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Gainesville City Schools
Workforce Development Needs Assessment and Plan
2019
[DESIGNED COVER]
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Gainesville City Schools
Workforce Development Needs Assessment and Plan
Table of Contents
Introduction ................................................................................................................................................ 3
Steering Committee ................................................................................................................................... 4
Key Themes ................................................................................................................................................ 4
Environmental Scan ................................................................................................................................... 6
Turning Mission into Student Success ................................................................................................... 8
Priorities and Strategies ............................................................................................................................ 8
Appendix: Needs Assessment ................................................................................................................ 11
Project facilitation, data analysis, documentation, and strategic guidance were provided by
the Carl Vinson Institute of Government at the University of Georgia: Rebecca McIver, Greg
Wilson, and Sid Johnson. Editing and graphic design assistance were provided by Karen
DeVivo and Jake Brower.
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Introduction
Workforce development plays numerous important roles in a community, including supporting
student success, strengthening the local economy, supporting economic development efforts,
and filling in-demand jobs. Because of these factors and many others, Gainesville City Schools
launched a Workforce Development Needs Assessment and Planning process in fall 2019. The
effort began with the dual goals of ensuring that students are prepared for workforce success
after graduation and closing talent gaps for in-demand industries in the local economy. To
accomplish these goals, Gainesville City Schools convened a steering committee composed of
local business representatives, postsecondary partners, school staff and administration, and
other community members.
The steering committee was charged with analyzing data, engaging with key stakeholders,
assessing needs, exploring strategies, and ultimately developing a plan to prepare students for
career success after graduation. This needs assessment and plan report documents the process,
data, and themes that support the workforce development priorities and strategies
recommended for implementation by Gainesville City Schools.
PROCESS
An inclusive steering committee of local business representatives, postsecondary partners,
school staff and administration, and other community members was assembled to develop a
workforce development plan for Gainesville City Schools over the next five years.
The first meeting was an opportunity to kick off the process and share relevant data with all of
the stakeholders. During this meeting, the steering committee heard about Career, Technical,
and Agricultural Education (CTAE) pathways and academics at Gainesville City Schools and
about relevant workforce data for the region.
During the second meeting, the committee conducted an environmental scan. This included a
teacher panel and a local employer panel as well as some time for the group to process all of the
information so far. The steering committee used a SOAR analysis to identify some of the top
strengths, opportunities, aspirations, and risks for workforce development.
During the third meeting, the steering committee used the information presented at the first
two meetings to craft a vision for student success, decide on two major priority areas, and
develop several short- and long-term strategies for priority. The fourth meeting will be used to
Kickoff and Orientation
Environmental Scan
Strategic Plan Development
Meeting
Launch Meeting
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launch the plan with the steering committee and others community stakeholders who have an
interest in and have played a role in making this plan a reality for Gainesville City Schools.
STEERING COMMITTEE
Leaders from business, education, and government assembled to spearhead this effort to
understand the community’s workforce development needs, assess current workforce
development efforts, and develop recommendations to prepare Gainesville City School
graduates for career success.
Steering Committee Participants
Education and Government Sarah Bell, Gainesville City Schools
Barbara Brooks, Gainesville City Council
Priscilla Collins, Gainesville City Schools
Steven Cornett, Gainesville City Schools
Betsy Escamilla, Gainesville City Schools
Misty Freeman, Gainesville City Schools
Jamie Green, Gainesville City Schools
Rusty Ligon, City of Gainesville
Tim McDonald, Lanier Technical College
Willie Mitchell, School Board
Adrian Niles, Gainesville City Schools
Richard Oates, University of North Georgia
Helen Perry, Gainesville City Schools
Wendy Savitz, Gainesville City Schools
Dee Siphambili, Gainesville City Schools
Natalie Smith, Gainesville City Schools
Jeremy Williams, Gainesville City Schools
Business and Community
Suzanne Altman, Georgia Poultry Federation
Glennis Barnes, Georgia Power
Shelley Davis, Greater Hall Chamber of
Commerce
Norma Hernandez, Northeast Georgia Latino
Chamber of Commerce
Rose Johnson, Newtown Florist Club
Brandon Loftus, ZF Industries
Jim Marinelli, Northeast Georgia Medical
Center
Steve Mickens, Boys & Girls Clubs of Lanier
Tate O'Rourke, Jackson EMC
Rope Roberts, Georgia Power
Alan Schuetze, Carroll Daniel Construction
Andy Stewart, Peach State Bank & Trust
Greg Vitek, Workforce Development Task
Force
Key Themes
The steering committee began the planning process by listening to students, teachers, and
employers. Additionally, the committee analyzed economic and labor market data about
Gainesville and Hall County. Appendix A details several key pieces of labor market
information that supported the needs assessment and plan development process.
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Throughout the steering committee meetings, the following key themes emerged:
Educational Opportunities. Throughout this process, the group heard about the
numerous existing opportunities for students in schools, including work-based learning,
job-ready skills, and middle school pathway exposure as well as opportunities for
additional postsecondary education in the community after graduation. The data show
that 52% of Gainesville High School Class of 2012 students enrolled in postsecondary
but that five years later only 27% had earned a credential. The district needs to educate
and market to the business community, parents, influencers, and mentors about the
variety of opportunities in both secondary and postsecondary education.
Equity and Access. It is important that the district be intentional about how it serves all
students regardless of where they are now or where they are going in the future.
Gainesville City Schools’ student population is diverse, with 60% identifying as
Hispanic. Additionally, the most recent published Free and Reduced Lunch percentage
for the district is 70.99%.
In-Demand Careers. The fastest growing sectors in Hall County are manufacturing and
health care/ social assistance. Between 2009 and 2018, these industries added 5,164 and
3,842 jobs, respectively. Both fields have a wide variety of occupations that students may
not be aware of. Gainesville schools must emphasize exposing students earlier to
opportunities in the community.
Skills Gap. A skills gap exists for students who are entering the workforce. Employers
from a variety of sectors including health care, manufacturing, and construction noted
that many entry-level workers lack professionalism, relationships, and soft skills. These
employers also shared that they are willing to train students on technical skills for the
specific trade if they possess the necessary soft skills to make them good employees.
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Environmental Scan
To reflect upon the findings from the needs assessment and to prepare for priority planning,
steering committee members conducted an environmental scan. This exercise challenged
members to identify specific strengths, opportunities, aspirations, and risks (SOAR) of and to
workforce development at Gainesville City Schools. Through this SOAR analysis, the committee
members gained a more thorough understanding of how the Gainesville City School System
(GCSS) prepares students for career success. Below are the results of the environmental scan.
STRENGTHS
Community partnerships/support
Small district means more opportunities for
innovation and responsiveness
Diverse opportunities (courses, clubs, events,
programs)
Population is global
Teachers committed to more than just teaching
the subject
Passion of teachers
Support from GCSS for emphasis on workforce
development – preparing students for life after
high school
Gainesville Middle School career discovery
9-week class
OPPORTUNITIES
Economic growth
Streamline resources
Use data to drive offerings and decisions
Educate mentors/influencers on workforce
development
Communication with parents, community, and
employers
Changing mindsets of parents
Harnessing our emergent bilingual population
Using YouScience to match students’ aptitudes to
industry needs
ASPIRATIONS
Work-based learning/dual-enrollment/job
experience: all students do one of these
Students use experience/data/ personal skills to
make informed decision on next steps
Get to know students so we can direct them to
achieve their goals
All students are advised and engaged along the
way and have options
Stay ahead of work/industry changes
All kids are valuable, productive citizens
“Guarantee” of Graduates
RISKS/BARRIERS
Perception — failure to look to the future
Fragile relationship between schools and industry
Students, parents, and employers assume they
have all relevant information
Students are not reading on grade level
Lack of flexibility in changing minds
Parents who do not understand the importance of
school
Abundance of options creating competition or
students doing nothing because of too many
choices
Feeling we are better than
Still working in isolation on overlapping goals
Every student needs point of contact for support
Stereotypes
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Vision
The steering committee members were asked to think about their vision for Gainesville High
School students as they graduate and move on to postsecondary education or the workforce.
Small groups were given a graduate to design. Below are the images that the groups developed.
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Turning Mission into Student Success
As ONE GAINESVILLE, we will inspire, nurture, challenge, and prepare our students as we
educate them to be successful in a 21st century global society.
Adults must… So students…
Inspire
feel supported, have guidance, and understand self-management
Nurture
understand their passion and are engaged in whatever follows high
school
Challenge
have real-life experience (work, volunteer, etc.) to draw from
Prepare
possess the skills and knowledge they need to pursue their realistic
pathway to the future
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Priorities and Strategies
In the final stage of the process, committee members identified two priorities that will guide
Gainesville City Schools over the next three to five years. To accomplish each priority, the
steering committee identified short-term strategies (3–6 months) and long-term strategies (1–3
years) for implementation.
Gainesville City students in K-12 and postsecondary education make up the community’s
future workforce. The steering committee supports the creation of seamless career roadmaps.
Specifically, a student should be able to identify career interests or goals, start working toward
those goals in high school, continue training and development at local postsecondary
institutions, and successfully transition to the workforce. Pathways for students should be
aligned to their interests and the needs of the community. Career roadmaps for Gainesville City
Schools should include a wide variety of opportunities with multiple entry and exit points.
SHORT-TERM STRATEGIES
Assess the current status of pathways, partnerships, and the job market. This assessment
should include gathering data on current entry-level job opportunities and skills gaps,
determining top local industries/ pathways for partnerships, and identifying current
partnerships and alignment at each level.
Establish a cross-functional team to define comprehensive and customizable career
maps. The team should begin by identifying a CTAE pathway or academic course
offering and should walk students through steps such as work-based learning, dual
enrollment, postsecondary options, and other decisions that will get them to their
ultimate career goal.
LONG-TERM STRATEGIES
Increase marketing and outreach around the various programs to all stakeholders,
including the community, parents or other influencers, and students. Marketing and
outreach may include sharing student success stories or other information that can help
change the narrative about careers and postsecondary options.
Develop feedback processes and formal agreements among partners to institutionalize
the efforts.
Priority 1: Develop aligned career roadmaps for all students that include career
exploration, soft skills development, career counseling, and a variety of options
following graduation.
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Educators are preparing students for the work of the future in a wide variety of fields. This
means that transferable skills and soft skills are important, as is an understanding of various
industries. Gainesville City Schools must have faculty and staff that are knowledgeable and
prepared to help students succeed in the workforce after graduation. The steering committee
supports professional development opportunities for faculty and staff that focuses on adaptive
and applied education.
SHORT-TERM STRATEGIES
Develop a plan for merging soft skills with the 4Rs (Ready, Respectful, Responsible, Role
Model) and Positive Behavior Intervention and Supports System that Gainesville City
Schools already has and for increasing community buy-in.
Align with current professional learning community structure to provide opportunities
for teachers and administrators to better understand current industry needs and how
academics are connected to work.
LONG-TERM STRATEGIES
Provide additional opportunities for teachers and staff to participate in industry through
summer externships, field trips, and other professional learning activities.
Establish formal processes and additional opportunities for students to learn more about
careers at all grade levels K-12.
Priority 2: Encourage teachers and staff to be adaptive educators who ensure all
students are prepared for the workforce prior to graduation.
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Appendix: Needs Assessment
DATA
The steering committee examined data on economic, labor market, and education trends to
understand the forces shaping the future workforce, the supply of and demand for workers,
and the overall Hall County and City of Gainesville landscape. Below are three key data points.
Additional data can be found in the Gainesville City Schools Workforce data packet.
Industry Overview
The chart below provides an overview of industries in Hall County. Industries in red have
contracted since 2009, and industries in black have grown. Manufacturing, health care,
government, retail, and accommodations and food services are the five largest industries by
2018 employment.
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Occupations by Typical Level of Education
The following two charts show the top 10 occupations in Hall County for middle- and highly
skilled workers based on the typical entry-level education required to obtain such jobs.
Middle Skill (postsecondary nondegree, some college, associate’s degree)
High Skill (bachelor’s degree or higher)
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High School Outcomes
The following graph shows the outcomes for the Class of 2012 and students’ progression over
the five years following graduation. The left panel shows the entire state of Georgia, and the
right panel shows Gainesville High School graduates. On average, more students from
Gainesville City Schools are going straight to the workforce (25%) compared to the state as a
whole (18%).
EMPLOYER FEEDBACK
Panelists
Brandon Loftus, ZF Industries
Jim Marinelli, Northeast Georgia Medical Center
Alan Schuetze, Carol Daniel Construction
Takeaways
Although these three employers come from very different sectors and have different needs for
numbers and types of employees, they identified similar skills gaps in entry-level employees
and potential applicants. These skills gaps include understanding a professional environment,
relationships and soft skills, attendance and punctuality, and the ability to adapt to new
technology. Local employers would like to see more intentionality around work-based learning
and correctly placing students where they will not only succeed but also are likely to stay at the
company or in Gainesville.
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STUDENT FEEDBACK
Panelists
Bryan Lopez
Angelie Ramirez
Israel Vega Garrido
Takeaways
Each of these students had distinct future plans, but they all talked about the impact that work-
based leaning and CTAE faculty and staff have had on their decisions. One of the key
takeaways that the students shared is that many of their peers do not know about these
opportunities. In all three cases, the students were told about work-based learning by
supervisors or teachers. They encouraged the committee to think about how to increase
awareness of such programs and more nontraditional routes to postsecondary education or a
career.
TEACHER INPUT
Panelists
Kateria Bogans
Misty Freeman
Dave Head
Wendy Savitz
Takeaways
The teacher panel discussed programs such as middle school exposure to pathways and careers,
job-ready skills at each level, support from district administration, increased work-based
learning and dual-enrollment opportunities, and teacher experiences like preplanning bus trips
to local manufacturers. Areas for improvement discussed by the panel include more financial
literacy for students, more exposure to a wide variety of opportunities, equitable access for all
students, integration of CTAE and core academics, and more intentionality with all programs.
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