PPT Notes will be available at www.achievetexas.org , under Implementation. AchieveTexas and Texas Tech Prep: A True Partnership Karen L. Alexander, firstname.lastname@example.org Texas Tech University October 2008 Lone Star State Snapshot… Quarter of a million square miles (261,797 sq miles).
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PPT Notes will be available at www.achievetexas.org, under Implementation.
Karen L. Alexander, email@example.com
Texas Tech University
Organized with Career Clusters
Improve student achievement – both academic and technical
Promote successful transitions from secondary to postsecondary education
Support workforce and economic development
Class of 2007 dropouts will cost the U.S. $330 Billion in lost wages and productivity over their lifetime.
U.S. could save between $7.9 and $10.8 billion annually by improving educational attainment among all recipients of TANF, food stamps, and housing assistance.
A high school dropout contributes about $60,000 less in taxes over a lifetime.
If the male graduation rate were increased by only 5 percent, the nation would see an annual savings of $4.9 billion in crime-related costs.
America could save more than $17 billion in Medicaid and expenditures for health care for the uninsured by graduating all students.
(Alliance for Excellent Education, 2007)
A Part of the Solution
Concept- Students can succeed in school, career, and life if they plan their own individual college and career success.
Philosophy - No career option is intrinsically better than the other. Whether the choice is right or not depends on the personal goals of the student.
Goal- To prepare students for college and career, and allow them to choose the options that are best for them.
Supports numerous reform initiatives and educational programs,
Elementary school focuses on understanding the importance and value of work and jobs.
Middle school focuses on initial career exploration.
High school focuses on programs of study.
Postsecondary education or training focuses on career preparation.
Counselor Guide and
Meets TEC §28.0212—Personal Graduation Plans (PGPs)
Meets TEC §33.007—Counseling Public School Students Regarding Higher Education
Supports TEC §33.005—Model Comprehensive, Developmental Guidance, and Counseling Program
Available on the website in the
Hardcopies available for order through PrinTech.
1. Nationally recognized logos identify the Career Cluster for each model.
2. Program of Study names, established in the State's Career Cluster Initiative (www.careerclusters.org ), head each model. They focus attention upon a specific career field within a cluster.
3. Cluster Overviews maintain the 16 U.S. Department of Education Career Cluster definitions.
4. Career goals shown here correlate with occupational names and O*NET codes used by the Bureau of Labor Statistics (BLS). Use OSCAR (www.ioscar.org) to begin investigating those careers of interest. The "goal" of models is to target In-Demand jobs.
5. Career Options provide examples of contemporary job titles currently appearing in sources, such as WorkInTexas (https://wit.twc.state.tx.us). Jobs are correlated to the postsecondary education typically required for a career.
6. High School Suggested Coursework highlights the Core Courses and Career-Related Electives recommended to prepare for a career goal. Models are based on the Recommended High School Graduation Plan and can easily be adapted for the Distinguished Achievement High School Graduation Plan. With established models it is easier to anticipate the consequence of curriculum changes, such as when legislation recently increased math and science requirements, or whenever a student decides to modify her/his TAP.
7. Certificates shown on the models are associated with specific courses. Use the Certification Finder at Career InfoNet (www.acinet.org/acinet) to investigate post-secondary certifications.
8. Example Postsecondary program names are identified from the Associates level through Graduate Degrees. Names are based upon the CIP Code Names. Could be edited to highlight local articulation partners.
9. Extended Learning Experiences include Work-Based Learning, Curricular, and Extracurricular activities. Participation in and support of Career and Technical Student Organizations (i.e. BPA, DECA, FBLA, FCCLA, FFA, TSA, HOSA, or SkillsUSA) is especially important to AchieveTexas. While campuses might modify their list of Extracurricular and Service Learning Experiences, examples should always cohesively extend meaningful learning in settings suitable and safe for students.
Students could record volunteer service in their portfolios, or participate in a program such as The President's Volunteer Service Award (http://www.presidentialserviceawards.org/index.cfm) where school groups may, likewise, record their service hours.
AchieveTexas is a Best Practice
Vertical alignment process between high school and community college career and technical education courses.
Create connectivity and continuity between secondary and postsecondary curriculum that promotes seamless transitions for students leaving high school, entering college and into the workforce.
1. Decide to implement AchieveTexas
2. Career Awareness, Exploration, Concentration, Preparation, and Advancement
3. Add Texas Achievement Plans (TAP)
4. Enhance guidance and counseling
5. Build seamless connections
6. Establish extended learning
7. Build strong partnerships
8. Support intense professional development
How well have the 8 Steps of AchieveTexas been communicated?
Which local implementation strategies appear most promising?
Effectiveness = well communicated
Effectiveness = locally 8 Steps in place
Effectiveness = improved outcomes in academic/technical learning
Bob Lucas, Gulf Coast Tech Prep, Houston, TX, firstname.lastname@example.org
Jill Berset, South Plains Tech Prep, Lubbock, TX, email@example.com
Michael Rodriguez, Upper Rio Grande College Tech Prep Youth Consortium, El Paso, TX, firstname.lastname@example.org