ERIC ED450253: Sustaining School-to-Career Systems for Urban Youth: A Consortium of State-Urban Partnerships. Proceedings of the State-Urban Initiative Conference (Cincinnati, Ohio, October 23-25, 1997).

39 Pages·1998·0.56 MB·English

by  ERIC

DOCUMENT RESUME
CE 081 400
ED 450 253
Lieberman, Joyce
AUTHOR
Sustaining School-to-Career Systems for Urban Youth: A
TITLE
Consortium of State-Urban Partnerships. Proceedings of the
State-Urban Initiative Conference (Cincinnati, Ohio, October
23-25, 1997).
Council of Chief State School Officers, Washington, DC.
INSTITUTION
Resource Center on Educational Equity.
ISBN-1-884037-44-5
ISBN
PUB DATE
1998-00-00
NOTE
38p.
AVAILABLE FROM
For full text: http://www.ccsso.org/pdfs/sustain98.pdf.
Proceedings (021)
PUB TYPE
Collected Works
MF01/PCO2 Plus Postage.
EDRS PRICE
*Cooperative Programs; Delivery Systems; *Education Work
DESCRIPTORS
Relationship; Elementary Secondary Education; Government
School Relationship; Job Skills; Models; Partnerships in
Education; Postsecondary Education; Program Implementation;
*School Business Relationship; Technical Assistance;
Transitional Programs; *Urban Education; *Work Experience
Programs; Youth Programs
Educational Marketing; School to Work Opportunities Act 1994
IDENTIFIERS
ABSTRACT
This report is a synthesis of presentations and break-out
sessions at a 1997 national conference (held in Cincinnati, Ohio) on
sustaining school-to-career systems for urban youth. Nine state-urban
partnerships comprised of 68 participants attended the conference. Conference
(1) building K-12+
discussion and activities focused on three major themes:
(2) marketing school-to-career systems to diverse
school-to-career systems;
audiences; and (3) efforts and plans for sustaining high quality
school-to-work principles and elements after the School-to-Work Opportunities
Act expires in 2001. Conference participants also visited urban partnership
sites in the Cincinnati area. The report includes five appendixes, including
a state-urban initiative technical assistance model, information about the
open space meeting process, a bibliography listing 17 conference materials,
and a list of conference participants.
(KC)
Reproductions supplied by EDRS are the best that can be made
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Sustaining School-to-Career
Systems for Urban Youth:
A Consortium of State-Urban
Partnerships
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Council of Chief State School Officers
State-Urban Initiative Conference Proceedings
Regal Cincinnati Hotel
Cincinnati, Ohio
25, 1997
October 23
2
BEST COPY AVAILABLE
COUNCIL OF CHIEF STATE SCHOOL OFFICERS
r-r he Council of Chief State School Officers (CCSSO) is a nationwide, nonprofit
1 organization composed of the public officials who head departments of elementary
and secondary education in the states, the District of Columbia, the Department of
Defense Education Activity, and five extra-state jurisdictions. CCSSO seeks its
members' consensus on major educational issues and expresses their views to civic
and professional organizations, federal agencies, Congress, and the public. Through its
structure of standing and special committees, the Council responds to a broad range of
concerns about education and provides leadership on major education issues.
Because the Council represents the chief education administrators, it has access to
the educational and governmental establishment in each state and to the national
influence that accompanies this unique position. CCSSO forms coalitions with many
other education organizations and is able to provide leadership for a variety of policy
concerns that affect elementary and secondary education. Thus, CCSSO members are
able to act cooperatively on matters vital to the education of America's young people.
he CCSSO Resource Center on Educational Equity provides services designed to
I achieve equity and high quality education for minorities, women and girls, the
disabled, limited-English proficient, and low-income students. The Center is
responsible for managing and staffing a variety of CCSSO leadership initiatives to
ensure educational success for all children and youth, especially those placed at-risk.
Council of Chief State School Officers
Wilmer S. Cody (Kentucky), President
Robert E. Bartman (Missouri), President-Elect
Henry R. Marockie (West Virginia), Vice President
Gordon M. Ambach, Executive Director
Cynthia G. Brown, Director, Resource Center on Educational Equity
One Massachusetts Avenue, N.W.
Suite 700
Washington, DC 20001-1431
Phone: [phone]
Fax: [phone]
http://www.ccsso.org
Copyright ©1998 by the Council of Chief State School Officers
ISBN # 1-884037-44-5
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SUSTAINING SCHOOL-TO-CAREER SYSTEMS FOR URBAN YOUTH
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TABLE OF CONTENTS
I. Introduction
1
II. Acknowledgments
2
III. Conference Overview
3
IV. Sustainability: Panel Discussion:
7
Sustaining School-to-Work: Lessons Learned from the Field
7
Sustaining School-to-Work for High Risk Youth
11
Sustaining School-to-Work: A National Perspective
12
Q & A: Concluding Remarks
14
V. Building a School-to-Career System: State-Urban Team Breakouts
15
VI. Marketing a School-to-Career System: State-Urban Team Breakouts
18
VII. Looking Ahead to the Next Series of Conferences
20
Appendices
21
Appendix A: CCSSO State-Urban Initiative
Conference Technical Assistance Model
21
Appendix B: Open Space Meeting Process
24
Appendix C: Bibliography of Conference Material
25
Appendix D: Conference Participant List
26
SUSTAINING SCHOOL-TO-CAREER SYSTEMS FOR URBAN YOUTH
111
4
build and communicate effective
I. INTRODUCTION
school-to-career systems for urban
he Council of Chief State School
youth, and then to consider how to
sustain these efforts when the School-
1 Officer's (CCSSO) State-Urban
Initiative held a national conference
to-Work Opportunities Act sunsets in
on sustaining school-to-career
2001.
systems for urban youth on October
he conference provided support
23-25, 1997, in Cincinnati, Ohio. Nine
1 for teams to assist them in their
state-urban partnerships comprised of
work including: (1) mix and match
68 participants attended the
team sessions; (2) individual team
conference. The partnerships
meeting sessions; (3) experts and
included: California/Los Angeles,
specialists who serve as presenters,
Oakland, and Sacramento;
facilitators and resource people;
Kentucky/Lexington and Louisville;
(4) site visits to schools, community
Michigan/Detroit; Minnesota/
colleges, the public sector, and
Minneapolis; Missouri/Jefferson City,
businesses implementing school-to-
Kansas City, and St. Louis; New
careers; and (5) open space meeting
York/New York; Ohio/Columbus,
sessions; and (6) documentation and
Dayton, Grove City, and Lorain;
other research-based informational
Pennsylvania/Harrisburg and
resources.
Pittsburgh; and Wisconsin/Madison,
This report represents a synthesis
Milwaukee and Racine.
of the conversations and work
The goal of this conference was to
conducted by state-urban teams
improve the capacity of states and
during the three day conference. In
cities to structure comprehensive
addition, this report incorporates the
school-to-career systems so that they
ideas and concepts of the expert
are inclusive and support the needs of
resource people and Council staff who
urban youth and urban partnerships.
supported the work of teams, as well
Through collaboration, state and
as information from the materials and
urban leaders will continue to
reports that were made available to
(a) refine a vision of a successful
conference participants.
school-to-career continuum for the
The intended use of this report is
nation's urban youth; (b) identify the
to: (1) support the continuous work of
structure, resources, and stakeholders
state-urban teams; (2) assist teams in
that will advance the vision;
informing, and ultimately rolling out,
(c) develop practical strategies for
their strategies to other cities and
overcoming challenges and barriers to
urban partners within their states;
the vision; (d) prepare for their own
(3) inform and encourage others
use a matrix or plan of work that
interested in using school-to-career
identifies the concrete tasks,
concepts for education reform in
personnel, resources, expected
urban communities; and
outcomes and time frame to achieve
(4) contribute and add to the body of
the vision.
knowledge in this area.
The conference provided a forum
within which state-urban partners
joined in a progression of sessions to
SUSTAINING SCHOOL-TO-CAREER SYSTEMS FOR URBAN YOUTH
5
BEST COPY AVAILABLE
Work Office; and Alan Zuckerman,
II. ACKNOWLEDGMENTS
Executive Director, National Youth
While the success of the
Employment Coalition.
Cincinnati conference was a
Several other individuals
result of the all those who
contributed their expertise and
participated, there are numerous
knowledge to the conference activities
individuals who made special
including: Amy Coughenour, Center
contributions. Bev Campbell, Stuart
for Occupational Research and
Greenfeld, Sonia Hernandez, and Doug
Development; Adrienne Smith, Jobs
McPhee (California), Diane Sharp
for America's Graduates; Karen
(Kentucky), Naomi Bryson (Michigan),
Johnson, National Conference of State
Joan Wilkosz (Minnesota), David
Legislatures; Richard Luecking,
Etheridge (Missouri), Cynthia Laks
National School-to-Work Office; Mary
(New York), Roy McCullagh and Don
Mack, the National Transition Network
Spangler (Pennsylvania), Stan Potts
and National Transition Alliance;
(Wisconsin), and Shirley Moore and
Owen Brown, National Urban League;
Jane King (Ohio) played an integral
Alan Zuckerman, National Youth
role in organizing and planning the
Employment Coalition; Lawrence
work of their teams. We appreciate
Whitman, U. S. Department of
the leadership of Jo Ann Poe, School-
Education; and Steven Kussmann,
to-Work Coordinator for Cincinnati
Utility Business Education Coalition.
Public Schools for planning and
Chris Wade, a teacher at Withrow
coordinating the site visits. We would
High School, and her Business and
also like to thank Cliff Migal,
Marketing Career Path students joined
Executive Vice President/CEO of the
the conference and offered their
Great Oaks Institute of Technology
assistance registering participants.
and Career Development for hosting a
Students provided Cincinnati tourist
reception and teleconference at this
information, and worked with
site. Finally, we thank the following
conference participants to unpack and
individuals who took time out of their
display information about their state
busy schedules to speak during the
and local school-to-work programs.
conference: Gene Harris, Chief
Program Officer, Ohio Department of
Daniel T. Wiltrout and Joyce
Education; Rob Radway, Ohio School-
Lieberman of the Council of Chief
to-Work Director; J. Michael Brandt,
State School Officers were responsible
Superintendent, Cincinnati Public
for organizing and conducting the
Schools; Dr. Shelley J. Ham ler, Director,
conference, and for developing the
Career Paths, Cincinnati Public
supporting materials. Barbara West
Schools; Dr. Harold Carr,
provided support to conference
Superintendent, Great Oaks Institute
participants and activities. Cynthia G.
of Technology and Career
Brown, CCSSO Director of the
Develpment; and Dr. John M. Goff,
Resource Center on Educational
Ohio State Superintendent of Public
Equity, gave her support and ideas
Instruction; and our panel members,
that helped to conceive this initiative.
Lynn Olson, Senior Editor, Education
Ms. Lieberman is the primary author
Week; Lois. Ann Porter, Program
of this-document.
Services Team, National School-to-
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SUSTAINING SCHOOL-TO-CAREER SYSTEMS FOR URBAN YOUTH
6
Welcoming Remarks
III. CONFERENCE
OVERVIEW
Gene Harris, Chief Program Officer,
Ohio Department of Education
he three day conference included
and Rob Radway, Director of Ohio's
1 expert panel discussions and
School-to-Work Program delivered
speakers, small group breakout
keynote addresses at the welcome
sessions, individual team planning
lunch.
sessions, open space meeting sessions,
Originally an English teacher and a
and site visits. State-urban teams
high school principal, Ms. Harris
used these sessions to discuss
progressed into administration as the
challenges and strategies and, from
assistant superintendent for the
these discussions, developed a plan-
Division of Curriculum and
of-work that outlined expected
Instruction at Columbus Public
outcomes, concrete steps, resources
Schools in 1991. In 1995, she was
and a time frame for implementing
named to her current position of Chief
their school-to-career systems.
Program Officer for the Ohio
Conference discussion and
Department of Education. She
activities focused on three major
provides leadership for development
themes:
and implementation of new
performance accountability standards
building K-12+ school-to-career
for Ohio's students, schools, and
systems
districts, and is a point-person for the
marketing school-to-career
department on the Ohio School-to-
systems to diverse audiences; and
Work Initiative.
efforts and plans for sustaining high
Ms. Harris provided an overview of
quality school-to-work principles
Ohio's approach to building,
and elements, after the School-to-
communicating, and sustaining
Work Opportunities Act sunsets in
effective school-to-work systems. Most
2001.
of her work has been in urban areas
where children "come from steps
Day One of the conference opened
behind." According to Ms. Harris,
with a State-Urban Carrousel. Team
"students should realize that once
leaders from each state-urban
they graduate in June, they are going
partnership briefly summarized:
to work. All students will find
(1) What they are doing well; (2) What
themselves in the work force,
areas need work; and (3) What teams
including those going to college." Ohio
want to accomplish by conference end
has an existing law on opportunity for
related to the conference themes. In
all students to participate in career
addition, each state-urban team was
plans beginning at the end of the 8th
allotted space to display information
grade to get direction for education in
about successful school-to-career
programs within their states and
high school.
cities. Participants had the
Key points from Ms. Harris'
opportunity to collect and discuss
remarks include:
these materials in an effort to begin
networking with others.
SUSTAINING SCHOOL-TO-CAREER SYSTEMS FOR URBAN YOUTH
7
school-to-work is a vehicle to provide
Increase pressure to improve
all students challenging academics
academic standard results,
applicable to their needs.
particularly in urban areas;
Key points from Mr. Radway's
Sustain school-to-work efforts by
remarks include:
integrating school, the work force,
and economic development;
Include parents, businesses, and
teachers with students to design
Involve local communities through
and implement school- to-work
active participation by the School
programs; find out what the
Board;
community needs;
Raise new teacher standards;
Provide communication skills and
Work with parents and the schools
high technical programs for higher
to support the development of
education
critical thinking skills and self-
Realign teacher licensure to ensure
motivation skills for students; and
that new teachers understand and
Integrate pre-service teacher
can adapt, rigorous, relevant
programs to include experiences
experiences for their students;
beyond the walls of school.
Work with universities to design
Ms. Harris concluded by stating
pre-service programs;
that "All of us working together will
Redesign teacher professional
achieve school-to-work opportunities
development to address
for all of our students."
curriculum changes; and
Rob Radway's 25-year educational
Make the connection between
career includes 23 years of classroom
school and work to students.
experience as an English teacher. Prior
"Learning doesn't stop at the
to being named Ohio's School-to-Work
school bell."
Executive Director, Mr. Radway served
as the School-to-Work Opportunities
Site Visits
Coordinator for the Ohio Hi-Point
Career Center. There, he is credited
Two of the conference opened
with creating one of Ohio's National
with a welcome by Dr. Shelley
DaY
Star Site School-to-Work models. The
Jefferson Ham ler, Director of Career
Center was named one of Ohio's BEST
Paths for the Cincinnati Public
Practices in 1996.
Schools. Next, Cincinnati Public
Schools Superintendent J. Michael
Mr. Radway discussed his 16 years
Brandt described his five-year plan
working with K-16 work programs
entitled Students First, which "provides
with five agencies: the Human Service
a framework for organizational
Bureau, the Bureau of Employment,
change to improve student
the Development Bureau, the Regents,
achievement in every school, at all
and the Board of Education in an
levels, and for each student. The plan
effort to build a sustaining system
represents a new vision for the
that will provide opportunities for all
Cincinnati Public Schools, one that
students in classrooms and the
focuses on teachers and- students in
workplace with rigorous and relevant
the classroom."
experiences. Radway believes that
SUSTAINING SCHOOL-TO-CAREER SYSTEMS FOR URBAN YOUTH
BEST COPY AVAILABLE
Participants had an opportunity to
The pre-site visit briefing provided
visit one of the following sites:
participants an opportunity to become
oriented to Ohio and Cincinnati's
Bramble Developmental Academy a
school-to-work system and how the
K-6 neighborhood school which
sites to be visited fit into that system.
has transformed itself from a
Site visits, as technical assistance, can
failing elementary school with low
serve an exciting and rewarding
academic achievement to a highly
aspect of a conference or meetings
successful school whose principal
because they:
was awarded Ohio's 1997
Distinguished Principal award.
Bring participants into the
community to see first hand how
School of the Creative and Performing
programs and services relate to the
a magnet school for grades
Arts
conference;
4-12, which provides an
environment where young people
Provide an opportunity for
with special talents in the arts can
participants to see a program or a
develop artistic and academic
number of programs in operation
skills within the same building.
and to hear about successes,
failures, and problems from those
Hughes Center a 9-12 center that
operating or participating in the
has transformed itself from a
program; and
failing neighborhood high school
into a successful Magnet Center.
Afford an opportunity for
The Hughes Center houses five
participants to reflect on the state
academies using post secondary
and community school-to-career
articulation agreements, and
system, and how the various sites
workforce training plans for
relate to the whole system.
students to make the transition
Often the dialogue that takes place
from high school to college and
during these meetings can open up
careers.
new ideas and provide examples of
strategies for program initiations,
Cincinnati State Technical and
this site
modification or change that the
Community College
featured the higher education's
participant can take back to her or his
connections to School-to-Work
community. Also, participants may
Career Path and Tech Prep
offer suggestions based on their own
programs at the six Cincinnati
school, community, or state
Public School's Career Path
experience and respond to questions
centers, focusing on admissions
from the hosts about how they are
policies, articulation agreements,
solving challenges. Site visits are
and the role higher education
intended to provide time for
plays in the development of the
discussion with participants or staff,
high school School-to-Work
to gain a more thorough
curriculum.
understanding of the program and
how it fits into the larger system or to
probe about specific issues, problems,
and barriers that were encountered
and how they were overcome.
5
SUSTAINING SCHOOL-TO-CAREER SYSTEMS FOR URBAN YOUTH
9
collaboration between the Academy,
Cincinnati
Business Connections
Cincinnati Public Schools and the
business partners
Courthouse
community"
discussed School-to-Work program
planning, implementation
The Mayerson Academy is a
strategies, and work-based
collaborative effort of the Cincinnati
learning opportunities for all
Public Schools, the Cincinnati Youth
students.
Collaborative, the Cincinnati
Federation of Teachers, the Cincinnati
Cincinnati
Community Connections
Business Committee, and the
Cincinnati's new
Courthouse
concerned citizens, businesses and
strategic plan was the result of
private foundations of Cincinnati.
restructuring initiatives planned by
business, community, parents and
Panel Discussion on
local school leaders. Two tax levies
Sustainability
were passed for the purpose of
rebuilding the system by
Day Three of the conference began
implementing decentralization of
with a Challenge Panel and Large
administration and the
Group Discussion on: Looking Ahead to
development of Local School
2001 for Sustaining High Quality STW
Decision Making Committees.
Systems. The panelists included Lynn
Olson, Senior Editor at Education Week
Professional Development
and author of The School-to-Work
Revolution: How Employers and Educators
the site visits, participants
Following
are Joining Forces to Prepare Tomorrow's
came together for debriefing
Skilled Workforce; Lois Ann Porter,
discussions and a visit to Cincinnati's
Program Services Team, National
new professional development center,
School-to-Work Office; and Alan
the Mayerson Academy for Human
Zuckerman, Executive Director of the
Resource Development. Mayerson is
National Youth Employment Coalition.
the nation's state-of-the art
educational training facility, modeling
The panelists (1) offered advice for
the latest learning technologies and
sustaining high quality school-to-
the highest quality professional
career systems in states and cities;
development programming. The
(2) identified challenges state and
Mayerson Academy has provided in
urban planners face in carrying
excess of 100,000 person hours of
forward current successes; and
professional development since it
(3) encouraged states and cities
began operations in March 1993.
together to develop action plans now
for sustaining successful school-to-
The mission of the Mayerson
career systems, when the School-to-
Academy is "to provide the highest
Work Opportunities Act sunsets in
quality training and professional
2001. The following section presents a
development opportunities to the men
synthesis of the panel discussion.
and women responsible for educating
the children of Cincinnati; provide
educators with training resources they
need to deliver the highest quality
education possible to the young
people of Cincinnati; and build close
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