Career

Development

System

OPERATIONAL PLAN for 2002-2003

For

The Strategic Planning Process

The Kalamazoo - St. Joseph

Michigan Works! Area

June 30, 2002

This material was developed with the support of grant funds awarded by

The Michigan Department of Career Development.

Michigan Works!

536 W. Lovell St.

Kalamazoo, MI 49007

Operational Plan for the Kalamazoo-St. Joseph Michigan Works! Area

OVERVIEW

This document is a revision of the original Operational Plan of August 2001 and the Interim Data Report of March 15, 2002. It includes progress to date and refinements to the plan for the coming year as well as a look at the trends initially reported in August 2000 as compared to today.

TREND UPDATE

The Environmental Scan and Career Development System Report Card of August 2000 listed some disturbing trends for the area.

Significant Trend August 2000	Update 2002	Conclusions
The Area’s employment histories and forecasts show less growth than the State’s.	Industry employment forecasts indicate employment totals (wages and salaries) in the period from 1998-2008 are expected to increase by 10.40% across the state. In the Kalamazoo/St. Joseph Michigan Works! Area, the increase is expected to be 10.0%.	While the Area is still lagging behind the State, the gap is closing.
The Area’s worker earnings and per capita income are not keeping pace with neighboring counties.	The Area’s per capita income shows a 2.7% growth in the period from 1998 – 2000. In the same period, neighboring counties showed a 5.1% growth.	The Area is still lagging behind its neighbors, in part due to the loss of high paying manufacturing jobs in automotive supply, paper, and window treatment hardware. Some of these jobs have been replaced by lower paying retail and service jobs.
More people are moving out of the Area than are moving in; those moving in have less income than those moving out.	Kalamazoo County continues to lose income due to out-migration, but its population has increased due to births exceeding deaths. St. Joseph County has lost population but has gained income from its in-migration.	Kalamazoo and other urban areas are facing the same challenge any city has in keeping higher income families from choosing to move to a less urban environment. Younger and poorer families choose to move to the city for education, job opportunities, and services.
K-12 Education test scores (MEAP) are not keeping pace with State averages.	The January 2002 testing of 4^th, 5^th, and 8^th graders in reading, social science, and writing resulted in the local area exceeding the State averages in 67%of the categories.	This is an improvement for the Area over the 50% result in 2000-2001. In 4^th and 7^th grade reading, in 5^th grade social science, and in 7^th grade writing, the Area surpassed the State averages.
Although slightly less than State averages, persistent and significant poverty levels continue to exist in the Area.	Although the Area’s averages remain slightly lower than the State’s, significant poverty levels continue to exist in the Area with over 16% of the children in both counties living below the poverty level.	Workforce and economic development efforts are continuing to work to reduce unacceptable poverty levels. The future cost in lost potential for the children of poverty is immeasurable and tragic.

STRATEGIC GOALS

STRATEGIC GOALS are statements defining the desired, measurable outcomes resulting from the organization's efforts. This year’s report contains several new strategies.

By 2004

Goal 1. Enhance workplace readiness skills.

Improve Work Keys scores of those high school and community college students and/or incumbent workers taking the Work Keys assessment by an average of at least one level on 3 assessments (e.g. Reading, Applied Mathematics and Locating Information; average one level gain per assessment .

Goal 2: Improve employment and income circumstances for Workforce Development Program participants.

Increase average hourly wage at placement of Workforce Development Program from $7.50 to $7.75 in year 1, $8.00 in year 2, and $8.50 in year 3.

Goal 1: Enhance workplace readiness skills to benefit employers and emerging employees

Strategy #1: We will promote and implement valid approaches to assess workplace readiness

Initiative	Responsibility	Evidence of Accomplishment for 2001-2002	Current Data	Evidence of Accomplishment for 2002-2003
S.1 Develop employer and worker awareness of the certified Work Keys Test Centers in each county	The community colleges: Kalamazoo Valley Community College (KVCC) and its Michigan Technical Education Center component (M-TEC) Glen Oaks Community College (GOCC)	In Kalamazoo County, a 10% increase in 2001-2002 in the number of assessments from a base of 48 in 2000-2001 A 5% increase in subsequent years with a total increase of 20% by June 2004 In St. Joseph County, a 5% increase each year over the number of assessments and profiles completed in the 2001-2002 year ending in June 2002. The total increase by June 2004 will be 10%	In Kalamazoo County: Employer usage of the M-TEC has increased. Job profiling and Work Keys assessments have started. Data on the planned 10% increase from the base number of 48 assessments will be available in the fall of 2002.	In Kalamazoo County: A 5% increase for 2002-2003 in the number of individual assessments and job profiles over the previous year. St. Joseph County will continue to administer Work Keys to all 9^th graders each year. Individual school districts will examine the potential for administering Work Keys to 12^th graders as a means for students to obtain the Merit Award.
S1.2a Introduce Work Keys assessments in all adult education programs for those students who cite job placement or job retention as their primary goal	Community colleges and ISDs	As evidenced by a 5% increase in Work Keys assessments per year beginning with a base number of 15 students		For 2002-2003, an increase of 5% over the previous year.
S1.2b Provide Work Keys Assessment for Machine Tool, Welding and Drafting Tech Prep students to establish their current applied skill levels	ISDs, Participating school districts			Approximately 20 Tech Prep students will have established their applied skill levels to at least Level 2 as evidenced by the Work Keys Assessment record.
S1.2c Introduce Work Keys assessment as a tool for developing student’s Educational Development Plan	School districts participating in the Career Preparation System Community colleges	As evidenced by at least 2000 high school students completing the Work Keys Value Packet	All 9^th graders in St. Joseph County are currently being Work Keys tested using the Education Value Package (Applied Reading, Applied Math, and Location Information). The seniors at 3 high schools in St. Joseph County are also being Work Keys tested. Complete data will be available in Fall 2002.	The baseline for St. Joseph County will be 95% of all future 9^th graders. An increase of 1% each year until a maintenance level of 98% is achieved in 2006. The future of Work Keys assessments for 12^th graders is being examined by individual school districts in relation to the Merit Awards.

Strategy#2: We will promote and implement valid approaches to advance workplace readiness

Initiative	Responsibility	Evidence of Accomplishment for 2001-2002	Current Data	Evidence of Accomplishment for 2002-2003
S2.1 Provide workplace skills instruction to elementary, middle and high school students through the school-directed career pathways process	ISDs Participating school districts	All elementary, middle and high school students have received instruction in and have demonstrated grade-level workplace skills as evidenced in the student portfolio, lesson plans, curriculum guides, etc.	Data will be available in Fall 2002.	Through the use of the Career Pathways System, evidence of workplace skills instruction will be found in the student’s portfolio, the teacher’s lesson plans, and the school district’s curriculum guides
S2.2 Establish methods, techniques, and resources for all elementary, middle, and high school students to participate in authentic, career experiences	ISDs Participating School Districts	63 elementary, 24 middle, and 15 high schools have developed and implemented at least two forms of methods/ resources from which all students may choose---as evidenced by lesson plans, curriculum guides, etc.	93 new elementary classes (serving 2,046 students) have implemented the Junior Achievement model. Job shadowing opportunities through the “Pathfinder” system have expanded by 15% from the previous year. Complete data will be available in Fall 2002.	A continued increase of at least 5% in the number of new elementary classrooms that have implemented the Junior Achievement model. A continued increase in job shadowing opportunities of at least 10%.
			22 counselors and 19 principals have participated in a Career Prep Academy on Post-Secondary Enrollment Options, dual Enrollment, Merit Award Program, Work Keys, and Earning Community College credit through CTE..	Approximately 95% of 2002-2003 12^th grade students will have participated in at least one formal career assessment during their high school participation as evidenced by the student’s CA-60 or parent-endorsed EDP.
			48 teachers and 30 area businesses participated in the Voyager Program (the teacher spends a week working in a business or industry gaining current workplace knowledge and experience to use in the classroom).	Approximately 200 CTE students will have participated in a work-based learning experience that includes all aspects of business and industry, as evidenced by employment/student evaluation forms and/or training plans.
			80 teachers participated in workplace know-how skills and career pathway training.	An increase of teachers participating in training (workplace know-how skills and career pathways training of at least 5%).
			As part of the effort to establish venues for authentic career experiences, 60 employers were added or upgraded as part of the job shadowing system.	An increase in the number of employers added to the job shadowing system of at least 5%.
S2.3 Update CTE curricula to incorporate employability skills, emerging technology, and applied academic skills and state/national standards	ISDs Participating School Districts	15 CTE programs have developed and/or revised curricula to incorporate emerging technologies, employability skills, applied academic skills, and state/national standards as evidenced by curriculum guides or tasks lists.	All manufacturing programs aligned their curricula with NIMS (National Institute for Metalworking Skills) standards. More complete data will be available in Fall 2002.	At least sixteen CTE programs will have developed and/or revised curriculum to incorporate emerging technologies, employability skill, Michigan Framework Benchmarks, and State/National standards as evidenced by curriculum guides and/or tasks lists.
S2.4 Support the Glen Oaks Community College application for a Business Opportunity Demonstration Grant in allied health aimed at those in need of post-secondary training	MWA	As evidenced by the funding award	The Business Opportunity Demonstration Grant funding has been canceled due to budget limitations at the state level. Glen Oaks is seeking an alternative funding source with the help of elected officials and the MI Works! Agency.	Continue to seek ways to support efforts to provide post-secondary training in high demand, high skill, and high wage occupations as evidenced by any new grants or initiatives.
S2.5 Continue or expand English-as-a-second-language efforts in both counties	Partnership for Adult Learning (PAL) providers	As evidenced by increased enrollments /individual goal achievements in PAL’s second year vs. year 1	First year results: 132 students were enrolled in the two counties. 35 have been continued for the second year. Of the 97 who completed or left the program, 48 (50%) achieved a minimum of one Educational Functional Level gain. Second year: Enrollment will increase to 285 students in the two counties. Outcomes will not be available until January 2003.	Continue to support programs providing both English as a second language and adult basic education which are year-round, innovative, and have class schedules that accommodate working students as evidenced by the reporting of satisfactory program outcomes. As funding allows, increase the number of participants and the expectation of achievements by at least 5% per year.
S2.6 Promote and support the “Building Bridges to Our Future” initiative in St. Joseph County to address six distinct workforce readiness issues by participating in the work of the individual committees	Michigan Works! participants on the committee addressing “the availability of well-trained employees”	As evidenced by a report of the committee’s action steps	Newly formed. No current data to report.	Continue to support efforts to address workforce readiness issues as evidenced by progress reports from the individual committees.
S2.7 Use new monetary resources for incumbent worker training	Michigan Works! Agency	As evidenced by a plan and Request for Proposal for incumbent worker training	Newly available. No current data to report.	As evidenced by incumbent workers receiving either off-the-shelf or customized training.

Strategy #3: We will assist students and involve parents in career preparation and planning

Initiative	Responsibility	Evidence of Accomplishment for 2001-2002	Current Data	Evidence of Accomplishment for 2002-2003
S3.1 Incorporate Career Pathways concept in middle and high schools	ISDs Participating School Districts	22 middle and 14 high schools have incorporated Career Pathways concept, or state-recognized alternative as shown by lesson plans/guides	Complete data will be available Fall 2002.	9 school districts (including 8 high schools) implemented and adopted the Career Pathways Parent-Endorsed EDPs.
			9 school districts implemented the Career Prep Workbooks for students in grades 7-12 (this impacts 4,528 students). More complete data will be available in Fall 2002.	At least 80% of CTE students will have identified an individual career pathway as evidenced by their EDPs.
S3.2 Provide professional development to school district teams for the development of an interface between the districts’ automated EDP and Single Record Student Information System (SRSIS)	ISDs and participating school districts			At least 7 school districts will have assisted in the development and implementation of an integrated EDP/SRSIS as evidenced by automated class schedules.
S3.3 Develop a parent-endorsed Employability Plan (EDP) for 8^th grade students	ISDs Participating School Districts	100% of students entering the 9^th grade have a parent-endorsed EDP as shown by the EDP with a student and parent/legal guardian signature	Complete data will be available in Fall 2002.	100% of students entering the 9^th grade during 2002-2003 have initiated a parent-endorsed EDP as evidenced by the EDP with a student signature and parent or guardian signature.
S3.4 Develop/provide experiential learning for middle and high school students	ISDs Participating School Districts	At least 30% of 7-12 grade students have participated in at least one experiential opportunity as shown by the parent-endorsed EDP and/or student portfolio	353 students in grades 8-10 from 8 districts participated in job-shadowing activities. Complete data will be available in Fall 2002.	Provide Automotive Youth Education System (AYES) students with work-based learning experiences that incorporate all aspects of the industry within their chosen career path by using CTE staff to coordinate and monitor training placements with business.
			35 employers provided educational opportunities resulting in 60 new placements
			Employer evaluations were conducted for 70 students
S3.5 Provide career planning assistance to special populations	ISDs Participating School Districts	Supply informational materials for outreach and recruitment	3733 eighth graders were introduced to Career and Technical Education offerings	Continue to introduce CTE offerings to special population students and their parents as evidenced by the number of eighth and tenth graders who were given career planning assistance.
			All 10^th grade students heard classroom presentations about the variety of CTE offerings
3.6 Provide guidance services to special population students	ISDs Participating School Districts	At least 100 special population students have participated in guidance activities as evidenced in their student records	644 special population students were identified and received documented technical assistance	Continue to provide special population students with guidance activities as evidenced in their student records.
			80% of the special populations students successfully completed their CTE programs	Again, 80% of special population students will have successfully completed their CTE programs.
			Special education, MDCD/MRS and the Guidance Council are aligned to assist with services whenever needed	Again, coordination among the MDCD/MRS, the Guidance Council, and Special Education staff will provide services.
			Special in-services for the CTE staff regarding special populations students were held	Continued in-service training for CTE staff.
S3.7 Develop student awareness of job search resources available by using the Michigan Works! System	ISDs	At least 30% of CTE students will have copies of Talent Bank resumes	Complete data will be available in Fall 2002	Continue to introduce the Talent Bank and the Talent Freeway to students as evidenced by lesson plans.
S3.8 Provide teachers and students with mini-grants for on-site visits to business/ industry to increase their understanding of business and technical occupation-specific skills	ISDs	At least 10 teachers will have received mini-grant awards as evidenced by awards of grants	Data will be available in Fall 2002	Continue to report the numbers and benefits of exposing teachers to the current world of work.
S3.9 Provide opportunities for EFE students to apply and develop technology skills through hands-on activities that reflect industry standards	ISDs and participating school districts			Approximately 80% of CTE students have demonstrated the appropriate use of technology, techniques, and processes required by employers in their occupational field, as evidenced by the student’s task list.
S3.10 Provide assistance for students to access direct college credit in the 2+2 plan	ISDs	At least 50 2+2 students have completed competency-based assessments and have received college credit as evidenced by post-secondary transcripts	Data will be available in Fall 2002	Approximately 100 students will have been enrolled in articulated/direct-credit programs as evidenced by student transcripts and student contact logs.

STRATEGY #4: We will support the new “Youth-At-Risk” initiative in Kalamazoo County to provide a one-stop method for access to services for youth and their families.