONLY
Percentile
・
for example, a percentile of 67 means the adult scored better than 67 out of
every 100 people who took the same test; or 33 out of every 100 testers did
better than that adult
・
Scale Score
mid 600’s demonstrates a higher level of knowledge on the tested area, but
not that the adult is proficient in that subject
OR
Say that the TABE will be reviewed and discussed with Erica and in more detail by
the instructor.
Please review and refer to the handout “What the TABE tells us/doesn’t tell
us.”
Attachment 3-F
Building Networks: A partners’ discussion—PIC &
CareerLink
April 25, 2006
・
What makes a network (the in-house, the local, the pilot, a statewide network)
work?
・
Have the same goal of helping the customer vs. only meeting performance
・
・
Demonstrate professionalism
Demonstrate open, assertive communication that is respectful and courteous
Value expertise of each other to establish trust and mutual respect
Eliminate or reduce being defensive or “territorial”
・
Keep the referral and other processes for communication “simple”
・
What have we learned about building networks?
¬
How do we build one?
・
•
・
Use a “simple” process with no elaborate barriers
Everyone is a phone call or e-mail away
Need supervisors to take an active role
・
•
・
Have an adult education staff member at PA CareerLink one day/week—our adult counselor on Tuesday
mornings
Provide information about classes to those new to PA CareerLink services
Ensure that all involved know the way the partners’ systems work
¬
How do we advise others to build one?
・
•
・
Examine if the commitment is to the customer for education services
Performance can be more easily achieved if this is a goal
Fine tune the communication process for ease of exchanging information
・
Have someone from the local Adult Education provider at the PA CareerLink on a regular basis for
familiarizing not only customers but also PA CareerLink staff
Ensure that management at all levels is taking an active role
•
•
・
・
What have been the opportunities and challenges of building each of the 4 types of
networks?
・
In-house
Challenges for PA CareerLink
・
Staffing—multiple trainings, conferences, meetings, new programs
・
Challenges for PIC
・
Having all instructors reevaluate individual teaching methods and materials to meet demands and needs of
grant requirements and student needs
・
Opportunities
・
Providing a better perspective on adult education for both PA CareerLink staff and instructors
Providing an opportunity for our instructional staff to shadow a PA CareerLink counselor for possibly a ½
day per week
・
Attachment 3-G
・
Local
Challenges
・
Finding time—collaborating, thinking, preparing, researching, typing, meeting, etc.
・
Opportunities
・
・
Reflecting and examining us—what we know, who we are, where do we go from here
Increasing public awareness of our adult education classes and locations
Increasing public awareness of the multiple value of attending our adult education classes
・
Learning about how an individual learns best
・
Attaining a GED
・
Preparing for employment-related testing
・
Preparing for post-secondary education or training
・
Pilot
Challenges
・
・
Knowing about and understanding exactly what other pilots are doing, including topics taught to Career
Gateway students, materials used, teaching methods used
・
Opportunities
・
・
Connecting monthly with each other—face-to face is wonderful
Sharing information such as forms, Web sites, etc.
Visiting the pilot program sites
・
Statewide
Challenges
・
・
・
・
・
・
・
・
Knowing that each PA CareerLink is unique
Understanding that laws/rules governing agencies change and/or are modified on a regular basis
Knowing specifics about the next 5 pilots and how each WIB and PA CareerLink affiliate collaborates
Understanding that the adult education pilot participant got to choose to participate in Career Gateway
while the respective PA CareerLinks had no choice in participating
Modeling appropriate, assertive communication as well as trust and respect
Showing PA CareerLink staffs, OVR counselors, post-secondary education/training institutions, and any
other partners the value of preparing adults beyond academics and TABE or other standardized test scores
Providing information or training or whatever to other WIB’s and PA CareerLinks about the challenges and
opportunities each of the 5 pilots identified, resolved, or continue to develop
・
Opportunities
・
Continuing growth and increasing positive and effective collaboration
Increasing awareness that collaboration assists all agencies in meeting outcomes
・
・
Now that we have our in-house and local networks more underway, what are our
next steps as a network of pilot agencies?
・
Choosing relevant and useful toolkit inclusions
・
Evaluating and measuring our successes
・
Piloting our toolkits within our programs to determine if we need to make changes, deletions, or additions
・
Sharing our knowledge of effective and ineffective ways to effect change and increase collaboration within
and among varied agencies
Attachment 3-G
Career Gateway…
A Partnership
Staff Day—April 7, 2006
November
Career Gateway begins
December
AEP Staff Meeting
•
・
Overview of project
Collaborative partnerships
PA CareerLinks and Satellites
WCCC
ETI
Triangle Tech
Penn State Fayette
OVR
・
•
•
Ten $6,000 grants
The TABE results and meaning of
The “See the Issues” checklist
January
Career Gateway Partners’ Kickoff
•
•
•
•
Overview of project
Partners’ introductions
Examining the “See the Issues” checklist
Where do we go from here
•
Chart of classroom materials
AEP Project
February
Ongoing state required projects
•
•
Chart of issues, challenges, and concerns
Partner involvement record
•
•
Workplace article to read
Prepare sample classroom workplace lesson for next staff day
AEP Project
March
•
Career Gateway Project Evaluation
・
March 9
CareerLink partners; AEP staff: Tami, Rebecca, Mary Lou
・
Phone conference
April
•
・
・
•
•
AEP Staff
April 7—Staff Day
Examine existing classroom materials
Order materials for classrooms
April 11—Partners’ Follow-up
April 12—Bidwell Training Center: Pilot projects begin meeting at each other’s sites
From now
What do we know? Where do we go from here?
Attachment 3-H
Adult Education Program of the PIC of Westmoreland/Fayette, Inc.
Career Gateway Referral
Name ________________________________________
SS#
Address ______________________________________
Phone ______________________
______________________________________
Cell
______________________
______________________
Please complete the following checklist/questions:
□ Attach Enrollment Resume from PA CareerLink
□ Address and phone number are correct
□ Work history is complete
□ Education history is accurate, includes H.S. graduation/GED and all schools attended, whether
completed or not
□ Date of:
GED Attainment ___________________
High School Diploma ___________________
□ TABE A Scores Attached
Has individual completed the full SAGE?
Yes □ No □
□ If Yes, results attached
Statement of Intent
Career interest(s) expressed
If applicable: School Name
Program ________________________________
Tentative Start Date ________________________
AEP Instructor ____________________ Phone # ________________ E-mail _____________________
Class Location __________________ Days _______________ Times __________________
Comments _________________________________________________________________________
REPORT BACK TO ADULT EDUCATION INSTRUCTOR (FAX 724-836-8058)
PA CareerLink Counselor ____________________________ Phone # _________________________
E-mail _________________________________
Was contact made with the customer? Yes □ No □
Scheduled Appointment? Yes □ No □ When? _____________ Show for Appointment? Yes □ No □
OK to Pursue Training? Yes □ No □
Comments
Attachment 3-I
PA CareerLink Referral Form
(developed by the Employment Specialists, PA CareerLink Westmoreland)
Purposes:
1.
2.
Provide consistency of information when referring adults to the PA CareerLink
Assist adult learners in understanding the required information for services through the PA
CareerLink
3.
Assist instructors in helping adult learners set short and long term goals
4.
Assist instructors in helping adult learners actively conducting career research, including high priority
occupation
5.
Improve communication between and among PA CareerLink and Adult Education Program staff as
well as other collaborators, including OVR counselors and post-secondary education/training providers
How used:
•
•
Complete the form, attach the required documents, and forward to the PA CareerLink
Follow-up as needed and requested by the PA CareerLink staff
Attachment 3-I
Developing Career Gateway Lesson Plans
Private Industry Council of Westmoreland/Fayette, Inc.
The focus of the PIC Career Gateway Project is to view and prepare ALL enrolled students
as potential post-secondary education or training participants.
We believe in demonstrating and teaching critical reasoning and thinking skills in our classrooms
and providing all learners with an awareness of their individual skills and abilities and recognizing
that these skills are transferable to post-secondary education or training, their homes, and their
workplaces.
Facts about the Adult Education Program of the PIC:
・
Multi-level classes
・
ABE, GED, Remedial/College Prep learners in all classes
・
Open-entry/open-exit enrollment
・
Combination of learner and instructor directed studies
・
Focus for learners “to learn how they learn” and to use efficient and effective strategies to maximize
learning in all areas
Official GED test center with satellite test sites in Connellsville, Monessen, and New Kensington
・
・
・
・
・
・
・
・
・
・
・
・
・
・
TABE is given at both the PA CareerLink Westmoreland site or the PIC main office; may be given at
satellite class sites when needed
TABE Survey 9D is pre-test given to adults who have not graduated or are seeking to obtain the GED
and those who note learning disabilities; 10D as post-test
TABE Survey 9A is pre-test given to high school or GED graduates; 10A as post-test
TABE A Level pre- and post-tests are required by the PA CareerLink Westmoreland for those planning
for post-secondary education or training
TABE results are NOT viewed as a determiner of learning ability or an indicator of academic success
but as a way to begin studies by noting partially mastered and not mastered skills or any skill missed on
tests
Learning Styles surveys (various formats chosen by instructors) are completed by students; suggested
learning strategies based on learning styles are given to students
SAGE, System for Assessment and Group Evaluation (measures interests, strengths, aptitudes, and
cognitive abilities), is available free to all Adult Education Program enrolled students; suggested time to
take is while waiting for the GED results but may be scheduled at any time to be taken at the PIC office
SAGE is required by the PA CareerLink Westmoreland for those planning and preparing for postsecondary education or training
OVR requested psychological or neuropsychological assessment(s) serve as additional sources of
information in helping OVR learners plan their pursuit of post-secondary education or training
possibilities, when available and appropriate
“Skills Needed for Transitioning” checklist developed during the Career Gateway Project is used as a
self-evaluative tool by learners preparing for post-secondary education or training; the checklist may be
introduced to learner by OVR counselor, PA CareerLink counselor, or adult education instructor
Referrals for class come from friends, family members, co-workers, PA CareerLink Westmoreland,
OVR, SPOC, word-of-mouth, the courts, social service agencies, churches, and more
Referrals made to PA CareerLink Westmoreland for those interested in pursuing post-secondary
education or training, employment, or undecided
Referrals made to OVR and other agencies as needed and desired by learners
Attachment 3-J
Class Locations:
Initial Career Gateway Learner Sites: Greensburg, Main Office
Other Instructional Sites:
Monessen, Donner Avenue
Mt. Pleasant Church of God
Latrobe Presbyterian Church
Westmoreland County Prison
Classes Available:
9-Noon Mornings
Varies by class sites; always available in Greensburg
1-4
Afternoons
Varies by class sites; always available in Greensburg
5-8
Evening Classes
(September-May); Greensburg only
Individual attendance schedules are arranged between instructor and learner according to childcare,
transportation, employment, or other personal needs.
Class Structure:
1. Independent studies determined and chosen by learner according to learners’
goals but also used as the introduction to what will be included in the class
lesson(s) following break
9:00-10:30
1:00-2:30
5:00-6:30
Learner and instructor complete/update IEP focusing on academic, post-secondary
education or training, employment, and personal goals
•
Independent study examples include the following:
•
•
Learner prepares for group lesson(s)—For example: reads article, solves few math problems, completes
English worksheet
Learner completes “Skills Needed for Transitioning” skills checklist; may enter class with transitioning
skills checklist begun with PA CareerLink or OVR counselor
Learner and instructor evaluate items missed on the TABE pre-test using the TABE Diagnostic Profile
Learner and instructor may simply discuss the TABE and what the student knows he/she needs to study
Learner examines math and English texts and chooses based on format; for example, solutions math
answer key or answers only
Learner uses the GED Connection series: text alone, video alone, text/video together
Learner is given copies of AccuPlacer practice assessments if WCCC is choice of post-secondary
schools
Learner uses online O*Net Knowledge Site Career Exploration Tools
Learner chooses “documentation of evidence” method for career exploration: graphic organizers,
PowerPoint template or handouts, write a poem or song
Learner uses the PA CareerLink Web site Job Seeker Services to view and explore the Statewide
Training Programs/Provider List
Learner examines the 2005 High Priority Occupations List for Westmoreland and Fayette Counties
Learner reads FAFSA booklet
Learner applies for PIN at www.fafsa.ed.gov
Learner accesses post-secondary education or training Web sites
Learner explores careers using the Occupational Outlook Handbook, O*Net Dictionary of Occupational
Titles, Best Jobs for the 21st Century Fourth Edition, 300 Best Jobs Without a Four-Year Degree
Second Edition
Learner explores skills needed for learners enrolled in post-secondary education or training using The
Secrets of Getting Better Grades, The Everything Study Book, or Student Success Secrets Fifth Edition
Learner explores post-secondary education or training catalogs or brochures
2.
Break
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
10:30-10:45
2:30-2:45
6:30-6:45
Attachment 3-J
3. Group lessons determined/planned by instructor according to learners’ goals
and/or learner requests of students presently enrolled in class
10:45-11:50
2:45-3:50
6:45-7:50
Group lessons can be by individual subjects but more often integrated or
cross-curricular with a focus of direct instruction and modeling
(For example: a newspaper article about the workplace (or anything else) can serve as a model of HOW
to use pre-reading strategies by discussing how students actually read the article; discuss specific
punctuation or capitalization used and reasons why; use Bloom’s Taxonomy to guide questions for class
discussion or paragraph or essay writing; any included graphics used to note title, purpose, source,
validity of information, etc.; develop math questions or word problems, if appropriate)
Individual Subject (Examples):
Reading
Steps to faster reading
Reading based on purpose
Multiple choice tests
Critical thinking/reading skills
Before, during, and after reading
Interpreting graphs and illustrations
Writing
Usage
Sentence Structure
Mechanics
Writing process
Mathematics
Computation and Applied
Rounding
Estimating
Problem solving
Number sense
Data analysis
Study Skills and more
Taking notes
Managing time
Organizing
Memory strategies
Lesson Sources
Textbook manuals/guides
Reproducibles (especially graphic organizers)
Instructor creativity
Instructor curiosity
Applying Bloom’s Taxonomy in questioning
Web sites
Mentoring within agency
Sharing ideas
Professional development
Using “Best Practices”
Authentic materials examples
・
2005-2006 Pennsylvania Career Guide
・
・
PA Resource Guide with Educator Resources and Classroom Activities
http://www.paworkstats.state.pa.us/gsipub/index.asp?docid=406
PA Downloadable Publications for Workforce Information
http://www.dli.state.pa.us/landi/cwp/view.asp?a=140&Q=58425
Occupational Outlook Handbook
・
O*Net Dictionary of Occupational Titles
・
PA Occupational Outlook Handbook
・
O*Net Dictionary of Occupational Titles
・
Best Jobs for the 21st Century Fourth Edition
・
300 Best Jobs Without a Four-Year Degree Second Edition
・
The Secrets of Getting Better Grades
・
The Everything Study Book
・
Student Success Secrets Fifth Edition
・
Magazine articles: Time, Newsweek, etc.
Attachment 3-J
・
・
・
College or training catalogs, brochures, etc.
・
Financial aid booklets, pamphlets, brochures, FAFSA forms, etc.
Newspaper articles
Exemplary online lessons and lesson ideas
・
・
WERC: Foundation Skills Tools”
http://www.pawerc.org/foundationskills/cwp/view.asp?a=250&Q=115503&foundatio
nskillsNav=|6196|
Learning to Think, Learning to Learn: What The Science Of Thinking And Learning Has To Offer Adult
Education
http://www.nifl.gov/nifl/fellowship/cromley_report.pdf
Instructional Delivery
Questioning before beginning lesson using Blooms’ Taxonomy
What do you need to know to write an essay?
How do you write an essay?
What information do you need before you can evaluate the expressions?
What do you already know about ______________________?
What additional information do you need?
How is ______________________ similar/different to what we discussed
yesterday?
What was the easiest/most difficult part of ______________________?
Lecture with group discussion
Pair learning
Board examples with group discussion
Handouts with explanations
Overhead presentations
Internet sites
PowerPoint presentations
PowerPoint handouts
Select reading or examples prior to class lessons
Software
Learner requests
Videos (online, VHS, CD)
Hands-on activities/manipulatives (ruler, compass, protractor, clay, scissors, clay, etc.)
Attachment 3-J
SQ3R Reading Method
Before you read, Survey
the chapter:
Private Industry Council of Westmoreland/Fayette, Inc.
The SQ3R Reading
Method
Survey! Question! Read! Recite!
Review!
„
„
„
„
„
Question
while you are surveying:
„
„
„
„
Turn the title, headings, and/or subheadings into
questions;
Read questions at the end of the chapters or after
each subheading;
Ask yourself, "What did my instructor say about this
chapter or subject when it was assigned?"
Ask yourself, "What do I already know about this
subject?"
Note: If it is helpful to you, write out these questions
for consideration. This variation is called SQW3R
When you begin to
Read:
„
„
„
„
„
„
„
„
Recite
after you've read a section:
„
„
„
„
Orally ask yourself questions about what you
have just read
or summarize, in your own words, what you
read
Take notes from the text but write the
information in your own words
Underline or highlight important points you've
just read
Use the method of recitation which best suits
your particular learning style but remember,
the more senses you use the more likely you
are to remember what you read.
the title, headings, and subheadings
captions under pictures, charts, graphs
or maps
review questions or teacherteacher-made study
guides
introductory and concluding paragraphs
summary
Look for answers to the questions you first raised;
Answer questions at the beginning or end of chapters
or study guides
Reread captions under pictures, graphs, etc.
Note all the underlined, italicized, bold printed words
or phrases
Study graphic aids
Reduce your speed for difficult passages
Stop and reread parts which are not clear
Read only a section at a time and recite after each
section
Review: Day One
„
„
After you have read and recited the
entire chapter,
write questions in the margins for those
points you have highlighted or
underlined.
If you took notes while reciting,
write questions for the notes you have
taken in the left hand margins of your
notebook.
Attachment 3-K
SQ3R Reading Method
Review: Day Two
„
„
„
„
„
Page through the text and/or your notebook to rereacquaint yourself with the important points.
Cover the right hand column of your text/notetext/note-book
and orally ask yourself the questions in the left hand
margins.
Orally recite or write the answers from memory.
Make "flash cards" for those questions which give you
difficulty.
Develop mnemonic devices for material which needs
to be memorized.
Review: Days Three, Four and
Five
„
„
Alternate between your flash cards and
notes and test yourself (orally or in
writing) on the questions you
formulated.
Make additional flash cards if
necessary.
Review: Weekend
„
„
Using the text and notebook, make a Table of
Contents - list all the topics and subsub-topics
you need to know from the chapter.
From the Table of Contents, make a Study
Sheet/ Spatial Map.
Recite the information orally and in your own
words as you put the Study Sheet/Map
together.
Attachment 3-K
Northwest Tri-County Intermediate Unit 5
The Story
BACKGROUND
The Northwest Tri-County Intermediate Unit’s (IU5) Center for Adult
Education was chosen to pilot the Career Gateway project with Regina
Rastatter as coordinator and Ginny Pollard as teacher. Ed McAtee, Director
of Management Services for the IU and Tom Snyder provided input.
Our system provides adult basic and secondary education instructional
services, including English as a Second Language, and other non-educational
services at various sites in a three county area. There are three classrooms
at our main center, the Center for Adult Education, in Erie. Courses are
offered as open entry – open exit. Most, but not all, of the Career Gateway
pilot services were offered at the Center for Adult Education.
Erie has several colleges and training schools, many of which offer two-year
associate degrees. These were attractive to students who had lost
employment due to plant closings and those who wished to transition into
Pennsylvania’s High Priority Occupations in the healthcare industry.
In November, with two Career Gateway meetings in Harrisburg and in Erie, a
packet of guidelines, and reams of blank paper, we began to set priorities.
The IU5 Career Gateway Tool Kit contains all packets, forms, processes,
letters, lists, Topics Units, Action Plan, agreements, curricula, syllabi,
teacher made test, and lists of materials used in the following “Story”.
Attachment 4-A provides a table of contents for that toolkit. Please phone
us at 814-836-0870, extension 5224 if you need information or help.
64
DEVELOPMENT AND PROGRAM PLANNING
Development of systems, relationship building, and program planning were
first on our list. We held daily meetings to prioritize and assign tasks. The
time flew as we discussed the grant application, a barriers survey, planning
of the local kickoff, developing our Transition from ABLE to Postsecondary
Education Action plan, and developing a Career Gateway handout packet. In
addition, we combed our files for students who would likely be eligible for
Career Gateway services. Our winter break (Dec. 15 – January 4) gave us a
tight schedule.
We were off and running to develop the systems and relationships we would
begin at our local kickoff. We invited representatives from all local training
schools, colleges, PA CareerLink, the local Workforce Investment Board
(LWIB), and local unions – a scattergun approach – not knowing where our
“systems” would form. We sent invitations and made personal phone calls
to each. This step assured our resounding success. As a result of our local
kickoff, we collected information about local schools, the LWIB and the local
PA CareerLink Center, which we could share with students. Guests at the
kickoff learned about IU5’s programs, were interested in our services, and
have sent students to us for remediation. The materials collected were
displayed for student use. After this meeting, we informed IU5 staff about
Career Gateway pilot progress and requested suggestions.
Our staff personally visited most of the postsecondary education and training
schools and colleges. We found admissions counselors to be helpful and we
developed good relationships. This required many afternoons and long
hours, but was well worth the effort.
65
At the same time as kickoff planning, we attempted the action plan, a form
given to us by the project coordinator. We traveled down some dead ends
and wrong directions, but were pleased with our ambitious plans and were
able to accomplish most goals.
Meanwhile, we researched possible barriers to successful transition and
barriers to successful completion of the chosen majors of students who
would transition. We spoke to institutions of postsecondary education, the
local PA CareerLink Center, students, and researched literature on
transitioning adults to postsecondary education. We then developed a twopage barriers/challenges form that each student completed at enrollment in
our programs (see Attachments 4-B and 4-C) and staff surveyed students
about their interest in transitioning to postsecondary education and training.
Included in that interview packet was the release of information form we
developed to facilitate the flow of information between our agency and the
local PA CareerLink Center (see Attachment 4-D).
Information from these forms, and from speaking to students and
institutions of postsecondary education, aided us in discovering “gaps” in our
services. Several gaps were found showing the need to customize our
courses to meet the specific demands of local training schools and colleges.
We needed to address five topics that are not typically found in our adult
education curricula:
1.
Pennsylvania’s High Priority Occupations
2.
Education Requirements to Enter a College or Training Program
in credit bearing classes that lead to a certificate and the
requirements for completing those programs
3.
Knowledge of Postsecondary Institutions (Providers, Financial
Aid, Support Services)
66
4.
Career Matching
5.
Success Strategies in Postsecondary Education
We worked with PA CareerLink, whose intensive services could cover many
of our gaps. PA CareerLink provided our staff with an orientation to their
services. We were surprised at the breadth of services provided through PA
CareerLink. The local PA CareerLink was not prepared to fill in our five gap
topic areas so we quickly developed instructional units to cover each of the
five topics. PA CareerLink provided us with lists of Pennsylvania’s High
Priority Occupations for our Local Workforce Investment Area. The units for
our five topics could be given on an individual basis as needed. Our
students were entering and exiting our system and we chose to capture
them while we had them in class.
Materials for our use came in from institutions of postsecondary education,
our students, local banks, the At Risk program, FAFSA and others interested
in the Career Gateway pilot program. These materials were added to the
popular Career Gateway display accessible to all teachers and students at
the Center for Adult Education. Support service information was added to
the display as it became available. Many materials were used in developing
the content of our five topics and in providing background and reference
information for student use.
Next, we developed selection criteria for our cohort. Most of our students
were not teenagers. Some had lost jobs, had children, had part-time jobs,
and contributed to the support of their family or were self-supporting. Adult
secondary education students preparing for the GED tests students were
younger and many wanted immediate employment. Some were tired of
67
school and needed down time. The students we had success with were
those who said they were “ready to enter postsecondary education.”
From those “ready to enter postsecondary education”, we selected our
cohort. Other criteria were listed on our criteria list (see Attachment 4-E).
These included, but were not limited to, at least 12 class hours with IU5,
TABE test scores, teacher evaluation, and a willingness to register and work
with PA CareerLink. Some students showed a need for the Five Topics. We
also developed a Service Coordination Plan for the teachers and project
personnel to use in referring learners to PA CareerLink and for PA CareerLink
to use in working with our learners (see Attachment 4-F). During intake, we
could also assess barriers/challenges faced by potential Career Gateway pilot
students.
Fine tuning our instruction and curricula was next on our list. Many of our
students stated that they desired help in passing an entrance test to enroll in
postsecondary education. We found that they also needed help to choose a
school and a major. Most had identified their transition goal. Students
needed to pass entrance tests for admissions quickly as deadlines were
several weeks or a few months away. Our goals were to speed the entry
process, assure that the student would not need to enroll in remediation
classes in the postsecondary education setting, and to remain in
postsecondary education until a credential was obtained. We were ready to
revise our curriculum and syllabi, matching coursework to entry
requirements. This involved calls to postsecondary schools and teachers,
and the purchase of textbooks used by those schools. We used all of this
information in rewriting our curriculum and syllabus to meet the goals for
transitioning our Career Gateway cohort members. This work took a lot of
time, but has been worth the effort. IU5 has enjoyed increased referrals
68
from institutions of postsecondary education because of our revised
curriculum.
One outcome of Career Gateway has been that by special agreement, most
postsecondary schools in the area now accept the IU’s “letter of completion”
and grade in lieu of a high school credit in Algebra I or II (see Attachment
4-G). Another benefit has been that PA CareerLink assigned a counselor
specifically for IU5’s Career Gateway cohort members. Our students can
now register with PA CareerLink on computers in our classrooms and PA
CareerLink tracks our Career Gateway cohort members and reports their
success/failure so that the IU might address any issues which could help
them or future students.
EVALUATION
We can evaluate our successes and gaps. We must work harder to
transition our adult secondary education students preparing for the GED
tests. IU5’s first year cohort is achieving success in postsecondary
education – one program historically had a 50% dropout rate the first year.
Only one out of 20 of our first year Career Gateway students have dropped
out of postsecondary education. PA CareerLink reports that our remaining
19 Career Gateway students have maintained B averages. In addition, we
have had more referrals from postsecondary education in the second year of
the pilot than we had in the first. We have also referred more of our
students to postsecondary education.
PA CareerLink has been working with us for the benefit of our students
providing core and intensive services along with Individual Training Account
funds for eligible students.
69
The IU and postsecondary schools now mutually refer students on a regular
basis. The schools call IU5 with their concerns and we do the same. Now,
more people in Erie are aware of our services for transitioning students and
we are working with PA CareerLink on common goals.
Another success, most definitely, was working with the other pilot agencies.
They shared information and support freely. In all, the IU’s work in the
Career Gateway pilot has benefited our students in successful transition and
success in postsecondary education.
Submitted by:
Regina Rastatter
Northwest Tri-County Intermediate Unit 5
Erie, PA
814-836-0870, extension 5224
70
Northwest Tri-County Intermediate Unit 5
The Tools
Table of Contents
Toolkit Table of Contents
Attachment 4-A
Barriers Form
Attachment 4-B
Challenges Form
Attachment 4-C
Release Form
Attachment 4-D
Selection Criteria
Attachment 4-E
Referral Form
Attachment 4-F
Completion Letter
Attachment 4-G
71
Intermediate Unit 5
Career Gateway Toolkit
Table of Contents
• Release of Information Form
• Recommendation Letter to PA CareerLink
• Career Gateway Student Data Form
• Career Gateway Student Barrier Information Form
• IU 5 Math Form
• IU 5 Math Syllabus
• Criteria for Selection in the Program
• Service Coordination Plan
Attachment 4-A
NORTHWEST TRI-COUNTY INTERMEDIATE UNIT
CAREER GATEWAY STUDENT BARRIER INFORMATION
Name:
Date
Site
I. Would you like to enter a college / training program but are unsure which career you are suited for?
‰ Yes
‰ No
II. Would you like to discuss a career choice with someone?
‰ Yes
‰ No
III. Have you decided which career you would like to enter?
‰
‰
Yes
No
IV. If you plan to enter college / training program:
Do you plan to work while you are in school?
‰ No
‰ Part Time
‰ Full Time
Do you have child care for your children?
‰ Yes
‰ No
‰ Unsure
Do you have reliable transportation?
‰ Yes
‰ No
‰ Unsure
‰ Not Applicable
‰ Yes
Do you or your family have any health issues that might impact on your attending class?
Do you feel ready to take college or training program classes?
‰ Yes
‰ No
‰ No
If not, why?
‰ Yes
Have you discussed your career choice with anyone currently working in that field?
Have you visited the college or training program that you are interested in?
‰ Yes
‰ No
‰ No
Have you spoken to an admissions counselor at the college/training program you are interested in?
‰ Yes
‰ No
Do you need an explanation of how the college/training program system works?
‰ Yes
‰ No
When does the college or training program you are interested in begin?
Are you aware of the application and/or testing deadlines?
‰ Yes
‰
No
Do you plan to enroll in college or a training program?
‰ Yes
‰
No
Do you have adequate financial resources to support yourself during college or training?
‰ Yes
‰ No
‰ Unsure
Do you know where to find financial assistance for tuition and/or living expenses?
‰ Yes
‰ No
What date do you plan to enter the college / training program (if known)?
Month
Year
Do you have any other concerns or questions?
Attachment 4-B
NORTHWEST TRI-COUNTY INTERMEDIATE UNIT
Career Gateway Student Data Form
Family Data:
Name:
(First)
‰ Married
(Middle Initial)
(Last)
‰ Single
‰
Single Parent
Number of dependent children living with me
Total Number in Family
‰ I am financially independent from my parents
‰ I am financially dependent on my parents
What was your family’s estimated income for the last 6 months:
‰ 0 – $5,981
‰ $5,982 – $8,019
‰ $8,020 – $10,057
‰ $10,058 – $12,093
‰ Over $12,093
What mode of transportation do you use to come to class?
‰ My car
‰ Parent’s car
‰
Car
‰
Other (Bus, etc.)
Employment Data:
Please list your employment experience
Educational Data:
What post-high school classes have you attended?
Have you taken high school -
‰ Chemistry
‰ Biology
‰ Algebra
Are you interested in entering a post-secondary college or training program? ‰ Yes
‰ No
‰ Undecided
If yes, which school and what major?
1. School
Major
2. School
Major
Student Signature
Date
To be filled out by instructor:
Referred by:
Class Instructor/ Location:___________________
_
Class Description
Attachment 4-C
Authorization for Release of Information
NORTHWEST TRI-COUNTY INTERMEDIATE UNIT
3814 Asbury Road
Erie, Pennsylvania 16506-3619
PHONE 814-836-0870
FAX 814-836-8690
www.iu5.org
Adult Education Career Gateway Program
Date
Student Name (Print)
Birth Date
Phone Number
I hereby authorize the Northwest Tri-County Intermediate Unit to:  obtain records from
 release records to
Erie CareerLink
1309 French Street
Erie, PA 16503
for the purpose of coordination of services and educational program planning.
I,
, do hereby authorize the release of information regarding my
Student file as it relates to determining eligibility for assistance/continued assistance from the
Erie CareerLink / Career Gateway Program. This authorization includes the following:
o Grade Reports and Transcripts; Progress Updates and Reports
o Attendance Verification
o Testing Assessments and Results
o Information to and from the referring agency as it applies to client and program
requirements.
Any information received by the Northwest Tri-County Intermediate Unit 5 will be placed in
a file to which the student has access. The professional staff of the Intermediate Unit
monitors this access. Information will be destroyed when it is no longer useful for
educational purposes.
I may revoke this release at any time except to the extent that the person who is to make the
disclosure has already acted on it. Except as noted above, this release will expire one year
from now unless revoked earlier.
Signature of student
Address
Date
City
State
An Equal Rights And Opportunities Employer
Zip
Attachment 4-D
NORTHWEST TRI-COUNTY INTERMEDIATE UNIT
3814 Asbury Road
Erie, Pennsylvania 16506-3619
PHONE 814-836-0870
FAX 814-836-8690
www.iu5.org
Criteria for Selection in the Career Gateway Project
1.
Entry date that falls within Career Gateway timetable (11/02/05 – 10/31/06)
2.
Reside in Erie County
3.
Have goal to transition into post-secondary/training education
4.
Assessment using TABE form 9
5.
6.
Staff completes interview with student to determine realistic expectations:
goal vs. TABE results – counseling by staff.
Hours of attendance – 12+
7.
Sign Release of Information form.
8.
Complete challenges/barriers form.
9.
Complete Topic 1: Explore Demand Occupations
10.
Register on PA CareerLink website
11.
WIA eligible: U.S. citizen or green card, Register for Selective Service (if
applicable), Adult or older youth
12.
Not eligible to receive TRA (Trade Readjustment Act) or TAA money.
13.
Teacher sends student file to program coordinator for review
14.
Letter of introduction is sent to PA CareerLink contact
15.
Date post-secondary education begins is within PA CareerLink time frame of
program.
Remediation can be completed within PA CareerLink time frame.
16.
17.
Teacher(s) meet with student to determine his individual needs and interest
in seeking Career Gateway:
a. Completes interview
b. If student is interested, the teacher will address program and curriculum
with the student and document. (academic preparedness)
18.
Proficiency on CASAS of required EFL for ESL students.
19.
Staff and student develop Individual Educational Plan.
** This is a work in progress
An Equal Rights And Opportunities Employer
Attachment 4-E
Career Gateway – Erie Area
Service Coordination Plan
The following are the procedures for referral of Career Gateway students.
1. Teacher (s) identifies potential student, with the goal of entering into PostSecondary education or training, from our enrolled ABLE students.
2. Teacher (s) meets with student to determine their individual need and interest in
seeking Career Gateway ITA support.
a. Completes Interview with student
b. If student is interested, the teacher should address program and curriculum
with the student and document. (academic preparedness, awareness of
requirements of occupation, additional conditions of program eligibility as
identified by L&I)
c. Complete data packet forms (these forms could include information
regarding high demand occupation, post secondary school selected and
field of study, CareerLink registration status, barriers, needs, and skill
levels.
3. Teacher (s) obtains the student’s signature for release of information.
4. Teacher (s) compiles Career Gateway Referral Packet and gives it to the ABLE
Coordinator.
5. ABLE coordinator contacts PA CareerLink designated contact person, makes
referral, and coordinates services with PA CareerLink and student.
6. At this point, entry in e-data starts.
7. Student is identified as eligible for Career Gateway ITA and signed or a review
meeting is set by the PA CareerLink staff member and the ABLE coordinator.
8. PA CareerLink staff coordinates with the student and postsecondary/training
provider for ITA payment timeline.
9. PA CareerLink staff and ABLE staff will meet at least bi-weekly to monitor
individual student activities, discuss new referrals, and follow-up needs for
enrolled students, and program process issues.
10. Follow-up with postsecondary/training school, students, ABLE provider and PA
CareerLink staff will be coordinated for data collection as required.
Attached: Career Gateway Referral Packet and forms
Attachment 4-F
NORTHWEST TRI-COUNTY INTERMEDIATE UNIT
3814 Asbury Road
Erie, Pennsylvania 16506-3619
PHONE 814-836-0870
FAX 814-836-8690
http://www.iu5.org
May 24, 2007
Kristin Austin
Academic Coordinator
Office of Adult and Graduate Programs
501 East 38th Street
Erie, PA 16504
Xxxxx
has been attending the Center for Adult Education, Northwest
Tri-County Intermediate Unit. He has successfully completed Algebra I
(Number Power, Algebra by Robert Mitchell) and Algebra II (Elementary and
Intermediate Algebra by Ron Larson). He has received a 98.5% (A+) in
Algebra I and a 95% (A) in Algebra II.
Christian has a superb work ethic and excellent comprehension and retention
skills. He is continuing with Trigonometry and Pre-Calculus. Soon he will
begin Calculus.
Virginia Pollard, Instructor
An Equal Rights And Opportunities Employer
Attachment 4-G
Bidwell Training Center
The Story
BACKGROUND
Bidwell Training Center, a nonprofit organization located in southwestern
Pennsylvania, provides career paths and training opportunities at no cost to
students in the following areas: Chemistry Lab Technician, Culinary Arts,
Horticulture, Medical Claims Processor, Medical Coder, Pharmacy Technician,
Health Unit Coordinator, and Office Technology. A separate Academic
Department provides adult basic and secondary education services in
reading and math skills, and GED preparation classes for those who do not
qualify for the training programs. The Career Gateway pilot program is
located in the Academic Department.
CAREER GATEWAY PILOT PROGRAM
The program’s goal was to increase the number of adults transitioning from
adult basic and secondary education to postsecondary education and
training. We began by scheduling a local kickoff and inviting potential
partners in the Career Gateway pilot. The kickoff was held on December 30,
2005. In order to transition students to postsecondary education and
training, Bidwell's Academic Department set four goals and objectives:
Goal 1 Identify challenges and barriers that hinder adults from transitioning
to postsecondary education and training. To accomplish this, we reviewed
our enrollment procedures and conducted an informal survey of our students
(see Attachments 5-A, 5-B). The Career Gateway pilot coordinator, Nate
Williams, surveyed nineteen students. The survey produced the following
results:
74% had not attended a job fair;
72
79% had not talked to a career counselor about career choices;
84% had not used local PA CareerLink resources;
53% did not know what financial or educational qualifications they
would need for a career;
53% were not sure what they wanted to do; and
63% had not participated in job shadowing.
These results prompted the setting of the second goal.
Goal 2 Increase our students’ awareness of the postsecondary education
and training market. By increasing our students’ awareness and exposure to
a variety of career choices, it was expected that they would continue to seek
postsecondary education and training. A Career Planning class was created
to accomplish this (see Attachment 5-C). The main component of Bidwell’s
Career Gateway pilot program is a weekly Career Planning Class that is led
by the Career Gateway coordinator and run in an eight-week cycle. The
program is designed to increase students’ awareness of postsecondary
education and training options so that students can make informed decisions
about career choices. The course is divided into five sections: Selfassessment, Goal setting, Skills analysis, Resumes and cover letter writing,
and Job search. The courses included guest speakers and mini seminars
given by some of our partners. The text used in this course is, Getting the
Job You Really Want published by Marketing Association.
Goal 3 Track and advise adults on career goals. Bidwell's Academic
Department initiated a Career Shadowing program to keep students focused
on their career goals (see Attachments 5-D and 5-E). This program allows
students an opportunity to visit a vocational program to observe and interact
with program participants.
73
The Career Shadowing program continues to help students decide whether a
particular program is for them. For example, Don is a Bidwell Academic
student who has leukemia. He expressed an interest in entering Bidwell’s
Culinary Arts program. Because of the physical demands involved, the
coordinator felt that the goal was unrealistic and tried to discourage Don.
Don requested career shadowing and spent one week observing and
interacting with the culinary students, after which he realized that the
culinary arts program was not for him.
This program initially encountered internal difficulties because the various
departments at Bidwell Training Center were not accustomed to interacting
in this manner. By working with the Vice President of Operations, the
Career Gateway coordinator was able to arrange for students to shadow the
vocational education classes and for vocational representatives to give mini
seminars to Career Planning classes (see Attachment 5-F). Seminars include
such topics as: Opportunities for Chemistry Lab Technician, Pharmacy
Technicians, and Culinary Arts; Resume Building, among others. We require
students to attend thirty percent of the classes before shadowing. This
helps to improve attendance. Upon completing a shadowing program
students are asked to write about their experience. Students also meet
weekly with a counselor to assess other needs (see Attachment 5-G).
Goal 4 Form partnerships: Bidwell's Career Gateway program’s primary
partners are PA CareerLink and Bidwell’s own in-house training programs. A
local TRIO program counselor assists students who are interested in college.
Bidwell also collaborates with local human service providers to help students
access childcare, counseling, housing, and other support services.
The partnership between Bidwell and PA CareerLink got off to a rocky start
in October 2005. The Bidwell coordinator called the Local Workforce
Investment Board (LWIB) director at Pittsburgh’s PA CareerLink office, and
74
was told that LWIB had no connection to Career Gateway. After several
phone calls and no response, the coordinator went to the local PA CareerLink
office to check it out as a client. While there, the coordinator had an
opportunity to experience PA CareerLink's computer job program and other
available services. He was also able to set up an appointment to meet the
director. By March 2006, a supervisor and a counselor had begun to make
monthly presentations to Career Gateway students about PA CareerLink
services. To prevent our students from getting lost in the process it was
necessary to keep in touch with our partners by phone, email, and
newsletter. We set up a referral process with PA CareerLink (see
Attachment 5-H). This consisted of the Career Gateway coordinator calling
the local PA CareerLink contact to make the appointment, and making sure
that the student had the right information. The local PA CareerLink
counselor would call Bidwell’s Career Gateway coordinator to keep him
informed of the student’s status. It was also necessary to communicate by
newsletter, phone, and email with other staff members to facilitate the
movement of students and the exchange of ideas (see Attachments 5-I and
5-J).
CHANGES
Some primary changes that the Career Gateway program has brought to
Bidwell’s adult education program are:
•
Coordination with the vocational faculty has improved (we talk and share
ideas more now);
•
GED students now attend a Bidwell Training Center orientation to
introduce them to the state-of-the-art vocational programs;
•
Career shadowing of vocational classes has been introduced, and faculty
from both divisions is learning to communicate and share resources. The
75
staff did not work together or share students as much before;
•
The collaboration has provided Bidwell students with access to PA
CareerLink and its resources such as ITA Grants, counseling, seminars,
computer job search and other resources;
•
A Career Planning Class that introduces students to a variety of careers
choices has been implemented;
•
By working with PA CareerLink we were able to reduce duplication of
materials and services, such as retesting for the TABE.
CHALLENGES
Career Gateway encountered several major challenges to implementing the
program:
•
Open entry/open exit policy- this policy made it difficult to identify
candidates for the Career Gateway cohort as students kept changing
because of drop out, family problems, jobs, etc.;
•
Tracking Career Gateway Students-once the requirements for the GED
were met, the student tended to disappear. Now a staff person has been
assigned to tracking students;
•
Coordination with training center staff- Each training center director has
his/her own turf and doesn’t want any outsider intruding. This is changing
because of Bidwell’s administration and the work of Career Gateway;
•
Initial difficulty of working with the PA CareerLink. The relationship has
improved. Our communication is part of a larger process.
76
COMMENTS
As a result of Career Gateway, more than 50% of our cohort made the
transition to postsecondary training/education, with most entered into
Bidwell’s vocational programs.
Submitted by:
Nathan Williams, Jr., Career Gateway Coordinator
Bidwell Training Center
Pittsburgh, PA
412-323-4000
77
Bidwell Training Center
The Tools
Table of Contents
Enrollment Procedures
Attachment 5-A
Informal Survey
Attachment 5-B
Career Planning Class
Attachment 5-C
Learner Career Shadowing Form
Attachment 5-D
Career Shadowing Form Request
Attachment 5-E
Mini-class Announcement
Attachment 5-F
Challenges to Employment
Attachment 5-G
PA CareerLink Referral
Attachment 5-H
Career Gateway Newsletter
Attachment 5-I
Communications Form
Attachment 5-J
78
ENROLLMENT PROCESS
Orientation
Assessment, High School Diploma or
GED
No Diploma No
GED
Review of Assessment
Application Scores Meet
Criteria
Congratulations
Interview Schedule
Application Scores
DO NOT Meet
Criteria
Referred to Academic for
Remedial Classes, meet with
Student Adviser
Panel Interview
Accepted
Notified in
writing Schedule
for Program
Orientation
Applicant Offered Remedial
Classes
Not Accepted
Notified in
Writing
Accepts
Rejects
Retested every four weeks Based
on Progress in Remediation
Career Gateway Project begins at
TABE Score of nine, Career
Planning
Retest in 2-4
weeks Based
on Results
Criteria Met, Refer to
Educational ,Vocational
Program, PA CareerLink
Attachment 5-A
Career Gateway
Bidwell Training Center
Student Survey
Bidwell Training Center Career Gateway Student Survey
Please answer the following questions TRUE or FALSE
____ 1. I have participated in a job interview within the past six months.
____ 2. I have attended a job fair or a Career Day.
____ 3. I have spent a lot of time thinking about my career goals.
____ 4. I have done some reading about the type of career that I am interested in.
____ 5. I have talked to a career counselor about my career choice.
_____ 6. I have taken a test to measure my academic and vocational abilities.
_____ 7. I have observed workers in my career field.
_____ 8. I know the financial and educational qualifications for my career field.
_____ 9. I have used the Occupational Outlook Handbook
_____ 10. I have used the PA CareerLink resources.
_____ 11. I have used a computer to find job information.
_____ 12. I’m not sure what I want to do.
_____ 13. I know what I want to do in life. (If true list the career field or job.)
___________________________________________________
_____ 14. I know which college or university I want to attend. (If true list name and
major field of study _______________________________.
Attachment 5-B
Career Gateway
Bidwell Training Center
CareerPlanning Course Outline
CAREER PLANNING
PURPOSE:
This course is designed to increase the students’ awareness of the
postsecondary education/training market. Many adults come to
Bidwell with the idea of just getting a GED, with very limited
exposure to Bidwell and the postsecondary education/training market.
In this course it is our intention to broaden their horizons so that
they may make better informed decisions about their careers.
The course is divided into five sections:
I.
Self Assessment
II.
Goal Setting
III.
Skills analysis
IV.
Resumes and cover letter writing
V.
Job search
The course will include speakers, videos, and homework.
Since each class is very limited in time, it is very important
that you attend class on time and ready to work.
OBJECTIVES: Each student will be able to:
Assess their skills and talents, and
Compare them to their desired career area
Establish short and long range goals
Explore the career options within a given field
Develop a personal job search strategy
Students may or may not complete all parts of the program. Completion
time will vary with their GED test date and vocational/post educational
program starting date
Attachment 5-C
Career Gateway
Bidwell Training Center
CareerPlanning Course Outline
SESSION 1
Many people drive their cars better than they drive their lives.
For example: Before you get into your car, you know
Where you are going,
What streets you are going to take,
What method of transportation you are using,
How long it will take you to get there,
When you are leaving, and
Why you are going.
Stop and think whether you can answer these questions about your life? Most
People cannot. To be successful in life you must make a plan and work,
Work the plan!!
Activity 1 Work sheet 1: What do you want to be doing ten years from now?
Activity 2 Work sheet 2 : An Inheritance from Uncle Harry
SESSION 2 GOAL SETTING
The questions you answered in Session 1 will help you think about the future.
Dreaming will give you some ideas of what your life’s work might be.
Now you may not be able to achieve everything that you want, but some
good detail planning can help you achieve it or get very close to achieving
it.
SESSION 3 Follow up to session 2
Activity 3: Video on Goal Setting
SESSION 4 SKILLS ASSESSMENT
You probably have many skills that you take for granted--things that
you do well. Things that others would find hard or even impossible to do.
These skills are important because they can make your work easier and more
enjoyable.
ACTIVITY 4 Three types of skills
Work sheet 3: Adaptive skills checklist
Work sheet 4 :Transferable skills checklist.
Work sheet 5: Job related skills
SESSION 5 CAREER EXPLORATION
By considering your interests, skills, values, abilities, and other factors it
is possible, according to the U.S. Department of Labor, to arrive at a viable
career area to explore. According to the U.S. Department of Labor, your interest
can accurately guide you to explore careers that are most likely to meet your
needs.
Attachment 5-C
Career Gateway
Bidwell Training Center
CareerPlanning Course Outline
Activity 5
Worksheet 6: Career Interest Areas Worksheets
Worksheet 7: Career Planning Clues
Worksheet 8 :Career Interest to Jobs Chart
SESSION 6 Job Search Methods and Filling Out Applications
Activity 6
Worksheet 9: Networking Worksheet
SESSION 7 Resume Making and JIST Cards
SESSION 8 Interview Methods
NOTE: I use “Getting the Job You Really Want”, by J. Michael Farr as
a basic text for the Career Planning Classes. All worksheets and lessons
were taken from that book.
Attachment 5-C
BIDWELL TRAINING CENTER, INC.
CAREER GATEWAY PROJECT
CAREER SHADOWING REQUEST
Dear Sir or Madam:
I am interested in doing a Career Shadowing in the following
area: ________________________________ Date____________
1. Introduce yourself to the director
2. Explain why you would like to do a Career Shadowing in this
field.
Attachment 5-D
Bidwell Training Center, Inc.
CAREER GATEWAY PROJECT
CAREER SHADOWING
To:
From: Nate Williams-Project Coordinator
Date: 3/22/2006
RE:
Career Shadowing
The following student(s) would like an opportunity to do a
Career Shadow in your dept. The purpose of Career Shadowing
is to develop a greater awareness of the vocational market
before making a final career decision. Please list the best
available date and time for a Career Shadow.
Your cooperation is greatly appreciated.
Thank you.
Nathaniel Williams, Jr., Project Coordinator
Student’s Name
Date
Time
Attachment 5-E
RESUME BUILDING
CLASS
What do you know about writing a
Resume?
Do you know the 3 types of
Resumes?
Mary Hemp-Instructor from The Office
Technology Program will be in the Academic
Department
WHEN
Wednesday March 8, 2006 at
9-10am, 10-11am, &
2:30-3:20pm
Attachment 5-F
IDENTIFY YOUR CHALLENGES TO YOUR EMPOYMENT
The first step towards obtaining employment is examining issues that present challenges
to your success.
The following exercise will help you identify your challenges.
Circle the number of items you feel are responsible for your being unemployed.
1. Disability ____________________________________
2. Need for training
3. Need to obtain child care
4. Need for assistance in finding a job
5. Lack of transportation
6. Fear of losing benefits
7. Family or personal problems
8. Health
9. Concern over past work history
10. Lack of understanding of the type of job your are qualified to do
11. Lack of confidence in ability to find job on your own
12. Lack or work experience
13. Bad luck
14. Feeling of discouragement
15. Lack of time to look for a job due to other responsibilities
16. Inability to perform the kinds of work you have done in the past
17. Physical and / or emotional condition
18. Concern over ability to earn enough to support yourself and / or your family
19. Need for assistance in learning how to fill out employment applications and
interview for a job.
20. Lack of encouragement from family
21. Lack of success finding a job, even though you have tried
22. Having been fired from jobs without knowing the reasons
23. Inability to get along with co-workers and/ or supervisors
24. Need to work a specific shift and inability to find a job allowing this.
25. Need to find a job within your physical and emotional limitations and your
inability to do so
26. Criminal background
27. Unstable housing situation
Indicate any other problems you feel have contributed to your being unemployed:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Attachment 5-G
BIDWELL TRAINING CENTER
CAREER GATEWAY PROJECT
PROCEDURE FOR ENROLLMENT TO PA CAREERLINK
Recommended forms for referral to PA CareerLink:
1. Birth Certificate
2. Picture State I.D.
3. Social Security Card
Birth Certificate and Picture I.D. can be obtained Monday-Friday 9am.-4pm.:
State Office Building
300 Liberty Avenue
Pittsburgh, PA 15222
Main Number:
412-565-5373
Birth records-412-565-3544
Social Security Card main office:
Social Security Office
921 Penn Avenue
Pittsburgh, PA 15222
1-800-772-1213
Attachment 5-H
BIDWELL
TRAINING
CENTER
The purpose of this newsletter is to keep you, our partners, informed about
the project’s progress.
The month of November was very busy. We spent a lot of time working on the egrant proposal and forming partnerships. During the month of December we
planned and executed the Bidwell’s Career Gateway Project Kickoff. The Kickoff
was great. I enjoyed meeting and talking with all of you who attended. I hope you
enjoyed the Bidwell Tour. Those who did not attend the kickoff should have
received a copy of the power point presentation. Sorry you missed a great sharing
opportunity.
For the month of January we began to intentionally process adults for the Career
Gateway Project by sending eight through Bidwell’s orientation process and campus
tour . This process should begin to increase awareness of the variety of vocational
opportunities that are available. That’s all for now!
Nate Williams
Project Coordinator
Attachment 5-I
YOU ARE INVITED TO THE
PITTSBURGH CAREER GATEWAY PROJECT KICKOFF
WHEN:
TUESDAY DECEMBER 13, 2005
WHERE:
BIDWELL TRAINING CENTER
1815 METROPOLITAN STREET
JESSE FIFE BOARDROOM
TIME:
11AM-1PM FOR MEETING AND
LUNCHEON
ATTENTION:
YOUR REPRESENTATION IS URGENTLY
NEEDED
RSVP
BY NOVEMBER 30, 2005 Justine Davis at
412-323-4000 ext. 173 or e-mail [email protected]
Your agency was selected by Bidwell Training Center as a local
community partner based on your success in supporting the transition
of adults from our program.
WHAT IS THE CAREER GATEWAY PROJECT?
A project designed by the PA. Department of Education to
increase the capacity of the adult basic and literacy education system to
transition adults to postsecondary education and training. It focuses on
system building, addressing issues such as developing effective training,
creating and expanding networks, and providing effective instruction
and goal setting.
COME AND SEE HOW OUR AGENCIES CAN WORK TOGETHER
TO HELP ADULTS MOVE INTO POST SECONDARY EDUCATION
AND TRAINING.
Attachment 5-J
Somerset County Technology Center
The Story
BACKGROUND
Somerset County Technology Center is the sole ABLE provider in Somerset
County. The county is rural and has no public transportation system, so the
adult education classes need to be offered at various locations throughout
the county. There are two major postsecondary providers, Somerset County
Technology Center and Allegany College of Maryland, Somerset Campus.
Somerset County Technology Center has a long-standing relationship with
PA CareerLink. We are a full partner in the local PA CareerLink Center with
adult education classes scheduled at various times at the facility. During our
planning the career counselors and the Career Gateway pilot program staff
developed several forms of communication including the student case
management spreadsheet (see Attachment 6-A) and the student activity list
(see Attachment 6-B). These items served as our main forms of student
progress documentation. We held monthly team meetings to complete
reports for each member of the cohort. We also settled on a referral process
(see Attachment 6-C).
A kickoff event was scheduled in early September. Somerset County
Technology Center invited the Somerset County commissioners, our state
representatives, PA CareerLink partners, staff from local postsecondary
institutions, the media, and Somerset County Technology Center’s adult
education staff. Participants were informed of the scope and sequences of
the project, received brochures, and were encouraged to refer interested
candidates to Somerset County Technology Center’s adult education
program.
79
The Career Gateway pilot program staff held trainings to orient Somerset
County Technology Center staff to the new initiative. The focus of the
training was Pennsylvania’s High Priority Occupations, student
responsibilities (see Attachment 6-D), and the vocabulary used at the PA
CareerLink Center. A review curriculum in the subject areas of the five GED
tests was designed. This curriculum was targeted at students who need a
quick review before taking the GED tests. Teachers were encouraged to
utilize the lessons in their classrooms for people who may not be part of the
cohort, but who were thinking about transitioning to postsecondary
education.
Recruitment efforts generated a list of 25 adult education students. Letters
were sent to these students (see Attachment 6-E) asking them to attend an
orientation session, and thirteen attended. These students became our
initial cohort. They were interviewed to identify common issues by Career
Gateway pilot program staff and then they participated in an orientation that
focused on Pennsylvania’s High Priority Occupations and PA CareerLink. Two
members of the local PA CareerLink staff attended the first two Career
Gateway sessions.
Cohort members were expected to complete the TABE and either the SAGE
or the Career Scope. The latter tests are designed to help people decide
what career paths they should choose, asking questions designed to
determine a person’s aptitudes and interests. The students also participated
in a PA CareerLink orientation designed especially for them by a member of
the PA CareerLink staff. Cohort members were also expected to prepare for
a final project. In this final project, students defended their career and
school choices and answered questions from a review board consisting of the
local PA CareerLink and Somerset County Technology Center staff.
80
Cohort members were required to attend 90% of the bimonthly sessions.
Staff decided to hold sessions until the spring semester which began in
January. Each two-hour session would focus on a different topic (see
Attachment 6-F). We really liked the idea of the students evaluating each
session, so we updated the session evaluation from the first Career Gateway
toolkit (see Attachment 6-G).
Students welcomed the opportunity to have
their voices heard and completed evaluations after each session. Career
Gateway pilot program staff read each one and tried to incorporate
comments into future sessions. For example, several students requested
that they get more time to research postsecondary training programs and
careers, so we included extra computer time into each session.
Students received update letters on the weeks that we did not have
sessions. These letters outlined what students were expected to complete,
what appointments they were to keep, and what they could expect during
the next Career Gateway session (see Attachment 6-H).
Many students in our initial cohort wanted to attend community college,
which in our area is Allegany College of Maryland. Our curriculum included
lessons on financial aid, time management, goal setting, test anxiety, study
skills and labor market information (see Attachments 6-I, 6-J, 6-K, 6-L).
Students who wanted to attend postsecondary courses at Somerset County
Technology Center also benefited from these topics.
Guest speakers were invited to speak to the cohort members. Somerset
County Technology Center was just beginning the process of opening an LPN
training program and the new director attended a meeting and discussed
occupations in the health care industry. Representatives from the
81
plumbers/pipe fitters, the heavy equipment operators and building trades
unions presented to the cohort about their apprenticeship programs. The
cohort also attended an open house at Allegheny College of Maryland’s
Somerset campus.
At this point we realized that some of our students were growing frustrated.
We discovered that they were not asking school officials, the local PA
CareerLink staff, and even Career Gateway staff questions to clarify what
they thought they heard. Several members of the cohort left the program
because of this. Seeing an urgent need, we designed a lesson on assertive
vs. aggressive communication (see Attachment 6-M). Students were
encouraged to take what they learned and apply it to their everyday lives.
In the classes following this lesson, one student would continuously say,
“You’re always encouraging me to ask questions, so….” and then ask a
question to clarify what she had heard.
When 2007 dawned, two members of our cohort were enrolled in
postsecondary education and several members had dropped out of the
program for a wide assortment of reasons. We sat down with our local PA
CareerLink partners to brainstorm ways to encourage existing cohort
members to stick with their goals. We also discussed how to recruit new
students. A new brochure was created and distributed to the agencies that
came to the September kickoff. The two major Somerset County
postsecondary education providers were asked to display our brochures, as
well as a sign promoting the program.
The partners agreed that time was of the essence, so it was decided that the
class format would change from a semester-long course to a three-session
workshop. This would facilitate a quicker transition for students interested
82
in taking spring vocational classes. The curriculum for these sessions
focused on Pennsylvania’s High Priority Occupations, study skills/time
management, and assertive vs. aggressive communication. We utilized the
lessons we wrote for the first round of classes and updated them for the new
class format.
Testing was an issue with our cohort and with our partners. Some of our
students claimed that taking the TABE on the computer at the local PA
CareerLink Center was not an ideal situation for them. The Career Gateway
partners agreed to share test scores for both the TABE and the SAGE/Career
Scope. In order to better understand theses tests, the local PA CareerLink
career counselors took part of the SAGE test at the Somerset County
Technology Center, and we discussed their results with them. This helped
the counselors understand what the students were being tested on and what
the reports they received meant.
The program was building more and more interest. Several of our students
began classes and we received referrals from the Office for Vocational
Rehabilitation (OVR) and New Choices/New Options. Somerset County
Technology Center has had successful partnerships with both agencies in the
past and they were part of our focus for the second round of recruitment.
As spring approached, a school of practical nursing opened in Somerset
County. We partnered with the school to offer math review and study skills
to any interested candidate. Fifteen prospective LPN students attended the
five-week course that focused on helping people succeed on both the
entrance exam and in the nursing classes. Three of fifteen LPN prospects
completed the necessary paperwork to receive standard Individual Training
Account funds (ITAs) and Career Gateway ITAs.
83
The adult education program is negotiating an agreement with the LPN
school to continue referrals for Career Gateway classes.
Somerset County Technology Center is also in the process of designing
classes to aid Allegany College of Maryland students in passing the
ACCUPLACER admissions test. Classes will be managed enrollment and will
focus primarily on the math section of the ACCUPLACER. We hope to begin
these classes in July 2007.
Somerset also used several very valuable websites. These sites helped us
plan, do research and help our students reach their goals (see Attachment
6-N).
Submitted by:
Jennie Jamieson, Coordinator and Diane Smith, Educator
Somerset County Technology Center
Somerset, PA
814-443-3651
84
Somerset County Technology Center
The Tools
Table of Contents
Case Management Sample
Attachment 6-A
Student Activity List
Attachment 6-B
Referral Process
Attachment 6-C
Student Responsibilities
Attachment 6-D
Recruitment Letter
Attachment 6-E
Topical List
Attachment 6-F
Workshop Elevation
Attachment 6-G
Update Letter
Attachment 6-H
Sample Lesson-High Priority Occupations
Attachment 6-I
Sample Lesson-High Priority Occupations
Attachment 6-J
Sample Lesson-Setting Goals
Attachment 6-K
Sample Lesson-Study Skills
Attachment 6-L
Communication Lesson
Attachment 6-M
Relevant Career Gateway Websites
Attachment 6-N
85
Case Management Notes
02/12/07-I met with K today. I enrolled him on the PA CareerLink. He is a client of OVR and his caseworker is
Lou. Started the application and paperwork. I could not complete the application because I need a referral letter
from Lou, test scores from Diane Smith, family size paper and customer follow-up agreement which I gave him a
stamped envelope to return the forms.
K has a current CDL, he is a welder and he obtained a certificate from a local school for auto diesel.
I saw Lou at the CL and requested the referral letter.
E-mailed Jenny to request his test scores.
K is on disability and can no longer perform his job as a welder.
02/13/07-Sent Jennie his spreadsheet.
02/15/07-Received his math score--still need his reading score.
02/21/07-Received an e-mail from Jenny that K came to do the SAGE test but he did not get much done because
they were discussing his options.
02/22/07-Ask his OVR counselor, Lou again for a referral letter for K
02/21/07-Received his family size paper and Customer Agreement from K
02/27/07-Ask Lou again about the referral letter and she said she was headed to the office and would check for
me.
02/27/07-Lou came back to the CL and gave me the referral letter.
02/28/07-Talked to K's wife and I told her as soon as I receive his reading score and SAGE test, I will schedule
him into the PA CareerLink to continue with the process/paperwork.
02/28/07-Sent Jennie an e-mail requesting his SAGE/reading score.
03/05/07-Received K's reading test from Jennie.
03/07/07-Scheduled for 9:00 a.m.
03/05/07-Date of registration
03/09/07-Developed IES
03/14/07-Met with Jennie to complete the monthly reports.
03/09/07-Met with K checking out schools, career counseling - Started the ITA packet
03/13/07-Mr. Wojcicki dropped the school forms
03/19/07-Left a message for K that I still need his comment sheet.
03/20/07-Sent Jennie an e-mail that I still need his comment sheet.
03/20/07-K called back and said that he will drop off his comment sheet.
03/20/07-Left a message for Jennie to call me back to schedule the Team Review Board meeting for K.
03/21/07-Jennie left a message that March 23, 2007 @ 9:00 a.m. will be ok.
03/21/07-Left message for K the date and time of the Team Review Board meeting.
03/23/07-Ken showed up for the meeting. He received a letter from the insurance company and his disability will
end 05-08-07. He would have to start back to work 05-01-07. He was upset because he does not know if he
would be able to go to school and then to work with all of his medications. After the discussion, we told him to
think about it over the weekend, talk to his wife and call me on Monday to let me know if I am to forward his
packet to SA. We told him that if he feels it would be better to wait until the fall, he could apply for WIA funding.
Attachment 6-A
Career Gateway
Somerset County Technology Center
Career Gateway Summary
September 21 Career Gateway Orientation (2 hours)
September 28 Career Gateway Career Exploration and PA CareerLink
registration (2 hours)
October 5 Career Exploration/School Exploration (High-priority careers)
and Goal Setting
October 19 Overcoming barriers and financial aid
November 2 PA CareerLink orientation
November 16 Allegany College of Maryland (ACM) Open House (2.5
hours)
November 30 Time Management/Learning Style/Self Advocacy
December 14 Barrier identification/career exploration
December 21 Aggressive vs. Assertive Behavior
January 4, 2007 Building Trades seminar
January 18, 2007 Retesting and wrap-up
Attachment 6-B
Career Gateway Referral Process
Student TABE scores are
>9.0, student studies for
GED, is encouraged to
attend Career Gateway
classes
Student enters adult
education program
(community or PA
CareerLink referral)
Student attends CG
classes, student is
referred to C’link to
begin career exploration
while studying for GED,
skill raising, etc.
Student is
tested, intake
completed,
goals set.
Student TABE scores are
<9.0, student brushes up
skills, is informed of
Career Gateway classes
Student
researches
schools
Student identifies
a school
Student identifies
career
Student completes
financial aid
paperwork/ITA packet
ITA approved
Student completes
attendance requirements,
etc. for ITA fulfillment.
Attachment 6-C
Career Gateway Student Responsibilities
As a Career Gateway student I agree to:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Complete a pre and post assessment (Test of Adult Basic Education)
Attend adult education classes for brush up on math, reading and/or
writing skills to better prepare me for my education
Complete a career aptitude assessment (SAGE or Career Scope)
Attend at least 90% of scheduled Career Gateway seminars
Complete the self-guided Skills for Transitioning checklist
Meet regularly with the Career Gateway staff
Complete all assignments, including a final project showcasing my career
exploration
Complete Core requirements for the Career Gateway program
Meet regularly with my PA CareerLink Somerset County career
counselor
Follow through on any scheduled meetings with schools or financial aid
representatives
Meet deadlines for any applications
Complete required clearances for the post-secondary institution
Ask questions for clarification
Do my best in any training program I enter
Signed: ___________________________________________
Date: ___________
As a Career Gateway instructor I agree to:
•
•
•
•
•
•
•
Be a positive role model
Teach bi-monthly student seminars
Answer any questions you have thoroughly
Assist you in setting and reaching your goals
Refer you to schools and training programs that meet your needs
Help you do your best in any training program you enter
Complete the teacher Skills for Transitioning checklist
Signed: ___________________________________________
Date: ___________
Attachment 6-D
Career Gateway
Somerset County Technical Center
Invitation to Orientation
September 11, 2006
Thank you for your interest in Career Gateway. As you may know, Career Gateway is a
program designed to help adults succeed in postsecondary training. Diane Smith and I
are looking forward to helping you reach your academic and career goals. We have
scheduled our first Career Gateway meeting for September 21, 2006 at Somerset County
Technology Center from 6-8 pm. We will cover the following items:
∗
∗
∗
∗
∗
∗
Discussion: What is Career Gateway?
Scheduling meetings during the day and/or night
Scheduling testing for students who haven’t taken the TABE or SAGE
Scheduling meetings with PA CareerLink counselors
Meeting criteria for financial aid packages
Discussing our goals for the year
Please come ready to learn and ready to ask questions. If you have any questions before
our meeting on the 21st, please feel free to call me at 443-3651, ext. 140.
Sincerely,
Jennie Jamieson
Career Gateway Coordinator
Attachment 6-E
Career Gateway
Somerset County Technical Center
Session Topics
Somerset Career Gateway Topics
September 21 Career Gateway Orientation (2 hours)
September 28 Career Gateway Career Exploration and PA CareerLink
registration (2 hours)
October 5 Career Exploration/School Exploration (High-priority careers)
and Goal Setting
October 19 Overcoming barriers and financial aid
November 2 PA CareerLink orientation
November 16 ACM Open House (2.5 hours)
November 30 Time Management/Learning Style/Self Advocacy
December 14 Barrier identification/career exploration
December 21 Aggressive vs. Assertive Behavior
January 4, 2007 Building Trades seminar
Attachment 6-F
Career Gateway
Somerset County Technical Center
Session Evaluation
Career Gateway Session Evaluation
Date of Session: _______________
Presenter: ____________________
By answering the following questions you will help us to continue to make the program
interesting and beneficial to its participants.
1. Please rate the following:
Good
Fair
Poor
Comments
Presentation
Materials
Clarity
2. Was the session helpful to you? (If so, in what way?)
3. What did you learn that you didn’t know before?
4. What would you change?
5. Comments:
Attachment 6-G
Career Gateway
Somerset County Technical Center
Between Session Letter
Hello Everyone,
I hope that you all had a good Thanksgiving. Diane and I are really excited about the
progress you’ve made in the Career Gateway program so far. This letter is to remind you
of our next Career Gateway meeting. We will be meeting November 30, 2006 at SCTC
from 6 to 8 pm. We will discuss the following:
∗
∗
∗
∗
∗
∗
How to ask the questions you need to ask
How to advocate for yourself in any situation
Time management skills
Career exploration
Studying for and passing the entrance exams for college
Your final assignment
As part of your final assignment, you will be asked to speak to the PA CareerLink career
counselors and a Career Gateway staff person about your chosen career. Please come
prepared to answer questions about how you’ll overcome barriers, what careers you have
researched, etc.
Please remember to keep your appointments. Any missed classes and appointments
count against you. By keeping appointments and attending classes, you are showing the
Career Gateway staff that you are going to follow through in any training you choose to
attend. If you have any questions, please feel free to contact us at (814) 443-3651, ext.
140.
Thanks again and we’ll see you on the 30th!
Jennie Jamieson
Career Gateway Coordinator
Somerset County Technology Center
Attachment 6-H
Career Gateway
Somerset County Technical Center
Lesson Plan for High Priority Career Web Quest
Lesson Plan for High Priority Career Web Quest
I.
II.
Introduce high-priority careers.
A.
High-priority careers are determined by the Workforce
Investment Board (WIB) as careers that are in demand in
certain regions. We are in the Southern Alleghenies region.
These careers offer a living wage (in the Southern
Alleghenies, the wage starts at $10.70 an hour)
B.
The WIB works in conjunction with education providers
and creates contracts to help educate people in these highpriority careers. They offer Individual Training Accounts
(ITA’s) to help people attend training.
C.
Many high-priority careers require some sort of training,
either a two-year degree, a certificate of completion or a
four-year degree. The WIB will only pay for up to a twoyear program (maximum of $8,000 standard ITA, but folks
can get an additional $6,000 with Career Gateway).
How do I find out if my career of choice is a high-priority
career?
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Take students to the PA CareerLink website:
www.pacareerlink.state.pa.us
Click on “Job Seeker Services”
Click on “Labor Market Information.” This will take you to the PA
Workforce website. This is the website that will allow your students
to complete the handouts.
Click on “Services for Individuals”
Click on “Labor Market Services”
Click on “Occupational Profile”
Click on “A Workforce Investment Area”
Click on “Southern Alleghenies”
Type the career choice you have in the box
Complete the Career Search handouts by using this site.
Please Note: Teachers, please make a copy of the career research papers for my
records. Students will have to do some “digging” on this site to answer the
questions, but that’s a good thing. They need to be aware of the resources available
to them.
Attachment 6-I
Career Gateway
Somerset County Technical Center
High Priority Occupations Exploration
High Priority Occupations
Name: _____________
Date: _____________
1)
Name at least 6 occupations that have been designated by Southern
Alleghenies as a “High Priority Occupation” in Southwest Pennsylvania.
_____________________
___________________________
_____________________
___________________________
_____________________
___________________________
2)
Which three “High Priority Occupations” in Southwest Pennsylvania have
the highest number of annual job openings?
___________________
___________________________
___________________
3)
Is the career in which you are interested on the list of “High Priority
Occupations” in Southwest Pennsylvania?
‰ Yes
‰ No
4)
Is your second choice of career one of the “High Priority Occupations” in
Southwest Pennsylvania?
‰ Yes
‰ No
5)
What is the approximate starting annual wage for your first choice
career?
________________________
6)
What is the approximate average annual wage for your first choice
career?
________________________
7)
What is the approximate hourly starting wage for your first choice
career?
________________________
Attachment 6-J
Career Gateway
Somerset County Technical Center
Goal Setting Worksheet
SETTING GOALS
GOAL = SETTING A PURPOSE FOR YOUR FUTURE
Goal Timeline
1. Immediate (survival)
Present to 6 months from now
2. Intermediate (future)
1 year from now
3. Long-term (lifetime)
4 years and on
For the most part, you should be concerned with immediate or intermediate goals.
Don’t overload yourself with goals. You are safest to concentrate on just one goal a
week.
FIVE STEPS TO SETTING A GOAL
1. State your present situation.
2. Write a measurable statement of your goal or objective.
3. Identify what you need to do to attain that goal. Think about all the
activities, materials, resources, costs, or people involved, and consider any
obstacles you must overcome.
4. List the activities necessary for you to carry out your plan of action and
reach your goal in a professional, operational manner.
5. Decide at which points you are going to review your progress.
Attachment 6-K
Career Gateway
Somerset County Technical Center
Goal Setting Worksheet
SETTING GOALS WORKSHEET
Name ______________________________________
Date _______________
WRITE GOALS FOR THE FOLLOWING AREAS:
1. Academic
2. Economic
3. Social
4. Personal
Note: Remember the Goal Timeline – Immediate (survival), Intermediate
(future), Long-Term (lifetime).
Use the following as a guide for writing goals.
Goal I Want to Achieve _______________________________________________
Date for Attainment __________________________________________________
Possible Difficulties ___________________________________________________
Solution to Barriers ___________________________________________________
Who Can Help _______________________________________________________
Attachment 6-K
Career Gateway
Somerset County Technical Center
STUDY SKILLS
A. Note Taking Strategies
1. Note taking helps you pay attention
2. Note taking helps you remember
3. Note taking helps organize ideas
B. What’s Worth Noting
1. Types of information – Facts/Opinions
2. Relevance to the topic
3. Importance – Do you need the information?
4. Personal bias – Do you want to remember the info. ?
C. How to Organize Notes In Outline Form
A. Main idea
1. Subtopic
2. Supporting details
D. Shortcuts to Note Taking
1. Leave off periods from abbreviations
2. Use technical symbols $ = dollar, ^ = insert, etc.
3. Use standard abbreviations c/o = care of
4. Make up your own abbreviations, gvt = government
5. Use word beginning assoc = association, rep = representative
E. Note Taking While Reading
1. Use different shades of highlighters
2. Use margins sparingly
3. Note significant pages on front inside cover and brief topic
4. Put important data at back inside cover
F.
To Keep Your Mind From Wondering
1. Choose seat carefully
2. Avoid friends
3. Keep lecture and personal matters separate
4. Relate lecture to assigned reading
Attachment 6-L
Career Gateway
Somerset County Technical Center
STUDY SKILLS OUTSIDE THE CLASSROOM
A. Scheduling – Areas of Time Management
1. Academic
2. Economic
3. Social
4. Personal
B. Scheduling – Timesavers
1. Simplify and delegate
2. Use paper plates
3. Set breakfast table night before
4. Children may pack lunches night before
C. Use of Double and Triple Time
1. Study notes at doctor’s office
2. Travel with tape recorder
D. Never be without text, note cards, and pencil
E. Enjoy Lost Time
1. Cancelled appointments, take time for yourself
2. Stuck in traffic, keep magazines, books, in car
E. Take time out for family and friends
STUDY SKILLS – USING MEMORY
A. Why Memorize
1. To learn
2. To remember
B. Use of Memory Cues
1. Similar Sound Cues, ex. Keraunophobia = Fear of lightning
Memory Cue – Karen is afraid of lightning
2. Letter Cue – Letters are the same as the first letters of whatever it
represents, ex. ERA = Equal Rights Amendment, HOMES = Huron,
Ontario, Michigan, Erie, Superior (Great Lakes)
3. Rhyme Cue – ex. In fourteen hundred ninety-two Columbus sailed the
ocean blue
4. Visual Cue – ex. Italy on map shaped like a boot
5. Other Cues – brief and to the point – ex. Spring forward, fall back
Attachment 6-L
Career Gateway
Somerset County Technical Center
STUDY SKILLS – USING MEMORY
C. Memory Cues for Numbers and Mathematics
1. Similar sound cues and symbols, ex. 1418210311492 =
I, for one, ate too – on Halloween, with Columbus.
2. Formulas, equations, and concepts, ex. To find the area of a triangle
b = base
h = height
a = ½ bh
Memory Cue = The triangle area takes up ½ of blue heaven.
D. Memory Cues for English Vocabulary
1. Cue the word with something that sounds or looks like it
2. Review the word several times
3. Use it in conversation
E. Extra Memory Tips
1. Get rid of distractions
2. Don’t study when you’re tired
3. Short study breaks
4. Emphasize understanding instead of pure memorization
5. Take notes
6. Make noise: hear it, say it, see it
7. Arc Method – Automatic repetition by cassette – Listen/Rewind,
Listen/Rewind, Listen while driving, eating, doing dishes, cleaning,
bathing, walking, relaxing
STUDY SKILLS FOR TEST TAKING
A. Kinds of Tests
1. Short answer essay
2. Fill-in-the-blank
3. Matching
4. True and False
5. Multiple Choice
B. How to find what types of tests are given
1. Ask the instructor
2. Look at past exams
C. Types of Studying
1. Intense cramming
2. Prepared cramming – Long term cramming for long-term
remembering
Attachment 6-L
Career Gateway
Somerset County Technical Center
STUDY SKILLS FOR TEST TAKING
3. Make up a test
4. Join a study group
D. Day of the Test
1. Be optimistic
2. Get happy (avoid depressing situations)
3. Shake anger
4. Postpone only if ill
5. Real terror – get help from school psychologist
6. Get to test room early – relax
7. Concentrate on test – avoid distractions
8. Look over test before beginning
9. Budget time – wear a watch
10. If all else fails, guess an answer
Attachment 6-L
Career Gateway
Somerset County Technical Center
Lesson Outline--Assertiveness
Lesson Outline for Assertive/Aggressive Behavior
I.
Introduction:
Ask students to relate examples of when they were angry/confused/frustrated and
how they handled it. (Give example if students are reticent to share) Write examples
on the board.
II.
Assertive vs. Aggressive
Distribute “What is being assertive?” handout
Discuss the difference between assertive and aggressive behavior. Use the examples
given to compare and come up with ideas for handling situations assertively.
Discuss the Four Types of Assertion.
III.
Improving Assertive Behavior
Distribute “Improving assertive behavior” handout. Discuss “I” statements, the
assertive bill of rights, myths and roadblocks to assertiveness.
IV.
Practice
Have students complete the non-assertive, assertive, and aggressive behavior handout.
(They can work in groups if they wish)
Go over in class.
V.
More Practice
Have students break into pairs. Each pair should pick two scenarios from the “Ten
Role Playing Situations for Assertion Training” handout to act out. When they have
finished, they will report their solutions to the group.
VI.
Real-life Application
Discuss how we can be better communicators.
Point out to cohort that career counselors, teachers, administrators, etc. are all people.
We all want to be understood and we all want to understand others.
Give out scenarios (career counselor, professor, etc.) and ask students to share how
they could ask questions for clarification, stand up for their rights, etc.
Attachment 6-M
Relevant Career Gateway Web Sites
http://www.bls.gov/oco - A - Z information on occupations.
http://www.testpreview.com – Test prep for occupational training
including the ACCUPLACER.
http://www.pacareerlink.state.pa.us – Post resumes’ and find local
employment from your area.
http://www.paworkstats.state.pa.us – Up to date employment
information for the state of Pennsylvania.
http://www.fafsa.ed.gov – Free application for Federal Student Aid
http://www.pheaa.org – PA Higher Education Assistance Agency –
financial aid form for the state of PA and Financial Education Loan
information.
http://www.careervoyages.gov – Career exploration site.
http://www.online.onetcenter.org – Career information and testing
site
http://www.careeronestop.org – Click on CareerInfoNet for Career
exploration.
Attachment 6-N
Greater Pittsburgh Literacy Council
The Story
BACKGROUND
Greater Pittsburgh Literacy Council (GPLC) is a community based full-service
adult education agency. With a paid staff of 40 and approximately 450
volunteer tutors, its services include literacy, ABE, GED, ASE, ESL, Family
Literacy, computer literacy, Workplace, and Move Up. It offers services to
approximately 2,000 students in a range of formats including tutorials, small
groups, classes, and special topic mini-classes. GPLC is the host of the
Southwest Professional Development Center and the national Literacy
AmeriCorps project. It also sponsors a local AmeriCorps program which
provides full-time national service participants to eight Allegheny County
literacy programs.
DEVELOPMENT
The goal of the Career Gateway (CG) pilot was to enable our adult education
students to make a successful transition to postsecondary education and
training, to support that transition, and to take advantage of Individual
Training Account funds (ITAs) available through PA CareerLink.
In order to build a system, we began by focusing on an overall picture of the
process of and partners in CG. We wanted to put into place a system that
would allow for the maximum amount of assistance to our students in
transitioning. We saw this as a two-pronged program: educational and
career development.
GPLC’s capacity was to provide the readiness and
educational support for transitioning students; our other partners could
provide career counseling, financial aid guidance, and job readiness
assistance.
86
Our next step was to reach out to existing and new partners whose missions
fit with the goal of Career Gateway, initially, PA CareerLink, the local
Educational Opportunity Center, and our local Workforce Investment Board.
We called the partners and sent them materials explaining CG. We then
recorded our organizational plan, such as it was at this point, to keep the
systems working concurrently and smoothly (see Attachment 7-A).
In order to strengthen the system we planned on building, we next needed
to examine relationships within GPLC and those with our partners. The
majority of GPLC’s students are tutored either one-to-one or in small groups
in their local neighborhoods throughout Allegheny County. However, we do
have a classroom into which PA CareerLink refers some of their clients, so
GPLC has had a solid working relationship with them for years. But Career
Gateway is a new type of initiative, so we needed to establish a system for
getting Career Gateway students to PA CareerLink for services. This would
involve educating our agency on Career Gateway and the services of PA
CareerLink and the local Workforce Investment Board.
Since staff involvement was crucial to the success of the pilot because they
would be the referral source for CG candidates, we needed to educate our
staff about the project. We devoted one staff meeting to informing everyone
about CG, and another staff meeting was dedicated to brainstorming ways
that all of the staff could become involved with the pilot. The criteria for
potential CG students were distributed to all staff, and a system for referral
of potential students was established. This involved a staff member
checking the criteria (see Attachment 7-B) and having the student contact
the person in charge of the program at GPLC. We also felt that we needed
some professional development in this area for ourselves and took
advantage of the High Priority Occupations and Industry Clusters training
87
that was offered by the ABLE Workforce Education Research Center. This 3hour training was invaluable.
We began to involve our external partners in September at our local CG
Kickoff. We invited our PA CareerLink partners, our local Workforce
Investment Board (LWIB) representative, our local Educational Opportunity
Center, and the directors of all the schools that had approved programs for
using ITA funds (see Attachment 7-C). At this kickoff, we presented the
goals of the Career Gateway program and how these partners could be
involved.
Our relationship with PA CareerLink was essential to the mission of Career
Gateway. Therefore, it was very important to maintain consistent
communication with PA CareerLink and the LWIB, as well as to investigate
and establish new partnerships throughout the course of the pilot year.
Essentially, we developed a system in which CG participants would go to PA
CareerLink for career development services, and records of those visits
would be maintained. To accomplish this, the following steps were taken:
•
A point person was designated on the PA CareerLink staff for Career
Gateway;
•
We met with PA CareerLink face-to-face bimonthly, and were in contact
by phone weekly; and
•
We determined that communicating by phone and email was easier than
using forms to document when Career Gateway participants went to PA
CareerLink and how many hours they were there since there were weekly
phone conversations. These hours were recorded in the participants’ files,
kept by the project manager at GPLC. The data were signed off on in the
monthly reports sent to the state.
88
The recruitment of Career Gateway participants was in-house because of the
stipulation that participants be in ABLE-funded programs. But we reached
out to some approved schools with approved programs in the area for
referrals of people who did not yet qualify for admission to the school by
inviting them to our kickoff. We did have some success with a local truck
driving school and were able to bring 3 people into GPLC and into the Career
Gateway program, but we had to turn away a number of people who did not
qualify for our services.
PROGRAM PLANNING
We also spent time at the beginning of the pilot designing our program. We
decided that our CG pilot program should include both developmental and
educational support for our participants. Developmental support would
address the soft skills needed for transitioning into postsecondary education
and/or training. The educational support would help participants with
academic skill development and content development so that they could
possibly avoid having to take remedial/developmental classes in college,
which they would have to pay for and which are not credit-bearing.
Our selection criteria were designed to bring into the Career Gateway
program students who could be successful not only in the Career Gateway
process, but also once they entered college/training school. So we were
looking for students who were intellectually capable and who had a stated
goal of transitioning.
(We recognize, however, that even with the
necessary TABE/GED scores and with the desire to go on, adult students
often have barriers that can compromise their ways to success, even if they
are academically at a high level. So we addressed these issues at our
monthly cohort meetings.)
89
We also interviewed each candidate individually and recorded the
perceptions of the person who referred him/her in the file.
We recruited primarily in-house. All GPLC staff knew the program and the
kinds of students we were looking for in the cohort. Our agency has many
offices in the county, so we devised a recruitment flyer to be posted.
We
also reached out to other literacy agencies for candidates who would be
“shared” with GPLC. In addition, the schools and other partners who came
to the Kick-Off received our selection criteria, but they had to be people who
needed ABE services and who would be willing to sign up with GPLC.
Later
on in the year, we received some outside referrals, they did enter our
program, and they successfully transitioned to a training school, as
mentioned earlier.
We held 90-minute orientations bimonthly for potential CG participants (see
Attachment 7-D).
The goal of our orientation was to familiarize candidates
with CG to see if the program was a fit for both them and CG. We created a
handbook for CG that contained the following:
About Career Gateway:
What is Career Gateway?
Career Gateway Enrollment Criteria
Career Gateway Benefits and Incentives (see Attachment 7-E)
High Priority Occupations
About You:
Barriers (see Attachment 7-F)
Interest Assessment
About PA CareerLink:
PA CareerLink Services and Classes
About Advisement:
90
Career Gateway Advisement (see Attachment 7-G)
Attendance Sheet (see Attachment 7-H)
Tracking Report
About Transitioning:
SEE The Transitioning Skills
About the Culminating Project:
Sample Culminating Project (see Attachment 7-I)
Resources: A compilation of local resources.
If the candidates were interested in the program and acceptance was agreed
upon by the Career Gateway staff, then the candidates were brought in
individually to discuss goals, challenges, and to sign a participant agreement
(see Attachment 7-J) and a release (see Attachment 7-K).
Addressing barriers was one of the first goals of the program. At orientation,
students reviewed their barriers, reviewed the resource list included in the
Career Gateway manual, and recorded some resources that may be of help.
The second goal was deciding on a career path, registering with PA
CareerLink, or if already registered, then signing up for intensive assessment
services. Once these goals were established, then students could make
appropriate choices of instructional options within our program. Short-term
goals and long-term goals were discussed early on, with participants
creating goal ladders.
Some part of every cohort meeting was devoted to addressing barriers,
beginning with those designated by the participants during their orientation.
Another part of every meeting was devoted to a soft skill for transitioning,
such as setting short and long-term goals, stress reduction, handling
rejection, and perseverance. Midway through the program, we devoted time
91
in the cohort meetings to talking about stress and rejection and effective
ways of handling these. At every meeting, participants would review their
barriers and goals, and reflect on their work with PA CareerLink.
Participants were also invited to come to a local college to sit in on English
classes taught by the CG coordinator at GPLC, to visit a local college library,
and/or to talk to a financial aid office at a college/training school.
Finally, mini-courses were required for all participants in the early months of
the program: Time Management and Study Skills (curricula available upon
request from GPLC). These were held in addition to the cohort meetings.
In order to expose our participants to college-level work and to supplement
their skills and content bases, we created 3 pre-college classes: Pre-College
Reading, Pre-College Writing, and Pre-College Algebra (curricula available
upon request from GPLC).
In order to make these classes as effective as
possible, we went to the local community college’s bookstore to look at the
texts it used in these areas. (For authenticity, we felt that we should use
this level of text for these courses.)
We also looked at the entrance exams
of the local community college, universities, and some of the training schools
in order to direct the content of the courses. Again, one of our main goals
for these classes was to help students test high enough on placement tests
so that they did not have to take remedial/developmental courses. The
courses were taught by GPLC staff and an AmeriCorps member. The reading
and writing courses were held once a week for 8 weeks, for 2 hours. The
math course was held twice a week for 6 weeks, for 2 – 2.5 hours. The
required mini-courses did not have an assessment.
Rather, the material
was presented in seminar style, with open exchanges of ideas and reactions.
92
For the pre-college classes, either tests or a final paper were used as
measurements of success.
A representative from the Pennsylvania Higher Education Assistance Agency
(PHEAA) came to a cohort meeting within the first 2 months of the program.
The presentation was comprehensive and maybe too much information for
adult students.
finances.
Only one participant had questions about his personal
Participants were encouraged to visit the PHEAA website and to
visit financial aid offices. Participants received guidance in financial aid from
PA CareerLink and were made aware of financial aid assistance from the
Urban League.
The staff that taught both the mini-classes and the pre-college courses met
every other week to discuss how the students were reacting to the classes
and how they were doing relative to the level of the material. Staff met at
the end of the courses for a final evaluation.
Submitted by,
Rebecca Carpenter
Greater Pittsburgh Literacy Council
Pittsburgh, PA
412-661-7323
93
Greater Pittsburgh Literacy Council
The Tools
Table of Contents
Organizational Chart
Attachment 7-A
Criteria for Selection
Attachment 7-B
Kickoff Invitation
Attachment 7-C
Orientation
Attachment 7-D
Benefits and Incentives
Attachment 7-E
Barriers Assessment
Attachment 7-F
Advisement
Attachment 7-G
Attendance Form
Attachment 7-H
Culminating Assignment
Attachment 7-I
Participant Agreement
Attachment 7-J
Release of Information Form
Attachment 7-K
94
Greater Pittsburgh Literacy Council
Career Gateway
Organizational Chart
Potential candidates identified within GPLC or by other agencies/schools and referred to Becky.
Potential candidates contact Becky.
Potential candidates attend CG orientation, at which time candidates’
qualifications for the program are determined.
Participants attend first tier support
mini-classes at GPLC: Study Skills and
Time Management.
Participants receive
financial aid
counseling
from PHEAA.
Participants choose
second tier support
classes:
Writing, Reading,
Math 1 and 2.
Participants begin
search for approved
schools.
Participants apply to
schools.
Participants register with PA CareerLink.
Participants attend
Intensive.
Assessment.
Participants attend
CL workshops.
Participants meet with career counselors
concerning ITA’s.
Participants complete culminating assignments.
Attachment 7-A
Career Gateway
Greater Pittsburgh Literacy Council
Enrollment Criteria
GPLC Career Gateway
Enrollment Criteria Checklist
Participants must be
_____ a current GPLC student with good attendance and ready to pass the GED test
within the next month
or
_____ a GPLC student from 2005-2006, with good attendance, who passed the GED
test with an average score of 500
or
_____ ready to enroll in GPLC for brush-up classes and/or GED preparation, and earn a
10.0 or higher on the TABE test
or
_____ an advanced level ESL student at GPLC who already has a diploma from the
home country.
-AND_____ able to begin a college or training program before June 2007
_____ at least 18 years old
_____ a U.S. Citizen or Green Card holder
_____ registered with Selective Service, if male
_____ planning to go to college or a career training program
_____ interested in pursuing or exploring a career in a high priority occupation
(Health Care, Business and Financial Services, Education, Agriculture and Food
Production, Information and Communication Services (i.e., computer
occupations), Transportation (CDL, etc.), and Lumber, Wood and Paper)
_____ able to attend all Career Gateway classes and meetings and to work with PA
CareerLink on career exploration.
Attachment 7-B
Kickoff Invitation Letter Sample
Dear
Greater Pittsburgh Literacy Council (GPLC) invites you to our kick-off for the new
Career Gateway Program. Career Gateway is a collaborative effort of the Department of
Education, the Bureau of Adult Basic and Literacy Education, and Labor and Industry.
The object of this program is to improve the ability of the adult education system, the
public workforce system, and postsecondary education and training systems to support
individuals’ transition between systems.
The kick-off will provide information about the program and our respective roles in
improving system performance both within the systems and between them. These roles
will ultimately support the transition of adults to postsecondary education and training.
The Career Gateway Kick-Off will be held on Friday, September 15, 2006, from 9:00
a.m. to10:00 a.m. at the GPLC Downtown Center, 411 Seventh Avenue, Suite 525, in
downtown Pittsburgh. A continental breakfast will be provided. Please RSVP by
September 13 to Peggi Kelley at 412-661-7323, ext. 113 or to [email protected].
We look forward to seeing you there.
Sincerely,
Attachment 7-C
Career Gateway
Greater Pittsburgh Literacy Council
Orientation Agenda
CAREER GATEWAY
Your Gateway to the Future
Orientation
What is Career Gateway all about?
1.
2.
3.
4.
The Career Gateway program
Incentives and benefits of the program
High Priority Occupations
Career Gateway and PA CareerLink
How do I fit in?
5.
6.
7.
8.
9.
Interests Assessment
Barrier Assessment
SEE Assessment
Student Contract
Release of Information form
What can I expect?
10. Career Gateway Advisor System
11. Career Gateway classes
12. Career Gateway seminars
Questions and Answers
Attachment 7-D
Career Gateway
Greater Pittsburgh Literacy Council
Benefits and Incentives
Career Gateway
Benefits and Incentives
Î
Barriers Assessment and Resolution: Participants will consider the barriers to
their success in the program and work on resolution plans to remove the
barriers.
Î
Advisement: All participants will have an advisor with whom they will meet
regularly.
Î
Core Classes: These courses are required of all Career Gateway participants.
They will cover study skills, time management, and perseverance. Materials
are included.
Î
Specialty Classes: These classes will cover more specific topics that
participants may need, such as math, college reading, and college writing.
Materials are included.
Î
PA CareerLink Career Exploration: Participants will be registered with PA
CareerLink as soon as they enter the program.
Î
Financial Aid Counseling: Participants will receive financial counseling from
a representative from Pennsylvania Higher Education Assistance Agency
(PHEAA).
Î
Resources for Transitioning: Participants will receive lists of online
resources, service agencies, and materials that will help in the transitioning
process.
Attachment 7-E
Career Gateway
Greater Pittsburgh Literacy Council
Barriers Assessment
Name:
Date:
Career Gateway
Barriers Assessment
Directions: Check all boxes that are relevant to you.
I.
Information Barriers
I need information about careers that might interest me.
I need information about a career that I am interested in.
I need information about schools that might offer what I want.
I need information about a certain school.
I need information about financial resources.
II.
Skill Barriers
I need help in the following skills areas:
Reading
Writing
Math
Study skills
Time management
Filling out forms
Conducting business on the phone
Face-to-face conversation
Phone conversation
Perseverance
III.
Personal Barriers
Child care
Finances
Transportation
Dependents other than child/spouse
Lack of support at home
Single parent
Conflicts with job
Health
Drug/Alcohol dependency
Other:
Attachment 7-F
Career Gateway
Greater Pittsburgh Literacy Council
Barriers Assessment
Date: _________________________
Choose one of your personal barriers and answer the following questions about it:
1. What is this barrier all about?
2. How does or how might this barrier get in the way of your goals in this program?
3. What steps in the past have you taken to address this barrier?
4. What steps would you like to take to address this barrier, but can’t? Why not?
5. What steps would you like to take to address this barrier, but won’t? Why not?
Attachment 7-F
Career Gateway
Greater Pittsburgh Literacy Council
Advisement Policy
Career Gateway
Advisement
All Career Gateway participants will have an advisor. If you are a GPLC student, your
advisor will be the person who recommended you for this program. If you are a new
GPLC student, your advisor will be Becky Carpenter.
Participants and their advisors will create a meeting schedule and will meet on a regular
basis to talk about
• barriers
• class progress
• career exploration/PA CareerLink
• and goals
Advisors will keep track of how many hours the participant spends on Career Gateway
and PA CareerLink activities and will report this information to Becky Carpenter
([email protected]) by the 12th of every month, using the form on the following page.
Attachment 7-G
Career Gateway
Greater Pittsburgh Literacy Council
Attendance Record
Name: ___________________________________
Month: _________________
Advisor: __________________________________
ATTENDANCE
Date
Advisement
GPLC Class
CareerLink
Attachment 7-H
Career Gateway
Greater Pittsburgh Literacy Council
Culminating Assignment
Sample CG Culminating Assignment
All Career Gateway participants must complete a Culminating
Assignment. This assignment reflects what the participant
learned/gained throughout his or her experience in Career Gateway.
Ex. A participant provided detailed responses to the following
questions in a power point presentation:
What occupation interests you?
How does it relate to your hopes and dreams for you and your family?
How would you describe the essential functions of this occupation?
How does this job match your strengths and skills?
What is the average starting salary and benefits of this occupation?
What kind of education or training is required?
How long is the education or training program?
How much does it cost?
What other expenses do you need to consider?
What do you need to know in order to be eligible for the education or
training program?
Who is hiring for these jobs in your area?
Is this a “high growth” occupation? What kind of career ladder does
this occupation offer?
Attachment 7-I
Career Gateway (CG) Participant Agreement
Name ___________________________________
My goal in Career Gateway is
In order to reach my goal, I will
† study this manual thoroughly,
† identify the barriers to my goal,
† address the barriers to my goal,
† work closely with my advisor,
† attend both Career Gateway Core classes and specialty classes that
will help me attain my goal,
† attend all Career Gateway cohort meetings,
† work closely with PA CareerLink in my career exploration,
† submit all work and forms on time,
† make necessary phone calls on time,
† keep track and report all of my engagement hours (both Career
Gateway and PA CareerLink) on time to my advisor.
Attachment 7-J
Career Gateway
Authorization for Release of Information
Date: _____________________
Print Name: ________________________________
Birth Date: _________________________________
Phone Number: _____________________________
I, ___________________________, do hereby authorize the release of information
regarding my participation in the Greater Pittsburgh Literacy Council (GPLC) Career
Gateway Program. This authorization includes the following:
•
•
•
•
•
Grade Reports and Transcripts
Progress Updates and Reports
Attendance Verification
Testing Assessments and Results
Information to and from agencies as it applies to participant and program
requirements.
Any information received by GPLC will be placed in a file to which the participant has
access. Information will be destroyed when it is no longer useful for educational
purposes.
I may revoke this release at any time except to the extent that the person who is to make
the disclosure has already acted on it.
_________________________________
Signature
__________________________________
Address
_________________
Date
________________
City
________
State
_____________
Zip Code
Attachment 7-K
Literacy Council of Mercer County
The Story
BACKGROUND
The Literacy Council of Mercer County offers basic and secondary education
one-on-one tutoring and classes to Mercer County adults in need of basic
skills training. In addition to adult basic and secondary education, the
Literacy Council provides instructional programming in English as a Second
Language, Even Start/Family Literacy, Living Room Learning, and Move Up
programming for families receiving Temporary Assistance to Needy Families.
PROGRAM PLANNING AND SYSTEM DEVELOPMENT
The Career Gateway pilot was the first opportunity the Literacy Council had
had to work thoroughly with adult learners who had expressed a desire to
transition to postsecondary education and training. Through diligent
research of print and electronic materials (see Attachment 8-A) the Career
Gateway pilot team of Chylo Bish, pilot coordinator, and Mary Henegan, pilot
teacher, began to create a curriculum for transitioning. The tool we found
most useful was a textbook called College Success Guide: Top 12 Secrets for
Student Success (see Attachment 8-B).
Throughout the summer of 2006, we were involved in meetings that took us
many times to the other side of the state! At our very first meeting, we
were asked to create a flow chart (see Attachment 8-C) of the services we
offer and the services PA CareerLink could offer as part of the program.
After spending much time going through our services and what we thought
PA CareerLink had to offer, we realized that maybe we did not really know
what PA CareerLink had to offer. The Literacy Council of Mercer County had
been working with PA CareerLink for many years, but there really had been
95
no formal training in what they could offer for our learners. As the meeting
progressed and we explained our flow charts and the services that each
agency was performing, we kept hearing the phrase “PA CareerLink can do
that.” So we knew that we had some work ahead of us.
During the course of the summer, we had many projects to complete to get
the ball rolling on Career Gateway. We had to come up with Cohort Selection
Criteria. We also came up with many other documents that we used in our
Career Gateway student packet. We developed a Career Gateway
Application (see Attachment 8-D) for any student who was interested in
Career Gateway. After receiving this application from each interested
student, the pilot coordinator and instructor reviewed the student’s Literacy
Council intake form and assessments to see if the student matched all the
criteria to be included in our Career Gateway cohort. Students who matched
the pilot selection criteria were then asked to complete the Career Gateway
Intake form (see Attachment 8-E). This intake focused specifically on issues
pertaining to transitioning to postsecondary education and included an essay
question.
Students were interviewed during their Career Gateway pilot intake in
addition to completing the form (see Attachment
8-F). The interviewers
probed students’ areas of educational interests, and began to guide the
students to identify barriers they needed to address to successfully transition
to postsecondary education and training. This first working session with the
learners also included a goal setting segment (see Attachments 8-G). We
also used the Transitioning Skills Checklist that was created by the Private
Industry Council of Westmoreland/Fayette. The checklist helped learners
and pilot staff plan services for the students. Students and pilot staff
reviewed these initial documents at established times throughout the
program.
96
First year pilot programs shared some of the difficulties of their experience
at a meeting in Harrisburg early in the project. They shared that having
good internal and external relationships/communications produced better
outcomes for the learners. So, having started curriculum development and
established a Career Gateway pilot student intake procedure. The Literacy
Council’s Career Gateway team moved to an examination of the Literacy
Council’s internal relationships/communications (see Attachment 8-H).
Our Human Resource Manager created an internal communication document,
explaining the process our staff members took to understand the Career
Gateway project. We are a small agency so our internal communication was
already strong. Once our staff understood what our program was about,
they were all on board.
At the same time, the Career Gateway pilot team also began to work on our
external relationships and communications. We asked the Winner Institute
of Arts and Sciences, to partner with us in this program. The Institute
provided a room for Career Gateway instruction, as well as workshops on
financial aid, student services and job shadowing. Monthly meetings with PA
CareerLink were scheduled to review student progress. The coordinator, the
instructor, and the pilot program contact person from PA CareerLink
discussed issues/concerns about student progress. This communication with
PA CareerLink proved to be invaluable. After a few months the Career
Gateway pilot team revisited and updated the flow chart we created at that
first meeting with the “missing links” of our local PA CareerLink services (see
Attachment 8-I).
COHORT SELECTION AND SERVICE DELIVERY
Our first group of Career Gateway applications was reviewed by members
from our staff and from staff of the local PA CareerLink Center. Thirteen
students were chosen to begin classes on October 9, 2006. Of the 13
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chosen, 11 came to orientation and we enrolled seven as our first cohort
members.
As students became ready, group orientations at PA CareerLink were
scheduled. The orientation included a tour of the facility, an introduction to
Pennsylvania’s High Priority Occupations, an overview of the use of an
Individual Training Accounts (ITA), services offered, and requirements and
expectations of participation in PA CareerLink services. Over the course of
the next four weeks, participants completed the Comput-A-Match to
measure their interests and to determine their personal compatibility with
the career they had chosen, completed career research and wrote a
dissertation on their choice of career.
Classes were planned based on student needs identified using the
Transitioning Skills Checklist and the curriculum developed through research
into skills needed for adults to transition successfully to postsecondary
education and training. Classes were scheduled two days per week.
Mondays focused on individual needs in academics, as well as questioning
skills, calling the right person for information, filling out forms correctly,
researching financial aid, and so on. Wednesdays were dedicated to
speakers and work in the textbook.
Keys2Work (http://www.keys2work.com) became part of our Career
Gateway program. Keys2Work is a program that the Literacy Council
decided to initially use for our Move Up Program, but realized that it could
easily be incorporated into the Career Gateway program. Keys2Work is an
online program that can be used as a career development program, linking
academic achievement with workplace opportunity. The students were able
to work on improving their academic needs through pretests that measure
98
their current reading/math level and then design a program to help improve
those specific levels. There is also a Career Exploration and research section
that helps guide the students through occupations that fit their interests.
The Winner Institute of Arts and Sciences provided many different
workshops and presentations for our students. They talked about Student
Services, Financial Aid, Admissions, and they also provided Career/Job
Shadowing in the Culinary Arts, Pharmacy Technician, and Medical Assistant
programs. The shadow days were usually scheduled for Fridays and the
students had an opportunity to observe the classes offered, along with the
work that is involved in those specific job areas.
One issue that arose during these months was when PA CareerLink should
enter into the picture with our students. At an initial meeting with members
from PA CareerLink, we were told that the services they offered to our
cohort would come at the end of their time with us. We were all new to this
program, so it seemed to make sense at the time. We weren’t referring our
students right away to PA CareerLink, but students were trying to get
services in quickly and didn’t have the time to do so. We were all on shaky
ground when it came to the timeframe the students needed at PA
CareerLink. Finally, a meeting was set in January of 2007. We discussed
the issues we were having and PA CareerLink staff spoke up on the things
that were troubling them. The conclusion we came to was that as soon as a
student starts with us, we would send a referral to our contact person at PA
CareerLink (see Attachment 8-J).
Although we were working with PA CareerLink, a situation occurred that
indicated that we were not working closely enough with them. A student was
receiving SSI (Supplemental Security Income), but was interested in pursuing
a career as a medical assistant. In her PA CareerLink dissertation this student
99
wrote that she “was on SSI for life.” The Literacy Council staff thought we
knew what that meant, but to the local PA CareerLink staff this was a red flag.
They asked a lot of questions that we could not answer. For example:
•
Is this student willing to give up her SSI benefits once she graduates from
school?
•
Does this student realize some of the additional benefits she could lose
if/when she gets a full time job?
•
What is her disability? Does it prevent her from holding a full time job?
Our agency was unaware of all the questions and situations that come into
play when a client receives any sort of disability income. This student was
denied the ITA money and was referred to the Office of Vocational
Rehabilitation (OVR). We learned that PA CareerLink follows this procedure for
all clients who have disabilities so that the impact of the disability can be
ascertained. This student had her heart set on starting classes in January of
2007. However, after our agency had many talks with her, it was decided that
it would be best if she waited until April to begin her program. This way, she
could continue working with PA CareerLink (and us) and also get some
personal barriers worked out before school began. Our agency left for
Christmas break, with us thinking that this student would be coming back to
our classes in January. When we came back, we discovered that this student
had started school anyway. This student started and left the program within
two days. This was a huge set back for her and she felt like she let everyone
down. This made us as an agency, rethink our system. For our students, we
learned that we need to work very closely with the institutions that our
students are interested in so that we won’t have another incident like this one.
We also learned that we need to know more about our students in terms of
income when we refer them to PA CareerLink services.
100
LESSONS LEARNED and IMPROVEMENTS MADE
In January 2007, our first cohort finished and the new cohort came in, with
some cohort members continuing. Throughout the course of the previous
months, we learned many things and we were better equipped to address
issues that came our way. We changed our intake and PA CareerLink referral
form to address issues such as SSI and any major barriers that the students
may have. We addressed barriers at a deeper level so that we could work with
the students and find solutions for their specific barriers. It was not that the
program was easier, but more things were finalized and in place. We had our
curriculum down and we knew more about our students’ needs.
Living in such a rural area, our students had many barriers that prohibited
them from just “jumping” into postsecondary education. A big lesson we
learned was about the resources that are available in our area. Be sure to
know what is available in your area for your students. For example, our
County Assistance Office can help with books, childcare and transportation
money.
The PA CareerLink Center has been in our area for many years. However,
we never really knew what they had to offer. They have a wealth of
knowledge for your students, especially in the areas of career guidance,
career exploration and school selection. Be sure to take advantage of that
and open up the communication!
Collaboration is essential. Talk with other agencies and institutions. In our
little area, there are so many opportunities that we had no idea were out
there.
101
Financial Aid- you need to know the ins and outs of where/how to get the
money. Know the difference between a non-traditional student and a
traditional student. This could become an issue when it involves someone
under 21 who is filling out the FAFSA form. A student who is under 21 years
of age could still be considered a dependent even though the student hasn’t
lived with parents for many years.
Know Pennsylvania’s High Priority Occupations in your Local Workforce
Investment Area, as well as your state provider list. PA CareerLink can help
you with this and give you a list of postsecondary institutions that offer
education in these careers.
Document everything! Make sure your learner gets the name of the person
contacted, whether it was for financial aid, question about admissions, etc.
We had our students write this information down for their own use so that if
something came up and we asked who they spoke to, they could pull out the
name and that person could be contacted directly. This will even help you as
an agency to know all of your contacts.
Open communication needs to be there; external as well as internal. Don’t
assume that someone knows what you’re thinking.
Be flexible. Things might not go as you may have planned. You may have a
lesson ready for the day and a student comes in upset because financial aid
called and said they needed a document that the student doesn’t have. You
may spend some time on the phone trying to locate materials that are
needed to fulfill the student’s financial aid packet. Be patient and
understanding.
102
And the most important lesson: The hardest lessons usually turned into the
biggest successes!
Submitted by:
Chylo Bish and Mary Henegan
Literacy Council of Mercer County
Greenville, PA
724-588-6141
103
Literacy Council of Mercer County
The Tools
Table of Contents
Career Gateway Websites
Attachment 8-A
Sample Lesson
Attachment 8-B
Flow Chart
Attachment 8-C
Application for Admission
Attachment 8-D
Enrollment Form
Attachment 8-E
Student Interview
Attachment 8-F
Goal Setting
Attachment 8-G
Internal Communication
Attachment 8-H
Recruitment Information
Attachment 8-I
Referral Information
Attachment 8-J
104
Career Gateway
The Literacy Council of Mercer County
Resources
Other Resources:
College Success Guide Top 12 Secrets for Student Success,
By: Karine Blackett and Patricia Weiss, America’s Career Publisher –
Jist Works, This book also has an Instructor’s Resources CD-ROM.
email: [email protected]
Possibilities – A Supplemental Anthology for Career Choices, Edited by
Janet Goode and Mindy Bingham, Academic Innovations – 3463 State
Street, Suite 219, Santa Barbara, California, 93105, U.S.A.
(805) 967-8015
How to Have a Successful Groundhog Job Shadowing Day – For
additional information or to download materials go to
www.jobshadow.org
www.pacareerlink.state.pa.us - Access to all PA Career Links
[email protected] and www.state.pa.us One can access the
2006-2007 Pennsylvania Career Guide and Resource Guide through
these sites.
Copy(s) of the Occupational Outlook Handbook can be ordered or
viewed online. For National – www.bls.gov/oco/home.htm and for
Pennsylvania - www.paworkstats.state.pa.us
O’Net materials can be viewed http://www.onetcenter.org
Attachment 8-A
Chapter 2 Success Secret: Test-Taking Skills
Web Field Trip Assignment
□
For help with test anxiety and test-taking tools, visit these sits on
dealing with test anxiety:
http://www.studygs.net/tstprp8.htm
http://amby.com/worksite/taketest.html
and
http://amby.com/tests/
At the preceding site, you will be able to practice test taking, one of
the keys to reducing anxiety. (Your confidence will go up.)
□
The last phase of the field trip is this Web site for test anxiety:
http://www.counsel.ufl.edu/brochure.asp?include=brochures/te
st_anxiety.brochure
Now that you have finished the field trip, you can keep this information
available to you by listing the three most helpful suggestions you found
at these sites.
1.
________________________________________________________
2.
________________________________________________________
3.
________________________________________________________
Attachment 8-B
Initial Flow Chart – The Literacy Council of Mercer County
July 31, 2006 Meeting in Harrisburg
Recruitment for Literacy Services
What services can we offer for the students needs?
Intake
Candidate?
Goal Setting
Testing
Adult Education
Even Start
Study Skills
PA CareerLink
-Move Up
- Career Exploration
- Keys2Work
- Comput-A-Match
- Goal Setting
Financial Barriers
Re-Assess Goals
Are they a Career Gateway
Financial Aid Workshops
Career Development
Shadowing
Locating the Appropriate Institution for Training
Transition into Postsecondary Education
Attachment 8-C
Career Gateway
The Literacy Council of Mercer County
Application
Career Gateway
Application for Admission
Please be sure to fill out all the information that is being asked. Use blue or
black ink and print clearly.
Name: __________________________________________
Date: ___________
Address: ______________________________________________________________
(Number/Street)
(Apt.)
________________________________________________________________________
(City)
Home Phone: (
(State)
) ____________
(Zip Code)
Cell Phone: (
) _____________
Personal Information
Date of Birth: ____/____/_______
Social Security #: ___________
Are you a resident of Pennsylvania? YES _____
NO _____
Are you currently enrolled in school? YES _____
NO _____
If yes, where? ________________________________________________
Do you hold a high school diploma or GED? GED _____ Diploma ____
Can we get a copy of your scores/diploma? YES _____ NO _____
Date expected to complete GED ___________________
Are there any barriers that could hold you back from entering into
postsecondary education? ____________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
What types of schooling are you interested in?
2 year program __________
4 year program ____________
Vocational/Technical __________
Unsure/Don’t Know _______
Attachment 8-D
Career Gateway
The Literacy Council of Mercer County
Application
Career Gateway is a very serious program. We need your willingness
and a commitment that you will put forth the effort to participate. If
The Literacy Council of Mercer County finds out that any information
provided is not accurate, your application into this program may be
denied for acceptance. If selected, you will be asked to abide by the
policies and procedures of the Career Gateway program.
Please Initial:
__________ I certify that the information contained in my application
is correct and complete.
__________ I understand that all information is confidential and that
The Literacy Council of Mercer County will not give out any personal
information.
__________ If chosen, I will attend all classes and all scheduled events.
I agree to put forth the time and energy and will take responsibility
for my own educational success. Failure to do so could result in the
removal from the program.
Applicant Signature: _______________________________ Date: ___________
Witness Signature: __________________________________ Date: ___________
Attachment 8-D
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
Career Gateway
Transitioning into Postsecondary Education
Please type or print responses in blue or black ink.
Date of Enrollment: ______/_______/______
CONTACT INFORMATION
Name:________________________________________________________________________
(First)
(M.I.)
(Last)
Current Home Address:
_____________________________________________________________________________
(Number/Street) (Apt #)
_____________________________________________________________________________
(City)
(State)
(Zip)
Home Phone : (_____ )__________________ Cell: ( _____)____________________
Email address:___________________________________________________
PERSONAL INFORMATION
Social Security #: _________-_______-_________ Check here if you do not have a Social
Security Number: _________
Date of Birth: _______/_____/________ Current Age: ______ Gender (circle one): Male Female
Are you a veteran? (check one) Yes_____ No _______
Are you a United States Citizen? (check one) Yes______ No_______ If yes, how long?
Years _______ Month(s)_________
If no, what is your visa status? (check one) Resident alien______ Special Refugee______
Other________
If “other” please specify______________________________________
Are you a resident of Pennsylvania? Yes_______ No ______ If yes, how long?
Years_______ Month(s) _________
Is English your primary (or best) language? Yes No
If no, what is your primary (or best) language?
___________________________________________
Attachment 8-E
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
APPLICATION FOR ADMISSION
Race/Ethnic Background: (This information is being requested on a voluntary basis for
statistical purposes only. It will be kept confidential. Failure to provide it will not affect
your admission)
a) American Indian: _____ b) African-American/Black: ____ c) Asian/Pacific Islander:
_____ d) White: ______ e) Spanish Surname/Latino: ______ f) Other________________
ACADEMIC INFORMATION
Are you currently enrolled in high school? Yes No
If yes, where? ____________________________________
(This includes any alternative programs or college classes you may have taken for high school
completion and any course work that has been approved for credit if you were home-schooled.)
List all high schools, alternative programs, home school, or college where you have
taken courses, beginning with the most recent. If you are working on or have earned
your GED, please indicate below:
School Location
Dates Attended
Courses
Did you graduate?
______________
_____________ _
____________
_______________
______________
_____________ _
_____________
_______________
FOR GED ONLY
Name of School/Program Location
City/State
Date completed
______________________________
__________
_____________
Copy GED attached? _________
Date expected to complete _________
Attachment 8-E
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
EMERGENCY CONTACT INFORMATION
Full Name:
_____________________________________________________________________________
(First)
(Last)
(M.I.)
Address:
_____________________________________________________________________________
(Street Address) (Apt #)
_____________________________________________________________________________
(City/State/Zip)
Relationship: _________________________________________
Primary Phone: ______________________________ Alternate Phone: _________________
APPLICATION FOR ADMISSION
EMPLOYMENT
Do you currently have a job? Yes
No
If yes, please complete the following:
Employer: _____________________________________________City/State: _____________
Type of work: ________________________________________________
How many hours a week do you work? __________
What is your work schedule (i.e., Monday, 5-8 pm):
_______________________________________________________________
OTHER
Have you ever been dismissed or suspended from school or college for any violations of
student conduct or safety? If yes, please explain. What kind of support would you need
to insure that this did not occur again?
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Attachment 8-E
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
Have you applied for any educational scholarships, grants, or financial aid in the past
year? If so, explain. ____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What career area or college major interests you?
______________________________________________________________________________
100% attendance is expected. Is there anything that may prevent you from attending
classes on a regular basis? (e.g., transportation, child care, work, etc.) If yes, please
explain:
_____________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
What assistance and resources would you need to help deal with the things above?
_____________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
How did you hear about Career Gateway?
______________________________________________________________________
SIGNATURE
I certify that the information contained in my application is correct and complete. I
understand if I have not provided accurate information or required application
materials I may be denied acceptance for the Career Gateway program. I also
understand that I may not be enrolled in any high school or any other alternative high
school education program while participating in this program. If selected for the
program, I agree to abide by the policies and procedures of the Career Gateway program
and The Literacy Council of Mercer County. The Literacy Council of Mercer County
does not discriminate on the grounds of race, color, national origin, religion, gender,
age, disability, sexual preference, or status as a disabled veteran or veteran of the
Vietnam Era in the administration of any of its educational programs, activities, or
employment in accordance with application Federal statutes and regulations.
Applicant Signature: ________________________________________ Date: ______________
Applicant Name:_________________________________
Attachment 8-E
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
ESSAY REQUIREMENTS
The essay portion of the application helps us become acquainted with you on a more
personal level and is an important step in the process of becoming a Career Gateway
student. Your application is not complete without your essays and will not be
considered for acceptance without receiving them. These 3 essays are expected to be
entirely your work. We ask that you sign below to verify that the essays you are handing
in were completed entirely by you.
Applicant’s Signature: ___________________________________________ Date: _______
DIRECTIONS: On separate sheets of paper, write answers to the three essay questions
below. Each essay should be at least two (2) paragraphs, in essay format. If you do not
have access to a computer or typewriter, you may neatly hand write your answers in
blue or black ink. Please write your name on each page. Attach the essays to your
application form.
Please respond to all of the following questions:
ESSAY I
Section A
Please tell us about your strengths. What personal strengths have helped you to survive
and/or to get back up and keep trying? What strengths have helped you to make friends
and/or to establish positive relationships with adults? What strengths have helped you
to say “no” to peers who try to distract you from your goals in life?
Section B
Tell us about some key personal problems or challenges that you have had that have
interfered with your success in completing your education in the past. (Some examples
of challenges might be attitude, behavior, motivation, skills, feeling accepted, cultural
barriers, etc.)
Section C
What would be different now? Describe your commitment and motivation to overcome
these challenges at this time in your life. How will the strengths you described above
help you to overcome your challenges and to be successful?
ESSAY II
Why are you interested in being a part of the Career Gateway program? Why do you
think this program is a good fit for you to achieve your goals? Why should the selection
committee choose you for this scholarship program, especially since there is a lot of
competition for limited slots? Explain each area.
ESSAY III
As a full-time college student, how would you balance your coursework, employment,
family, social, and personal life? What would motivate you to attend classes 100 percent
of the time? What would motivate you to complete all your homework assignments on
time? Explain each area.
Attachment 8-E
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
The Literacy Council of Mercer County
Career Gateway
EDUCATIONAL RECORDS RELEASE
I agree to allow The Literacy Council of Mercer County to disclose information
contained in my son’s/daughter’s records which will include, but is not limited to,
information on attendance, participation, behavior, grades, test scores, and placement
test scores to appropriate officials at any given accredited location.
_________________________________________________________ ___________________
Date
Parent/Legal Guardian signature (for student under 18 years of age)
_____________________________________________________________________ _______
Applicant signature (for student 18 years of age or older)
Date
Attachment 8-E
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
The Literacy Council of Mercer County
Career Gateway
CONSENT FORM
The Literacy Council of Mercer County shall follow all applicable state and federal laws,
rules and regulations that apply to student records. All information contained in the
records which is personally identifiable to any student shall be kept confidential and not
released except upon prior written consent of the student or upon the lawful subpoena
or other order of a court of competent jurisdiction. I hereby authorize The Literacy
Council of Mercer County to release confidential information about me contained in the
records. I also authorize my school district to release confidential information about me
to the College.
_____________________________________________________________________________
Student Last Name First Name
MI
DOB (m/day/yr)
Social Security #
RELEASE TO:
PA CareerLink of Mercer County
School District of ___________
Other ____________________
Parent/Guardian/Support person:
_____________________________________________________________________________
Name
Relationship
Phone number
_____________________________________________________________________________
Name
Relationship
Phone number
Attachment 8-E
Career Gateway
The Literacy Council of Mercer County
Enrollment Materials
Other: Students are encouraged to add names of agency case managers who may be
working with you to support your success.
_____________________________________________________________________________
Name
Agency (if applicable)
Phone number
_____________________________________________________________________________
Street/P.O. Address
City
State
Zip
Information that will be released through authorization of above signature:
• Name, address and phone
• Transcript of grades
• Date of birth
• Verification of attendance
• Last high school attended and dates
• Test scores and progress information
• Disciplinary action
• Date of graduation and program
To indicate that you understand that all of the above information will be released, please initial here: ______
Attachment 8-E
Interviewed by: _______________________________
The Literacy Council of Mercer County
Career Gateway – Student Interview
Name of student: ___________________________________
Date: _____
How did you hear about the program?
Have you thought about entering into postsecondary education?
What field interests you?
Why do you want to go to college?
What are your long-term professional goals?
Do you feel you are prepared for college? Why or why not?
Attachment 8-F
What type of support system do you have at home? Parents?
Spouse?
Is there any type of support you receive? Child support, Assistance,
etc.
For the following areas, please rate your preparedness for
postsecondary education:
Overall academic readiness
___ Excellent
___ Good
___ Fair ___ Poor
Math
___ Excellent
___ Good
___ Fair ___ Poor
Reading
___ Excellent
___ Good
___ Fair ___ Poor
Writing Skills
___ Excellent
___ Good
___ Fair ___ Poor
Computer Skills
___ Excellent
___ Good
___ Fair ___ Poor
Knowledge about college
___ Excellent
___ Good
___ Fair ___ Poor
Please list what you hope to learn in this course to be prepared for
college:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
Attachment 8-F
To what extent do you think the following are likely to challenge your
ability to successfully attend college?
Needing Childcare
___ Likely
___ Not Very Likely
___ Not at All
Needing Transportation
___ Likely
___ Not Very Likely
___ Not at All
Lack of Financial Aid
___ Likely
___ Not Very Likely
___ Not at All
Overall Cost of College
___ Likely
___ Not Very Likely
___ Not at All
Needing to Work
___ Likely
___ Not Very Likely
___ Not at All
Please explain any issues you may need addressed that are not included
in this interview.
Student Signature _____________________________________
Date _________
Interviewer Signature _________________________________
Date ________
Attachment 8-F
Career Gateway
The Literacy Council of Mercer County
Goal Setting
Goal Setting
Are you equipped for the future?
Name: __________________________________________
Date: _________
Do you feel you could improve in any of the following?
Common Activities
_____ Gather, Analyze and Use Information
_____ Manage Resources
_____ Work Together
_____ Provide Leadership
_____ Guide and Support Others
_____ Seek Guidance
_____ Seek Support from Others
_____ Develop and Express Self
_____ Respect Others
_____ Value Diversity
_____ Exercise Rights and Responsibilities
_____ Create and Pursue Vision
_____ Keep Pace with Change
_____ Work Within the Big Picture
Generative Skills
Communication Skills
Interpersonal Skills
_____ Read Critically
_____ Cooperate with Others
_____ Convey Ideas in Writing
_____ Advocate and Influence
_____ Speak So Others Can Understand
_____ Resolve Conflict/Negotiate
_____ Listen Actively
_____ Guide
_____ View Critically
_____ Lead
Decision-Making Skills
Lifelong Learning Skills
_____ Plan
_____ Reflect and Evaluate
_____ Research
_____ Learn in New Ways
_____ Solve Problems
_____ Use Math Concepts/Techniques to Solve Problems
_____ Use Technology
Attachment 8-G
Literacy Council of Mercer County
INTERNAL COMMUNICATION OF CAREER GATEWAY PROGRAM
1.
Staff members participated in brainstorming ideas for the grant when it was being
developed.
2.
When the grant was approved, it was communicated in detail to staff through
weekly staff meetings. All staff members were invited to the “Kick Off’ event
when Career Gateway was introduced to community leaders.
3.
Adult instructors were provided with Career Gateway applications, and are
encouraged to refer students who may qualify.
4.
On-going progress reports are presented at each staff meeting.
5.
Staff members with knowledge of students who may qualify for Career Gateway
evaluate and have input at periodic file reviews.
6.
The In-Take Coordinator alerts the adult instructors and Career Gateway staff
regarding new students who may be good candidates for the program. She also
explains the program to the new students, especially those with post secondary
education or trade school listed as a goal.
7.
Many staff members interact with representatives of PA CareerLink at joint
meetings.
8.
The Administrative Assistant for the Literacy Council of Mercer County is very
knowledgeable about all phases of Career Gateway and has attended many of the
training sessions since the project’s inception.
Attachment 8-H
Career Gateway
The Literacy Council of Mercer County
Flow Chart
RECRUITMENT FOR LITERACY SERVICES
WHAT SERVICES CAN WE OFFER FOR THEIR NEEDS?
INTAKE: GOAL SETTING, TESTING…
ADULT ED – ABE /GED
EVEN START
ARE THEY A CAREER GATEWAY CANDIDATE????
REFERRAL TO CG CLASS
REFERRAL TO PA CAREER LINK
START THE TEACHING
OF SKILLS
CORE SERVICES
INTENSIVE SERVICES
COMPUT-A-MATCH
CAREER EXPLORATION
KEYS 2 WORK
JOB SHADOWING
GOAL SETTING CHECK POINT
FINANCIAL AID, POST SECONDARY CHOICES, VISITS, ADMISSIONS
ITA…
SKILLS SKILLS SKILLS SKILLS SKILLS SKILLS SKILLS
STUDY SKILLS, TEST-TAKING SKILLS, PERCEPTION, LEARNING STYLES,
PERSONALITY, ORGANIZATION, ATTITUDE, GOAL SETTING, BASIC RESEARCH
SKILLS, RESEARCH SKILLS, RESEARCH PAPERS, SYNERGY, MOTIVATION, TIME
MANAGEMENT, STRESS MANAGEMENT
CULMINATING PROJECT
Attachment 8-I
Career Gateway
The Literacy Council of Mercer County
Referral Form
‰ CAREER GATEWAY REFERRAL
‰ ADULT EDUCATION PROGRAM
PROGRAM:
Name ________________________________________
SS#
Address ______________________________________
Phone ______________________
______________________________________
Cell
______________________
______________________
Please complete the following checklist/questions:
□ Attach Enrollment Resume from PA CareerLink
□ Address and phone number are correct
□ Work history is complete
□ Education history is accurate, includes H.S. graduation/GED and all schools attended, whether
completed or not
□ Date of:
GED Attainment ___________________
High School Diploma ___________________
□ TABE Scores Attached
Career interest(s) expressed __________________________________________________________
If applicable: School Name ____________________________________________________________
Program ________________________________
Tentative Start Date ________________________
Instructor ____________________ Phone # ________________ E-mail _____________________
Class Location __________________ Days _______________ Times __________________
Comments _________________________________________________________________________
REPORT BACK TO ADULT EDUCATION INSTRUCTOR (FAX 724-588-4670)
PA CareerLink Counselor ____________________________ Phone # _________________________
E-mail _________________________________
Was contact made with the customer? Yes □ No □
Scheduled Appointment? Yes □ No □ When? _____________ Show for Appointment? Yes □ No □
OK to Pursue Training? Yes □ No □
Attachment 8-J
Section Three:
Resources
105
Sample Pennsylvania’s High Priority Occupations
This section is sub-divided into five sample Targeted Industry Clusters in
Pennsylvania: Health Care; Education; Diversified Manufacturing; Lumber,
Wood, and Paper; and Cross-Cluster or Other. Each sub-division includes: 1)
a graphic overview of the cluster and occupations within the cluster; 2) a
narrative overview of the cluster; 3) a graphic overview of career ladder
opportunities; and 4) the High Priority Occupation (HPO) resources. These
HPO resources include a text-based overview, foundation skills graphic, and
sample job description for each of the identified high priority occupations.
Pennsylvania’s Targeted Industry Clusters
http://www.paworkstats.state.pa.us/gsipub/index.asp?docid=407, published
by the Commonwealth of Pennsylvania, was used as a resource for much of
the information that this section provides.
Additional materials in this section are meant to supplement existing
workforce information, such as: 1) PA CareerLink or employer resources that
are locally produced; 2) Careers in Demand flyers available at the
Pennsylvania Workforce Development website at
http://www.paworkforce.state.pa.us/professionals; and 3) national
comprehensive databases such as O*NET. Learners can use the materials in
this section independently, in small groups with others who have similar
interests, or in discussion with the provider. The materials are presented in
different formats to accommodate various learning styles. For example, the
graphic overviews are appropriate or may be most effective with adults who
have visual learning preferences or need a “picture” to get an overview of a
topic. The narrative (or text-based) materials, such as the one- or two-page
descriptions of the various jobs, may be appropriate for adults who have
limited basic reading skills and need practice developing word analysis,
vocabulary, comprehension, or fluency skills. The job descriptions
106
incorporate different formats and styles since employers do not use a
template or consistent format to develop job descriptions.
Materials such as the career ladder graphic can serve as a springboard for
researching additional facets of careers or jobs, such as education, training,
or certification requirements, employers, labor market information, or skill
requirements. Learners may conduct such research independently or in small
groups using a project-based learning approach and then present the
information to others.
107
Health Care Industry Cluster
Top Three Industries: General medical and Surgical Hospitals,
Nursing Care Facilities, and Offices of Physicians, Except
Mental Health
Home
Health
Services
Offic es of
Phys ic ians
Res idential
Care
Fac ilities
Nurs ing
Care
Fac ilities
Offic es of
Dentists
Medical
Laboratories
Pharmacies and
Drug Stores
Outpatient
Care
Centers
Medical
Equipment and
Supplies
Medical Equipment
Wholesalers
Health Care
Hospitals
Electronic
Equipment
Manufacturing
Offic es of
Other Health
Practitioners
Offic ies of
Mental
Health
Phys ic ians
Pharmaceutical and
Medicine
Manufacturing
108
Health Care Industry Cluster
Jobs within health care are actually a sub-cluster of the Life Sciences
Industry Cluster. In Pennsylvania, including the Central Region, jobs within
this cluster are booming. These jobs represent industries that provide for the
health and general well-being of individuals. This includes direct patient care
as well as all industries that support that care such as ambulance drivers,
medical equipment, drug stores, and agencies that oversee these services.
Major employers in Pennsylvania that include jobs in this industry cluster are
as follows:
•
•
•
•
UPMC Presbyterian;
Highmark Blue Cross/Blue Shield;
Heartland Employment;
Tenet Health System Philadelphia, Incorporated.
109
Health Care Career Ladder
Have you ever wondered what you will be doing in 5 years? How about 10
years? Many people, even those who are happy with their current jobs, hope
to get a promotion or an advancement at work. They might want a better
job, or more money for the work that they do, but they would still like to do
the same type of work. To get that raise or promotion may require a certain
amount of job experience or education. When a change occurs through
promotion, transfer or a change in job classification, it is called “moving up
the career ladder.”
Sample Health Care Career Ladder
Nursing Supervisor
Registered Nurse
Licensed Practical Nurse
Certified Nurse Assistant
Nurse Assistant
Local Ambulance Worker
110
What are Medical Records Technicians?
Medical Records Technicians organize and evaluate the records of phsicians,
nurses, radiologists, anethesiologists, and other medical professionals. These
records may include information that health
professionals gather directly from patients such
as symptoms and medical history. It may also
include information that the professional
provides such as test results, treatments, and
diagnoses.
Employees in this field may be responsible for creating a patient’s medical
history. To do so, medical records technicians must make sure that all
necessary paperwork is complete. Although this job requires little or no
interaction with patients, the technician becomes keenly familiar with them
through their records.
A medical records technician is required to assign codes to physicians’
procedures and diagnoses. This information may be obtained through
manuals and the employees own knowledge of medical procedures. This
information is then used for a variety of purposes including insurance
purposes and data analysis to improve patients’ care.
Medical records technicians require formal training that includes a two-year
associate’s degree. These degrees can be obtained through a community
college and courses in this rigorous program may include medical
terminology, anatomy, statistics, and databases. This is a growing field and
is expected to continue to grow as medical procedures increase.
111
Skills and Knowledge for Medical Records Technicians
Medical records technicians require many skills that are included in the
Foundation Skills Framework. This job requires employees to be able to
listen and give full attention to what others are saying. Many parts of this
job rely on verbal communication and being able to understand what others
are saying is extremely important. Of equal importance is the ability to
speak clearly and concisely so that others can understand. It is also
important for medical records technicians to be able to read and understand
written documents and show self-management skills by managing their own
time.
112
Sample Job Description: Medical Records Technician
Medical records technicians compile and maintain medical records of patients
of health care delivery systems to document patient condition and
treatment:
• Review medical records for completeness and abstract and code
clinical data, such as diseases, operations, procedures, and therapies,
using standard classification systems.
• Compile medical care and census data for statistical reports on types
of diseases treated, surgery performed, and use of hospital beds in
response to inquiries from law firms, insurance companies, and
government agencies.
• Maintain and utilize variety of health record indexes and storage and
retrieval systems.
• Operate computers to process, store, and retrieve health information.
• Assist medical-record administrator in special studies or research as
needed.
• Review patient charts and discharge abstracts,
• Code diseases and operations according to standard classifications.
• Provide information for insurance reports or physicians as requested.
Medical records technicians usually require an associate’s degree in medical
records, one to two years experience, and eligibility for certification or
accreditation.
113
What are Radiological Technicians?
Radiological Technicians are primarily responsible for preparing patients for
diagnostic imaging procedures and x-rays. The preparation for diagnostic
imaging may include the explanation of imaging procedures and assisting
the patients’ movement to the required position for x-ray procedures.
Radiological technicians need to be able to
determine the x-ray needs of a patient based on
the orders of a doctor. This employee also needs to
be able to expose and develop the x-ray film and
determine whether or not the proper image has
been captured on the film. This job requires that
the technician be able to identify a usable x-ray and repeat the x-ray
procedure with the patient if needed.
Radiological technicians are responsible for preparing the examining room
for x-rays. This not only includes placement of equipment, but also ensuring
that all the required equipment is available, sterile, and in good, working
condition. It is also the responsibility of the employee to ensure that the
imaging equipment is in the proper position with regard to height, etc. Due
to the nature of working with radiation, radiological technicians are required
to wear protective lead aprons and gloves or complete some of their work
from behind a protective shield.
Radiological technicians require training in vocational schools, related onthe-job experience, or an associate's degree. Employees in these
occupations usually need one or two years of training involving both on-thejob experience and informal training with experienced workers. To advance
in this field, a bachelor's degree may be required.
114
Skills and Knowledge for Radiological Technicians
Radiological technicians need to be able to communicate effectively, so
speaking and listening are necessary for them to perform their jobs. These
workers also need to be able to read and understand orders from doctors
and other health care professionals. Because radiological technicians work
directly with patients, it is important that they demonstrate effective
interpersonal skills and are able to solve problems that may arise.
115
Sample Job Description: Radiological Technician
Radiological technicians are those health care professionals who, primarily,
take X-rays and administer nonradioactive materials to patients for
diagnostic purposes. (Not to be confused with nuclear medicine
technologists, although the fields are somewhat related in terms of
diagnostics.) Some radiological technicians specialize in certain diagnostic
imaging technologies such as computerized tomography (CT) and magnetic
resonance imaging (MRI) technology.
Radiological technicians prepare patients for exams, explain the x-ray
procedure, prep patients properly for the x-ray, and position patients so that
the correct part of the body can be radiographed. Technicians take the xrays, develop them, and pass them along to a radiologist (a physician who
interprets radiographs) for diagnosis.
Radiological technicians must follow physicians' orders precisely and conform
to regulations concerning the use of radiation to protect themselves, their
patients, and their coworkers from unnecessary exposure.
In addition to preparing patients and operating equipment, radiologic
technologists and technicians keep patient records and adjust and maintain
equipment. They also may prepare work schedules, evaluate equipment
purchases, or manage a radiology department.
116
Education Industry Cluster
Top Three Industries: Elementary and Secondary Schools,
Colleges and Universities, and Child Day Care Services
Vocational
Rehabilitation
Services
Adminis tration
of Human
Res ourc e
Services
Colleges and
Universities
Technical
and Trade
School
Child Day
Care
Junior Colleges
Educ ational
Support
Services
Elementary and
Sec ondary Schools
Libraries
Education
Profes sional and
Technical Services
Other
Schools and
Instruction
Bus iness,
Computer,
and
management
Training
School Bus
117
Education Industry Cluster
The education industry cluster encompasses a wide variety of jobs, all
associated in one way or another with the field of education. In
Pennsylvania, this includes jobs in elementary schools through universities
as well as technical schools and trade schools. Because they provide a
whole host of educational opportunities, museums and historical sites are
also included in this cluster. Along with the jobs that quickly come to mind
involving education, this industry cluster also includes jobs that provide
supportive services to the field, including bus drivers and child care
workers.
More than 50% of the jobs in the education industry cluster are located in
elementary and secondary schools. The top three employers in
Pennsylvania in this cluster are the School District of Philadelphia, the
Pennsylvania State University, and the University of Pennsylvania.
118
Education Career Ladder
Career ladders represent a series of work experiences that lead to more
challenging work and higher paying job opportunities. Sometimes an entry
level job can provide a satisfying career, but some workers want to gain
more skills and additional responsibilities that will help them advance in
their careers. Usually to do so, workers will need additional training,
education and/or work experience. Some jobs may even require additional
certification, licensing or degrees.
Sample Education Career Ladder
Teacher
Teacher’s Aide
Child Care Worker
119
What are Child Care Workers?
Child Care Workers provide basic care, nurturing and teaching for children in
day care centers, home day care programs, businesses, schools, or other
settings. Child care workers are expected to work with infants, toddlers, and
young children and need to like children and enjoy helping them learn and
grow in healthy ways.
Child care workers need to communicate clearly with the children’s families
or guardians to inform them of their child’s events and progress. Most child
care workers keep a written record of each child’s activities each day.
Empathy is an important part of communicating with families. Words and
body language show care about the children and their needs.
Young children are active and curious. Child care workers need to pay
attention and be alert at all times so children can play and grow in a safe
and healthy environment. Child care workers need to have current health
appraisal and background clearances.
Employment opportunities in this field are good, and there are many
opportunities to advance in the field of child care and
education. In Pennsylvania, there are about 1,700
openings per year for child care workers. With further
education or training, a child care worker can become a
program director, teacher’s aide, or substitute or fulltime teacher in the K-12 school system. Each step on
the ladder usually requires more education or training
and responsibilities, but the pay-offs in salary and benefits are great.
120
Skills and Knowledge for Child Care Workers
Child care workers need excellent communication skills. They need to work
closely with other staff and family to ensure that children’s needs are met in
a healthy and safe environment. Child care workers themselves need to be
healthy and strong and committed to providing the best education and care
for children and their families.
121
Sample Job Description: Child Care Worker
Qualifications
• 18 years of age.
• Current criminal record and child abuse background clearances.
• Current health appraisal.
• Current Tuberculosis (TB) Test.
Working Conditions
A licensed child care center should offer a nurturing and caring environment
for children ranging in age from six weeks to six years old. Comprehensive
programs should include a focus on education, social skills and
developmental motor skills taught in a safe, friendly environment. A child
care center is an extension of the family and strives to build a sense of
community among parents, children, and staff.
Personal Qualities
A child care worker should be someone who is caring, compassionate, and
can communicate well with children, families, and staff. Qualified candidates
must enjoy working with children, have patience, dedication, and good
physical health.
Skills and Knowledge
• Listen, observe, and respond appropriately both verbally and
nonverbally to children’s needs and behaviors.
• Demonstrate understanding of children’s growth, development, and
learning.
• Promote and sustain healthy, positive play.
• Create environments that promote self-confidence and competence.
Tasks
• Develop and implement activities that meet the developmental needs
and interests of children.
• Model appropriate strategies for resolving conflict.
• Plan and implement a variety of daily routines and diverse activities.
• Communicate and cooperate with staff and parents.
• Provide basic care including meals, naps, and health-related care.
122
Diversified Manufacturing Industry Cluster
Top Three Industries: Plastics Product Manufacturing,
Commercial Lithographic Printing, and Iron and Steel Mills
Computer and
Electronic
Product
Manufacturing
Printing and
Related Support
Activities
Petroleum and
Coal Products
Manufacturing
Plastics and
Rubber
Products
Manufacturing
Electrical
Equipment,
Appliance, and
Component
Manufacturing
Paper
Manufacturing
Primary Metal
Manufacturing
Apparel
Manufacturing
Textile Mills
Diversified
Manufacturing
Textile Produc t
Mills
Chemical
Manufacturing
Machinery
Manufacturing
Metal Furniture
and Related
Product
Manufacturing
Food
Manufacturing
Fabricated
Metal Product
Manufacturing
Transportation
Equipment
Manufacturing
123
Diversified Manufacturing Industry Cluster
The diversified manufacturing industry cluster encompasses a wide variety of
jobs that includes almost all durable goods manufacturing and most nondurable goods industries. In recent years, advances in technology have
changed the nature of many jobs within this cluster. Although these
advances may have caused job loss in many of the hands-on, manual
occupations, the demand for highly skilled workers continues to increase. To
remain competitive, Pennsylvanians may need to attend training and
educational programs that result in the increase of technological skills to
enable employers to increase productivity.
Although there has been a steady decline in manufacturing employment in
Pennsylvania, this cluster still has almost half a million jobs with average
annual wages above the statewide average. In Pennsylvania, the top three
employers in this cluster are Tyco Electronics Corporation, Air Products and
Chemicals Incorporated, and General Electric Company.
124
Diversified Manufacturing Career Ladder
Each ladder represents a series of work experiences that leads to more
challenging work and higher paying job opportunities. Sometimes an
entry level job can provide a satisfying career, but some workers want to
gain more skills and additional responsibilities that will help them
advance in their careers. Usually to do so, workers will need additional
training, education and/or work experience. Some jobs may even require
additional certification, licensing or degrees.
Sample Diversified Manufacturing Career Ladders
Manufacturing Engineer
Machining Specialist
Machinist Trainee
Supervisor
Fabricating Specialist
Welding Trainee
125
What are General Maintenance/Repair Workers?
General Maintenance and Repair Workers repair or replace defective
equipment parts using hand tools and power tools, and reassemble
equipment. They also perform routine preventive maintenance to ensure
that machines continue to run smoothly, building systems operate
efficiently, and the physical condition of buildings do not deteriorate.
To perform the duties required of these jobs, general maintenance and
repair workers may have to inspect drives, motors, and belts, check fluid
levels, replace filters, and perform other maintenance actions following
checklists.
Jobs in this field require the use of tools ranging from common hand and
power tools, such as hammers, hoists, saws, drills, and wrenches, to
precision measuring instruments and electrical and electronic testing
devices. These tools may be used to assemble, install and/or repair wiring,
electrical and electronic components, pipe systems and plumbing,
machinery, and equipment.
These jobs are part of the diversified
manufacturing industry cluster. Employees in
these occupations usually need one or two
years of training involving both on-the-job
experience and informal training with
experienced workers. For example, an
electrician may have to complete three or four years of apprenticeship or
several years of vocational training, and often must have passed a licensing
exam, in order to perform the job.
126
Skills and Knowledge for
General Maintenance/Repair Workers
While mechanical skills and skills related to general construction are very
important for these jobs, basic skills also play a necessary part for success.
The sections of the wheel below with arrows are especially important for
general maintenance workers. Workers need to give full attention to what
other people are saying, taking time to understand the points being made
and ask questions when appropriate. It is important to understand the
implications of new information for both current and future problem solving
and decision making.
127
Sample Job Descriptions:
General Maintenance/Repair Worker
Maintenance Specialist
Maintenance specialists maintain operating condition of buildings and
equipment, and complete simple repairs:
• Utilize knowledge of fundamental mechanical, electrical, carpentry,
plumbing, or heating and cooling skills in performing assignments.
• Operate common hand or power tools.
• Usually requires 2 years of relevant experience.
Maintenance Repairer (Building)
Maintenance repairers repair and maintain physical structures of commercial
and industrial establishments, such as factories, office buildings, apartment
houses, and logging and mining constructions, using hand tools and power
tools:
• Replace defective electrical switches and other fixtures.
• Paint structures and repair woodwork with carpenter's tools.
• Repair plumbing fixtures.
• Repair plaster and lay brick.
• Build sheds and other outbuildings.
Maintenance Repairer (Industrial)
Maintenance repairers install, maintain, and repair machinery, equipment,
physical structures, and pipe and electrical systems in commercial or
industrial establishments, following specifications, blueprints, manuals, and
schematic drawings using hand tools, power tools, hoist, crane, and
measuring and testing instruments:
• Visually inspect and test machinery and equipment, using electrical
and electronic test equipment.
• Listen for unusual sounds from machines or equipment to detect
malfunction and discuss machine operation variations with supervisors
or other maintenance workers to diagnose problem or repair machine.
• Dismantle defective machines and equipment and install new or
repaired parts following specifications and blueprints, using precision
measuring instruments and hand tools.
• Clean and lubricate shafts, bearings, gears, and other parts of
machinery, using rags, brushes, and grease gun.
• Install and repair electrical apparatus, such as transformers and
wiring, and electrical and electronic components of machinery and
equipment.
128
•
•
•
•
•
•
Lay out, assemble, install, and maintain pipe systems and related
hydraulic and pneumatic equipment, and repair and replace gauges,
valves, pressure regulators, and related equipment.
Repair and maintain physical structure of establishment.
May install, program, or repair automated machinery and equipment
such as robots or programmable controllers.
May set up and operate machine tools, such as lathe, grinder, drill,
and milling machine, to repair or fabricate machine parts, jigs and
fixtures, and tools.
May operate cutting torch or welding equipment to cut or join metal
parts.
May fabricate and repair counters, benches, partitions, and other
wooden structures.
129
What are Machinists?
Machinists set up and operate a variety of
machine tools to produce precision parts and
instruments. Jobs with the title machinist include
precision instrument makers who fabricate,
modify, or repair mechanical instruments.
Machinists may also fabricate and modify parts to
make or repair machine tools or maintain
industrial machines.
Machinists are expected to calculate dimensions and tolerances using
knowledge of mathematics and instruments such as micrometers and
calipers. These jobs require individuals to machine parts to specifications
using machine tools such as lathes, milling machines, shapers, or grinders.
A machinist must have the skills necessary to measure, examine, and test
completed parts in order to identify defects and to be sure that the parts
meet specifications using a variety of precision instruments.
Some basic responsibilities of a machinist include the ability to set up,
adjust, and operate all of the basic machine tools and many specialized or
advanced variation tools in order to perform precision machining operations.
These occupations usually involve using communication and organizational
skills to coordinate, supervise, manage, or train others to accomplish goals.
Machinist jobs may require training in vocational schools, related on-the-job
experience, or an associate's degree. Some may require a bachelor's degree.
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Skills and Knowledge for Machinists
Machinists need skills in many different areas of the wheel. Machinists need
math skills to be able to solve problems. This job also requires reading skills
to be able to understand written sentences and in documents relating to the
job. It is important for a machinist to be able to give full attention to what
other people are saying, taking time to understand the points that are being
made. This is important so that machinists can understand new information
for problem solving and decision making.
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Sample Job Description: Machinist
Machinists set up and operate conventional, special-purpose, and numerical
control (Nc) machines and machining centers to fabricate metallic and
nonmetallic parts, and fit and assemble machined parts into complete units,
applying knowledge of machine shop theory and procedures, shop
mathematics, machinability of materials, and layout techniques:
• Study blueprints, sketches, drawings, manuals, specifications, or
sample parts to determine dimensions and tolerances of finished
workpiece, sequence of operations, and setup requirements.
• Measure, mark, and scribe dimensions and reference points on
material or workpiece as guides for subsequent machining.
• Select, align, and secure holding fixtures, cutting tools, attachments,
accessories, and materials on machines such as mills, lathes, jig
borers, grinders, and shapers.
• Calculate and set controls to regulate machining factors, such as
speed, feed, coolant flow, and depth and angle of cut, or enter
commands to retrieve, input, or edit computerized machine control
media.
• Start and observe machine operation to detect malfunctions or out-oftolerance machining, and adjust machine controls or control media as
required.
• Verify conformance of finished workpiece to specifications using
precision measuring instruments.
• Set up and operate machine on trial run to verify accuracy of machine
settings or programmed control data.
• Fit and assemble parts into complete assembly using jigs, fixtures,
surface plate, surface table, hand tools, and power tools.
• Verify dimensions and alignment of assembly, using measuring
instruments such as micrometers, height gauges, and gauge blocks.
• May install machined replacement parts in mechanisms, machines, and
equipment, and test operation of unit to ensure functionality and
performance.
• May operate welding equipment to cut or weld parts.
• May develop specifications from general description and draw sketch of
part or product to be fabricated.
• May confer with engineers, production personnel, programmers, or
others to resolve machining or assembly problems.
• May specialize in setting up and operating Nc machines and machining
centers and be designated Numerical Control Machine Machinist
(machine shop); or set up and operate Nc machines linked to
automated storage, retrieval, and moving devices and be designated
Flexible Machining System Machinist (machine shop).
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Lumber, Wood, and Paper Industry Cluster
Top Three Industries: Home Centers, Wood Kitchen Cabinet
and Countertop Manufacturers, and Building Material Dealers
Building
Materials and
Supplies
Wholesalers
Lumber and
Wood
Wholesalers
Furniture
Manufacturing
Saw mills
Lumber, Wood, and
Paper
Wood Product
Manufacturing
Logging
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Lumber, Wood, and Paper Industry Cluster
The lumber, wood, and paper industry cluster encompasses a wide variety of
jobs that include logging and move through sawmills to the manufacture of
wood furniture and paper products. Other businesses in this cluster include
those which retail home and building materials. Since Pennsylvania is the
number two exporter of hardwoods in all of North America, this cluster is
very important to the statewide economy. To remain competitive,
Pennsylvanians may need to attend training and educational programs that
result in skills needed to sustain positions in this cluster.
Larger employers for this industry cluster include well-known names such as
Home Depot, Lowe’s Home Center, and Proctor and Gamble Paper products.
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Lumber, Wood, and Paper Career Ladder
Only you can really decide where you want to be on the career ladder.
Take a realistic look at your skills and abilities to determine where your
strengths and weaknesses lie. If you have been stuck in a rut and denied
the promotion you feel you deserved, now is the time to aim high.
Alternatively, if you would like a less demanding job, now is the time to
go for it. Obtaining a job which is similar to your current position is
generally the easiest option.
Sample Lumber, Wood and Paper Career Ladder
General Contractor
Construction Inspector
Carpentry Subcontractor
Carpentry Journeyperson
Lead Carpenter
Carpenter's Assistant
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What are Cabinetmakers and Bench Carpenters?
Cabinetmakers and Bench Carpenters are skilled men and women who
manufacture, assemble, and install cabinets, counter tops, commercial store
fixtures, convention and show displays, and architectural millwork.
Cabinetmakers may also be responsible for the building of staircases,
windows, doors, and furniture. Many of these
products are composed of wood, but cabinetmakers
also use plastic, metals, glass, laminates, and solid
surface materials.
Cabinetmakers must be able to perform physical
activities that require considerable use of their arms
and legs and moving their whole body such as
climbing, lifting, balancing, walking, stooping, and
handling of materials. Most of the work is performed in the shop, but job-site
installations are sometimes required.
These jobs require individuals to be able to perform a variety of tasks.
Cabinetmakers and bench carpenters need to have the skills to install
hardware, such as hinges, handles, catches, and drawer pulls, using hand
tools. Cabinetmakers will also need to be able to match materials for color,
grain, and texture, paying special attention to knots and other features of
the wood. They will also be expected to perform final touch-ups with
sandpaper and steel wool.
Employees in these occupations usually need one or two years of training
involving both on-the-job experience and informal training with experienced
workers.
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Skills and Knowledge for Cabinetmakers and
Bench Carpenters
Cabinetmakers need to use math skills to measure and mark dimensions of
parts on paper or lumber stock prior to cutting. Because cabinetmakers need
to read and interpret many kinds of plans, they must have the ability to read
and understand information and ideas presented in writing. It is also
important for workers to be able to use problem-solving and decisionmaking skills to determine the kind of tools and equipment needed to do a
job.
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Sample Job Description: Cabinetmaker
Cabinetmakers set up and operate variety of woodworking machines and use
various hand tools to fabricate and repair wooden cabinets and high-grade
furniture:
• Study blueprints or drawings of articles to be constructed or repaired,
and plan sequence of cutting or shaping operations to be performed.
• Mark outline or dimensions of parts on paper or lumber stock,
according to blueprint or drawing specifications.
• Match materials for color, grain, or texture.
• Set up and operate woodworking machines, such as power saws,
jointer, mortiser, tenoner, molder, and shaper, to cut and shape parts
from woodstock.
• Trim component parts of joints to ensure snug fit, using hand tools
such as planes, chisels, or wood files.
• Bore holes for insertion of screws or dowels by hand or using boring
machine.
• Glue, fit, and clamp parts and subassemblies together to form
complete unit, using clamps or clamping machine.
• Drive nails or other fasteners into joints at designated places to
reinforce joints.
• Sand and scrape surfaces and joints of articles to prepare articles for
finishing.
• May repair high-grade articles of furniture.
• May dip, brush, or spray assembled articles with protective or
decorative materials such as stain, varnish, or paint.
• May install hardware such as hinges, catches, and drawer pulls.
• May repair furniture, equipment, and fixtures and be designated
Cabinetmaker, Maintenance (woodworking).
• May be designated according to products made as Piano-Case Maker
(musical inst.).
• May cut, shape, and assemble wooden parts to construct frames for
refrigeration equipment and be designated Refrigerator Cabinetmaker.
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What are Carpenters?
Carpenters make up the largest single group of skilled workers in the United
States. Much of their work is done by shaping, measuring, cutting and
installing wooden materials, although many materials like windows, doors
and studs are now made of metal.
Carpenters are the first workers on the job, starting with the building layout.
They can be involved in building frames
for structures or putting finishing touches
on buildings or new construction, in
single-family homes or in highrise
skyscrapers. These responsibilities may
require a carpenter to be able to
construct, erect, install, or repair structures and fixtures made of wood such
as concrete forms; building frameworks, including partitions, joists,
studding, and rafters; wood stairways, window and door frames, and
hardwood floors. Workers may also install cabinets, siding, drywall and roll
insulation.
Although the tasks of carpenters may differ depending on the job, in most
cases the work involves starting a task by reading blueprints or following
detailed instructions from supervisors. Carpenters then get to work by
designing a layout of the task by measuring and marking materials and then
cutting and shaping the materials as described above.
A combination of informal (on-the-job) and formal (classroom) training is
required to become a skilled carpenter.
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Skills and Knowledge for Carpenters
Carpenters are required to do a great deal of accurate measuring, so skills in
mathematical concepts and operations are critical. It is also important that
carpenters have the ability to listen and understand instructions about the
work that they do. Because some work is done independently, a carpenter
needs to have self-management skills to manage his time, as well as skills in
problem-solving and decision-making, as adjustments need to be made.
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Sample Job Description: Carpenter
Carpenters construct, erect, install, and repair structures and fixtures of
wood, plywood, and wallboard, using carpenter's hand tools and power tools,
and conforming to local building codes:
• Study blueprints, sketches, or building plans for information pertaining
to type of material required, such as lumber or fiberboard, and
dimensions of structure or fixture to be fabricated.
• Select specified type of lumber or other materials.
• Prepare layout, using rule, framing square, and calipers.
• Mark cutting and assembly lines on materials, using pencil, chalk, and
marking gauge.
• Shape materials to prescribed measurements, using saws, chisels, and
planes.
• Assemble cut and shaped materials and fastens them together with
nails, dowel pins, or glue.
• Verify trueness of structure with plumb bob and carpenter's level.
• Erect framework for structures and lay subflooring.
• Build stairs and lay out and install partitions and cabinet work.
• Cover subfloor with building paper to keep out moisture and lays
hardwood, parquet, and wood-strip-block floors by nailing floors to
subfloor or cementing them to mastic or asphalt base.
• Apply shock-absorbing, sound-deadening, and decorative paneling to
ceilings and walls.
• Fit and install prefabricated window frames, doors, doorframes,
weather stripping, interior and exterior trim, and finish hardware such
as locks, letterdrops, and kick plates.
• Construct forms and chutes for pouring concrete.
• Erect scaffolding and ladders for assembling structures above ground
level.
• May weld metal parts to steel structural members.
• May be designated according to specialty such as Combination-Window
Installer (construction) or Lay-Out Carpenter (construction).
• May be designated Finish Carpenter (construction) when specializing in
finish carpentry such as installing interior and exterior trim, building
stairs, and laying hardwood floors.
• May be designated House Carpenter (construction) when erecting
frame buildings and performing general carpentry work in residential
construction.
• May be designated Building-Insulating Carpenter (construction; retail
trade) when removing and replacing sections of structures prior to and
after installation of insulating materials.
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•
•
May be designated Carpenter, Refrigerator, when performing carpentry
work in construction of walk-in freezers and environmental test
chambers.
May be designated Door Hanger (construction), Finished-Hardware
Erector (construction), Garage-Door Hanger (construction), HardwoodFloor Installer (construction), Jalousie Installer (construction), Stair
Builder (construction), Trim Setter (construction), Weather Stripper
(construction), Wood-Sash-And-Frame Carpenter (construction),
Wood-Strip-Block Floor Installer (construction).
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Cross Cluster
These other clusters provide employment to Pennsylvanians in
many different industries.
Information and
Communication
Services
Bus iness and
Financ ial
Services
Cross Cluster
Agriculture
and Food
Production
Building and
Cons truction
Logistics and
Transportation
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What are Computer Support Specialists?
Computer Support Specialists help solve problems with computer hardware
and software. Depending on their place of employment, these specialists
may be responsible for helping coworkers or may help people who bought
their companies' products. No matter which group they work with, computer
support specialists have the same basic tasks. They start by having
computer users describe what is wrong so that they can diagnose the
problem. By asking questions, they try to learn enough about the problem
so they can determine what might be causing the problem. Many times they
can either make the repairs or tell customers what to change.
When diagnosing computer problems, these specialists may test or monitor
the actual systems to locate any problems. They may need to read technical
manuals to learn more about what to do, and once they have some ideas,
specialists make repairs. The repairs may involve
reinstalling software or replacing hardware that is
not working. Once they have made changes,
support specialists test computers to make sure
they work. Another aspect of the job is to provide
consultation on the most appropriate software and
hardware that a company or individual should buy.
Employees in these occupations usually need one
or two years of training involving both on-the-job experience and informal
training with experienced workers. Also, because computer hardware and
software are constantly changing, support specialists must be aware of new
developments in the field and constantly update their skills and knowledge
by attending conferences and trainings or self-initiated instruction.
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Skills and Knowledge for Computer Support Specialists
Although much of the work done by computer support specialists involves
working with computers, it is important that these workers are able to
communicate with co-workers and customers so that they can properly
diagnose problems. Writing, speaking, listening, and observation skills are
essential so that this employee is able to solve problems that arise with both
hardware and software.
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Sample Job Description: Computer Support Specialist
Examples of Key Duties
• Install, configure, and upgrade operating systems and software using
standard business and administrative packages; may modify specific
applications for use in operational departments.
• Install, assemble and configure computers, monitors, network
infrastructure, and peripherals such as printers, scanners and related
hardware; pull cables and rewire or direct the rewiring of cables as
required for new installations and office reconfiguration.
• Troubleshoot problems with computer systems, including
troubleshooting hardware and software, e-mail, network, and
peripheral equipment problems; make repairs and corrections where
required.
• Act as a technical resource in assisting users in resolving problems
with equipment and data; staff a centralized help desk to facilitate
exchange of information and advice; implement solutions or notify
outsource providers as required.
• Make hardware and software acquisition recommendations including
helping users assess needs and providing justification for equipment
and services.
• Assist in instructing staff in the use of standard business and
administrative software, including word processing, spreadsheets and
database management; provide instruction or written documentation
where required.
• Assist with the planning, design, research and acquisition of new or
upgraded hardware and software systems; maintain current
knowledge of hardware, software and network technology and
recommend modifications as necessary.
• Perform other duties of a similar nature or level.
Education and Experience
Equivalent to completion of two years of college-level coursework in
computer science, information technology, or a related field and two years of
general computer installation, maintenance, and repair experience; or, an
equivalent combination of education and experience sufficient to successfully
perform the essential duties of the job as listed above.
Licenses
Must possess and maintain a valid driver’s license and a satisfactory driving
record.
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Physical Requirements and Working Conditions
Must possess:
• Mobility to work in a standard office setting and to use standard office
equipment, including a computer.
• Stamina to maintain attention to detail despite interruptions.
• Strength to lift and carry objects weighing up to 40 pounds.
• Vision to read printed materials and a computer screen.
• Hearing and speech to communicate in person and over the telephone.
Knowledge of (at entry)
• Computer hardware, software and peripherals such as central
processing units, servers, monitors, cables, network systems, printers,
plotters, and modems.
• Functions, operations, and technology related to city financial,
business, and administrative applications and related hardware and
software.
• Current technology related to applications, networks and
telecommunications and the equipment and software required to
maximize system support.
• Procedures for installing, configuring, upgrading, troubleshooting, and
repairing applicable software, hardware, and peripherals.
• Principles, practices, hardware, and software related to the
establishment and maintenance of LANs and WANs.
• Techniques for explaining technical concepts and procedures to nontechnical users.
Skill in (at entry)
• Installing, configuring, and upgrading operating systems and software,
using primarily standard financial, business, and administrative
application practices.
• Installing, configuring, assembling, and repairing computers, monitors,
network infrastructure, and peripherals such as printers and related
hardware.
• Monitoring the LANs and WANs.
• Troubleshooting and solving hardware and software problems.
• Instructing users on new or upgraded computer applications and
hardware.
• Using initiative and independent judgment within established
guidelines and procedures.
• Organizing own work, setting priorities and meeting critical time
deadlines.
• Communicating effectively with co-workers, subordinates, superiors,
the general public, representatives of public and private organizations,
and others sufficient to exchange or convey information.
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What are HVAC Mechanics?
HVAC (heating, ventilation, air conditioning) Mechanics install, service, and repair
heating and air conditioning systems in residences and commercial
establishments. This installation and service work will generally include the
repair or replacement of defective equipment, components, or wiring. These
employees work with many different types of HVAC components such as
motors, compressors, pumps, fans, ducts, pipes, thermostats and switches.
These mechanics may be required to maintain, diagnose and correct
problems throughout the entire system using special tools and test
equipment.
The service work for these mechanics is varied. It
may include testing electrical circuits and
components for continuity, using electrical test
equipment. Also, reassembling and testing
equipment following repairs is included in their
work. HVAC mechanics do most of their work with
their hands and need to operate many different types of hand tools safely
and efficiently.
HVAC mechanics must be able to understand and follow blueprints, drawings
and other manuals, and instructions. This job requires that the employee be
able to determine problems and develop plans and procedures for effective
solutions.
Employees in these occupations usually need one or two years of training in
a technical or trade school. Training for this job also includes both on-thejob experience and informal training with experienced workers. HVAC
mechanics may be required to obtain and maintain certification through
examinations.
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Skills and Knowledge for HVAC Mechanics
HVAC mechanics work with heating, ventilation, and air conditioning
equipment that requires them to be able to analyze problems and determine
solutions. These mechanics need to have skills for both problem-solving and
decision-making in order to accomplish this task. These mechanics need to
be able to read manuals and instructions that allow them to do the repair
work necessary. Listening skills are also important to understand the
problems that customers are encountering. Because much of the work is
done individually, HVAC mechanics need to have self-management skills in
order to complete work in a timely manner.
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Sample Job Description: HVAC Mechanic/Technician
In the north, freezing temperatures bring about high demand for efficient,
affordable heating systems. If a heating system fails, pipes can freeze and
burst. It is critical to have heating systems in good working order. In the
south, high levels of humidity can lead to mold and mildew problems. A
house or business air conditioning system must run properly. Heating,
ventilation, and air conditioning systems need routine maintenance by an
HVAC technician.
This technician specializes in heating, ventilation, and air conditioning
systems. His or her skill can repair and maintain a system to ensure it is
working efficiently, properly, and affordably. HVAC technicians are trained to
handle oil, natural gas, propane and kerosene heating systems. They also
have a thorough knowledge of how the motors and fans run.
During winter months, HVAC technicians quickly diagnose issues with
furnace/heating systems. They provide routine cleanings to prevent
blockages that can lead to carbon monoxide poisoning. They also replace air
filters, check for wear on thermocouples, test for gas leaks, check carbon
monoxide levels, adjust flame levels, and ensure that furnaces are running
efficiently.
In the summer, routine maintenance on heating systems can be completed.
In addition, air conditioning and cooling systems are checked. Cooling
systems must be examined to ensure the fans are running properly, that no
CFCs are being released into the environment, and that compressors and
evaporators are working efficiently.
In new constructions, HVAC technicians install both heating and cooling
systems. Pipes and ductwork are installed at proper locations for maximum
heating and cooling abilities. Systems are tested for gas leaks, carbon
monoxide issues, and fluid leaks. Motors are checked to ensure they are
running properly. Then a final test is run to make sure the systems are
heating or cooling the building properly.
HVAC technicians carry a wide array of tools. Beyond the typical tools of
hammers, screwdrivers, and wrenches, HVAC technicians also keep pipe
cutters, pipe benders, torches, voltage meters, carbon monoxide detectors,
gas leak indicators, pressure gauges, thermometers, and more.
As HVAC technicians work in both outside and inside locations, warm,
insulating clothing is necessary. New construction may be covered, but
without a heating system in place, the unfinished building can be extremely
150
cold. Working in tight quarters is always an issue, so an HVAC technician
must be able to work in these extremes. Proper knowledge of first aid is
necessary as breathing in dangerous fumes and the potential for electrical
shock are serious considerations.
HVAC technicians possess strong math and reading skills. A good portion of
their job relies on their ability to read blueprints and understand motor
schematics. Most HVAC technicians are only offered jobs if they have
completed an apprenticeship or a formal college-type education.
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