keytrain presentation, february 7th and 8th
DESCRIPTION
TRANSCRIPT
KeyTrain™ High School Youth
KeyTrain™ ConferenceFebruary 8, 2008
Oklahoma City, OK
Overview• KeyTrain™
• Eligible Workforce Investment Act• High School Students
• High School Implementation of KeyTrain™• Career Development Class Pilot Semester
1• Career Development Class Pilot Semester
2
• Observations• Summary
KeyTrain™ -- Eligible WIA
•Workforce Investment Act (WIA)• In School Youth/Out of School•How WIA is using KeyTrain
•Benchmark and then upgrade basic skills in youth
•Electronically extended KeyTrain
KeyTrain™ -- High School Students
• KeyTrain™ is a foundation of the Career Development Classes
• South Central Oklahoma Workforce Investment Board (SCOWIB) purchased the Career Skills component of KeyTrain™ for the workforce system
• SCOWIB and participating high schools determined that KeyTrain™ could contribute to increased Career Readiness Certificates™
KeyTrain™ & High Schools
• SCOWIB, Lawton Public Schools, & ASCOG developed a curriculum for the class prior to implementation
• The class is accredited by LPS• The course was designed to help
students identify career interests and develop work readiness skills
• The class is a one semester elective targeted toward second semester sophomores or juniors
Class Objectives• Obtain an Oklahoma Career
Readiness Certificate• Be able to fill out an employment
application • Produce a resume and cover letter• Develop awareness and
understanding of “soft skills” needed by business
• Develop a career goal and career plan to reach their chosen goal
• Align core skills with career interests
Methodology Complete interest assessments Identify three career choices Write a synopsis of occupational/
educational requirements, projected growth, required skills, potential salary, and other information
Complete at least 20 hours of computer tutorial work in Reading for Information, Locating Information, and Applied Mathematics
Methodology Continued• Participate in a videotaped job interview
and feedback session
• Complete at least 60 different lessons in KeyTrain™ Career Skills
• Job shadow in one of the career choices
• Create a resume and cover letter
• WorkKeys® assessment in Reading for Information, Locating Information, and Applied Mathematics
Class Goals• Students demonstrate a 25%
increase in work readiness and career exploration knowledge (measured through locally developed pre/post test)
• 90% of the students earn an Oklahoma Career Readiness Certificate
• CDC students score 15% higher on the WorkKeys® assessment than other students
Career Development Class Pilot – Semester 1
•4 classes participated•66 students •280 WorkKeys® ** assessments in the participating schools
Generation Y(1977 – 1994)
• Raised with technology and tech savvy
• Instant gratification and promotion
• Quickly adjust to new environments and situations
• Multi-taskers • Sense of entitlement
Time On Task Results
0:00 4:48 9:36 14:24 19:12 0:00
0 ElementsGained
1 ElementGained
2 ElementsGained
Average Time on Task (in hours)
Represents 9% of the students
Represents 46% of the students
Represents 54% of the students
Time on Task Findings**• Students who spent more than 19
hours on task gained in at least two elements
• Students who spent more than 18 hours on task gained in at least one element
• Students who spent less than 18 hours on task experienced 0 gain in elements
• Students in the pilot were able to gain in elements while spending less time on task than previous Time On Task averages indicated
Notes about Findings
• Pilot class• 6 week delay in securing
computers for KeyTrain ™ and other computer related tasks at both schools
• Instructors’ first opportunity to work with KeyTrain ™ in the classroom
Class Evaluation Form Feedback
Agree
Disagree
Neither Agree ordisagree
“KeyTrain™ is boring but it’s necessary to this class”
Class Evaluation Conclusions
• Find ways to motivate Generation Y• Both teachers tied Time On Task to
grade outcome and job shadowing (favorite class experience)
• Even though students reported KeyTrain™ “boring” , 46 % of students spent sufficient time to gain in at least 1 element
• 20 hours of classroom time allotted for KeyTrain™– 75% of the students utilized 70% of allotted time
• There is no indication students chose to use KeyTrain™ outside of the classroom
Career Development Class Pilot – Semester 2
•5 Classes participating•110 students participating•110 students projected to
take the WorkKeys® assessment in April
•Several changes have been made to the curriculum
Semester 2 Action Plan• Instructor and student focus for
the first 12 weeks – Reading, Mathematics, and Locating Information
• After the WorkKeys® assessment, students will no longer be required to work on these 3 core areas, shifting their focus completely over to Career Skills
• Students will apply skills developed with KeyTrain™ to real life experiences in mock interviews and job shadowing
• Instructors may assign lessons in the 3 core areas if a student has not spent enough Time on Task or if they haven’t shown appropriate gains during the first 12 weeks
Semester 2 Action Plan continued
Observations
• Classroom Management is key• Instructor orientation on KeyTrain is
essential• Students should be held accountable
for their achievements• It’s important to remind students that
this is an opportunity to make progress towards their career goal even though it might be another 4-6 years away
Summary
• The curriculum, objectives, and goals should be clearly outlined prior to implementing a high school program
• Students need a realistic orientation• Instructors who set high
expectations and help students achieve them improve self worth and avoid frustration
• Time on Task = Results!
• Provide a professional KeyTrain™ orientation
• Check student KeyTrain ™ progress weekly to make sure they are on schedule and take appropriate action
• Tailor KeyTrain ™ assignments to student goals and needs
• Remind students that KeyTrain™ is vehicle to a higher Career Readiness Certificate ™ …and KeyTrain™ can prepare them to gain much more
Suggestions and Tips
Additional Information
• Please contact Laura Goldring at [email protected]