Career Preparation Report Card





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Career Development System



On July 19th and again on August 14th, SEMCA convened half-day meetings with the Workforce Development Board, the Education Advisory Group, and representatives from our region’s school districts, community colleges, and ISDs.  The daunting task before this group was to identify no more than five measurable goals that would determine the future direction of education in our community.  Approximately 75 people participated in the process.


At the July 19th meeting, the group, divided into teams, identified 23 possible goals.  They then “voted” on those goals to arrive at five on which we would focus.


On August 14th, the group, divided into different teams, participated in writing measurable objectives for the five goals.  Again, a “vote” selected the top five objectives from a possible 16 that were proposed.  


In addition to voting, this time the participants had an opportunity to offer their “two cents worth” on each of the proposed objectives.  There were 35 comments written during this stage of the meeting.  A sample of ten is included here with the objectives.  Neither the goals, nor their objectives are in any particular order of priority, and it is understood that this Report Card continues to be a “work in progress” that may change significantly during the Community Outreach phase of the project.
 



It will be necessary to conduct baseline inventories of the current status of technology (hardware, software/Internet access, teacher knowledge base, current use in classrooms) and identify resources (funding sources, training/teaching sources) to assist those school districts that fall below the benchmarks established by the EAG.  




 



SEMCA resources would support district efforts and report progress and results.  An example could be helping every district in the SEMCA region achieve North Central Accreditation at the “transitional level,” which recognizes workplace readiness and career planning as baseline standards. 


All students, including those with disabilities, must be considered when setting standards.


Technology literacy standards and benchmarks will be an important factor.

 






It is our intention that by the year 2005 schools in the SEMCA service area will be recognized as learning environments rather than the teaching environments of the past.


Parents, administrators, and policy makers must be made aware of the differences to insure broad-based community support.


Success will be measured in part by increased attendance and lower dropout rate.


	Environment, by definition, refers to the whole community of education.  All messages must be consistent, and direct interventions must be created to mitigate negative influences both within and without the environment.

 




One measure of success will be the number of requests for “Career Prep/Planning Kits” and other career-focused. 


The plan must be community focused and free from “jargon.” 



 


We want to redefine what “completion” means, reflecting the current broader implications as compared to those of the past.


Implementation of WorkKeys standards must be an integral part of any measurement system to ensure that the needs of our broad-based audience are met.  






Goal 1



    Work toward equitable daily access to technology for all students and teachers in the SEMCA service area by increasing the number of computers and/or distance learning Internet appliances in homes and classrooms by 10% per year.





It will be necessary to conduct baseline inventories of the current status of technology (hardware, software/Internet access, teacher knowledge base, current use in classrooms) and identify resources (funding sources, training/teaching sources) to assist those school districts that fall below the benchmarks established by the EAG.  





Goal 2


    To promote and support all districts’ active pursuit of higher levels of accreditation that are consistent with high academic standards and SCANS Skills by increasing by at least one the number of Career Pathways districts in each county by the end of 2001.



SEMCA resources would support district efforts and report progress and results.  An example could be helping every district in the SEMCA region achieve North Central Accreditation at the “transitional level,” which recognizes workplace readiness and career planning as baseline standards. 


All students, including those with disabilities, must be considered when setting standards.


Technology literacy standards and benchmarks will be an important factor.





Goal 3

    To promote a student-based learning environment by facilitating at least one regional professional development program per year to help educators redesign teaching strategies.
  



It is our intention that by the year 2005 schools in the SEMCA service area will be recognized as learning environments rather than the teaching environments of the past.


Parents, administrators, and policy makers must be made aware of the differences to insure broad-based community support.


Success will be measured in part by increased attendance and lower dropout rate.


	Environment, by definition, refers to the whole community of education.  All messages must be consistent, and direct interventions must be created to mitigate negative influences both within and without the environment.





Goal 4

    To increase student and parent awareness of career issues and opportunities as well as effective formal decision-making processes by assisting at least one school district in each county to implement a total parent marketing plan by the end of 2001.



One measure of success will be the number of requests for “Career Prep/Planning Kits” and other career-focused. 

The plan must be community focused and free from “jargon.” 





Goal 5


    To have in place in at least one school district in each county a competency-based system (or systems) of measurement consistent with customer needs and other mandated performance measures by the end of 2002.



We want to redefine what “completion” means, reflecting the current broader implications as compared to those of the past.


Implementation of WorkKeys standards must be an integral part of any measurement system to ensure that the needs of our broad-based audience are met.  



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