FAST BREAK: Career and College Readiness Through Accelerated Learning by Dr. Barry Stern Bsels@aol.com (540) 751-0601 www.hipie.org , www.habermanfoundation.org Presentation to _____ School District ____, 2009. Overview.
FAST BREAK: Career and College Readiness Through Accelerated LearningbyDr. Barry SternBsels@aol.com (540) 751-0601www.hipie.org, www.habermanfoundation.orgPresentation to _____ School District____, 2009
Industry + College Requirements
Capacities of Educational System/Programs
National Defense Education Act
Youth arrive at school with heightened emotional affect
Prof. Martin Haberman, “Unemployment Training”, EdNews.org, 2007, Phi Delta Kappan, 1997.
“Assembly line” high school unlikely to significantly improve reading and math scores, graduation rates, employer satisfaction with graduates, etc.
In its best days, never worked for half the students (most in authority benefited from current system)
Never really changed how h.s. classes are organized, or tapped into desire of adolescents to become part of a group with a higher purpose and winning mission.
Never asked teachers to work together and communicate about students they mutually teach.
Colleges more sophisticated but many still trapped in disconnected disciplinary silos that struggling entrants cannot relate to.
Education and Training for Careers(“meal”)
Skill Certification and Placement into Jobs or Further Education
Career Guidanceand Information
Industry-specific Skills(Portable Credentials)
Generic Work Skills
How to use resources, process information, use technology,understand systems, relate to others, work on teams
Responsibility, integrity, self-confidence, moralcharacter, loyalty, etc.
Basic SkillsReading, writing,
speaking, listening, math
How to learn, create, solve
problems, make decisions, etc.
Source: Dr. Barry Stern, Career and Workforce Development Trends: Implications for Michigan Higher Education, FerrisState University, August 2003.
Anyone needing better skills and/or work habits to enter college or career-track work:
Reading and math as workplace fundamentals
Heavy use of courseware, software to save time
Effective methods to reach students with different information processing preferences and degrees of “emotional loading” – teach emotional intelligence as teamwork component
Immediate outcome that grads value – e.g. job, college, faster advancement thru school/college
Strong business advisory committee
Data collection/entry on student performance and follow up what graduates are doing
Tightly scripted curriculum of high-level, highly integrated academics that are taught along with computer applications to solve work-related problems, while building workplace habits and personal character. Model uses a “boot camp” or highly focused approach to prepare students to succeed at the next level - a job or additional schooling.
The What, Why, How, & Who of the Program.
WorkKeys Level 3
Reading for Information
Commits to attend 5-8-hours-a-day for 8-12 weeks
Commits to going to work or school after graduating
WorkKeys Level 4 and + 1 level (math, reading, locating info.)
Satisfactory career speech
Satisfactory progress in basic computer applications (IC3 cert?)
Proper attitude (can work as team member, accepts criticism)
Certified attendance (no more than three unexcused absencesor tardies)
Remains drug freeFAST BREAK …
Math (computer-assisted + small group)
Computer Applications- Word Processing- Spreadsheets- Databases- WINDOWS- Graphics Programs
Career & Employability Skills- Speaking, listening, bus. writing- Time management/calendars- Career selection- Resumes- Interviewing- Work habits
Hard work + high expectations
Earn way in and right to stay in
Integrated curriculum in applied work context
Continual feedback + improvement
Practice fundamentals daily, including learning on demand
Personal responsibility& discipline
Freedom from drugs
Reward for effort and excellence
Respect for others
Primacy of the customer
Employer drivenFAST BREAK …
Employers say graduates…
Scores on Student Achievement Tests
High School Retention & Graduation
High School Attendance Rates
Enrollment in Advanced Placement Courses
College Enrollment & Retention
Other courseware (e.g. PLATO, NovaNet) can align to ACT test, G.E.D. and other assessments
1. Reading 2.Math 3.Locating Information
Increasingly recognized by employers. Higher levels indicate more jobs that you can learn.
* Developed original model. ** Program no longer active.
12th grade/adult transition-to-work-or-college program,
9th grade unit of instruction to upgrade basic skills, provide career direction, work/study habits, and orientation to high school
Front end of technical training programs
Module during any high school year
Alternative education program
Summer school program + other of above option(s)
Have faculty who can be trained to operate Fast Break
Alternative way of delivering math and basic English
Have computers, printers, networks, office equipment and most facilities required for Fast Break
Few student recruitment costs. If incentive structure is right, students will line up to attend
Major new costs would be courseware, pre-program staff training, technical assistance during first 6 months, placement services, and data collection to follow up graduates
$660,000 in operating costs if you don’t overstaff (assumes nothing in place - staff, facilities or in-kind) and
$780,000 if you overstaff by 1-2 FTE
$2,500 per student for 320-hour program, or $7.80 per student hour.
Another $150,000 for one-time start-up costs - software, computers, furniture & office equipment, minor remodeling
Staffing + benefits for full-time Fast Break and part-time Step Up programs(incl. 2 FTE teaching assistants)
WorkKeys assessment and Key Train or WIN curriculum materials
Software renewals, books, supplies
Rent, amortization of equipment
Drug screens, insurance, advertising
Telephone, printing, duplication
Overhead @ 20%
Capital Equipment & Expenses= $150,000 (Start-up – one time)
Courseware licenses/student IDs
PCs, file server, printers
Copy machine, fax, telephones
Office, classroom, computer furniture, equipment, bookshelves, storage cabinets, white boards
Camcorder, VCR, TV, projectors
Remodeling, computer installation
Student smocks, tests, assessmentsProgram Costs (if starting from scratch)
Assume program serves 300 students per year with 20 computer workstations, 2/3 in Fast Break, 1/3 in Step Up
Gender, age, experience in education
Each site with at least one instructor with recent work experience outside formal education.
How to narrow these to a number that can be effectively managed and enforced: Ask the customers: the employers, colleges and universities that will receive the graduates.
According to David Brooks of the NY Times (11/13/05):
…skills and knowledge -- the stuff you can measure with tests -- is only the most superficial component of human capital. U.S. education reforms have generally failed because they try to improve the skills of students without addressing the underlying components of human capital.
“We now spend more per capita on education than just about any country on Earth, and the results are mediocre. No Child Left Behind treats students as skill-acquiring cogs in an economic wheel…We pour money into Title I and Head Start, but long-term gains are insignificant.”
“These programs are not designed for the way people really are. The only things that work are local, human-to-human immersions that transform the students down to their very beings. Extraordinary schools, which create intense cultures of achievement, work.
Extraordinary teachers, who inspire students to transform their lives, work. The programs that work touch all aspects of human capital.
7.Learning rates improve when students must apply skills to solve problems like those they will encounter at work and in life.
8. Infusing academics into career-technical courses will improve academic skills faster than infusing career concepts into academic courses. (“Learning on Demand” – Sticht research)
9. Intensive formats work better for many subjects. These include reading, math, foreign languages, and physical education. The intensive format provides sufficient time to practice skills, eliminate bad work habits and produce good ones, and create the conditions for curricular integration and the establishment of a high performance team.
10. Most people learn math (through Algebra II) better when it is integrated with something else, like science and career-technical subjects. This will require team teaching and longer class sessions (e.g. block/modular scheduling).
11. Students are more likely to learn about teamwork if their teachers model it. High school and community college teachers of the future must know not only their subject and how to teach, but how to integrate their subject with those taught by other teachers.
12. When students experience academic success and have a career plan, they will likely choose college on their own; you won’t have to persuade them.
13. High school graduates with a marketable skill (i.e. have met standards for a career entry position) will more likely enter college than those without. Thus, by getting students ready for work, you will be getting them ready for college.
18. Integrating courseware into regular instruction is more cost-effective than placing it into remedial centers or programs that engage students for short periods of time.
19. Availability of “virtual” courseware from the Internet is only now becoming sufficiently diagnostic and interactive to engage struggling students. Even if it were, students (struggling or otherwise) tend to learn more when they are part of a group whose norm is to help one another achieve and exceed expectations. Some struggling students prefer “bowling alone,” but most like to be in a group.
(used normally to train Fast Break staff in how to operate the program).