I’m very pleased to have the opportunity to visit with you today about KeyTrain and some of the exciting things we have going on in South Central Oklahoma! Here is a brief overview of what’s we’re going to talk about today….
Before we discuss our involvement in some of our local high schools, I wanted to begin by explaining how we’re using KeyTrain in our WIA program. 1 –The Workforce Investment Act (WIA) provides increased flexibility for state and local officials to establish broad-based labor market systems using federal job training funds for adults, dislocated workers and youth. With this increased flexibility comes challenges and opportunities for organized labor. The Workforce Investment Act brings coordination among a range of federal job training programs, including the Employment Service, adult education and literacy programs, welfare-to-work, vocational education and vocational rehabilitation. WIA’s goal is to provide workforce development services to employers and workers through a universally accessible, information-driven, one-stop career center system. (workingforamerica.org) 2 – By WIA definition, In school youth are enrolled in a secondary education program, seeking a diploma. Out of school youth have either dropped out of school or have received a diploma but are still basic skills deficient, unemployed or underemployed. 3 – Currently under the WIA in the South Central region, Youth providers in particular have been using KeyTrain as a tutorial because exposure to KeyTrain has been shown to aid in overcoming barriers. Since our Workforce centers are already licensed to use KeyTrain, our youth providers have been working with the centers to provide tutoring to youth participants. KeyTrain has also recently been electronically extended to selected high schools by bringing in Workforce system participants. Students register with OK Joblink to begin their participation. Once they are registered, they are free to use KeyTrain as part of their Workforce experience.
1 – KeyTrain covers a wide array of work / career related topics and provides a great basis for further development of career related assignments and skills through the range of available tutorials. It also has the potential to help students bulk up in basic skills such as Reading, Mathematics, and Locating Information. 2 – The career skills component contains an additional 200 lessons. There are 5 focus areas: Work Habits, Communication Skills, Workplace Effectiveness, Business Etiquette, and The Job Search 3 – Since CRCs are currently being issued by the Dept of Commerce in the State of Oklahoma, any student who obtains one prior to leaving high school has already set themselves apart from the hundreds of same aged individuals who are also potentially entering the workforce at the same time.
Once it had been determined that a Career Development class was needed in the Lawton area, 1 2 – The schools then brought the curriculum before the board and had the class accredited 3 – 4 - While the majority of the students did fall into this target zone, there were also some freshmen and seniors that elected to take the class. To further explain the purpose of the course, let’s take a quick look at the objectives of the curriculum.
Here are some of the objectives of the class – 1 2 3 4 5 While most of these objectives are not met through an actual KeyTrain lesson, each objective does relate back to a key feature addressed with a KeyTrain lesson! Students should be able to meet each of these objectives in part by applying a concept or best practice from a Career Skills KeyTrain lesson.
In addition to the objectives of the class, here is the methodology behind the objectives.
Again, as with the objectives, while some of them do not appear to relate to KeyTrain, students should be able to draw correlation between these assignments and KeyTrain lessons.
Completing our trinity, here are the goals of the class… 1 – The same test is used for the pre and post assessment to make it easier to gauge progress. The assessment is a combination multiple choice and true/false test consisting of 25 questions. The highest pre-test for the current semester was approx 60% Now that we have a good picture of what the class is all about, let’s talk about who is taking the class and how our first semester went!
** WorkKeys was administered in Mid-December and we’re just now getting these scores back. Once all of the scores are in, we’re hoping to compare our control group of 214 seniors to the 66 CDC students. It was an exciting experience to administer a school wide assessment and we’re even more excited to see how many of the students will be leaving high school with an extra credential! Before we look at the outcomes from Semester 1, let’s take a brief look at who is taking the class.
According to recent studies, 3 out of every 4 teenagers is online and 93% of those aged 15-17 (our target age group) are computer users. The internet is mainly used for entertainment purposes – emailing, gaming, instant messagining, etc…(National Center for Health Statistics) Generation Y prefers to perform a variety of tasks simultaneously. They will check their emails while talking on their cell phones while surfing the internet while researching a paper. They have a need for constant stimulation. As a generation, they are confident and believe they are entitled to rise through the ranks at a fast pace. Now that we have a good idea of who we’re dealing with, let’s take a look at the outcomes of Semester one.
In this chart, an element is equal to an increase in level. If a student pre-tests at level 4 and gains one element, they have worked their way up to level 5 in that area. A two element gain in this table reflects that a student made two one level gains in separate subject area (ex. 1 level gain in Math and 1 level gain in Reading) The data reflected in this table represents two things – the percentage of the students who gained in levels and the time on task students spent to gain in levels. 9% of the students spent more than 19 hours on task. Of that 9%, 100% of the students gained in two elements.
This is a verbal breakdown of the data we just viewed on the previous slide. ** Please bear in mind, our sample size is only 66 students thus making it difficult to draw any hard conclusions – we will be more certain of our results once we’ve had a chance to look at Semester 2 data and WorkKeys scores. We are very optimistic about the initial information that we have received. As we can see in the chart and the findings, the more time students spend on task, the more likely they are to experience a gain in elements.
1- In additional the small sample size, it is also worth mentioning that this was the pilot class. Nothing similar to the CDC had been attempted in the Lawton area prior to this class and there was a lot of fine tuning that occurred during the semester. 2- It is also worth noting that there was a delay in securing enough computers at both schools to accommodate the class sizes. Although a schedule had been created that staggered guest speakers and other experiences outside of KeyTrain, the guest speakers were bumped up in the schedule and the classes ended up spending the first 6 weeks with them. As a result, the last 12 weeks of class were much more focused at the computer that originally intended. 3-The instructors also had to hit the ground running once the computers were installed because they had lost the first 6 weeks in terms of working through KeyTrain
If you have done any social science research, you’ll realize that the questions and results don’t meet standards. However, it gave us some initial data to modify the course for the second semester. These results might seem discouraging but 50% of the participants agree that KeyTrain might have been good for them!
1 – In other words, Answer the “What’s in it for me?” - There is a challenge to get Generation Y focused on personal development opportunities like KeyTrain ™ especially when we think back to how Generation Y uses the internet (entertainment purposes) 2- Once KeyTrain was up and running, both teachers peridocially checked into KeyTrain to see how students were progressing along. A percentage of the students’ overall grade and the opportunity to job shadow were tied into Time on Task in KeyTrain. 4 – At first glance, you might think that 75% working 70% of the time doesn’t sound that great…however, when you put these figures into a workplace setting, the figures become much more realistic. Since this is a realistic outcome, the solution would be to extend the dedicated hours of classroom time from 20 hours to around 30 hours. This way, the same exact percentages would yield most of the class spending enough time on task to gain in at least one element. More classroom focus on KeyTrain is the best solution since…. 5
1 – An additional hour was added at one of the high schools 2 – The classes are almost at capacity in each high school which is great news 3 – At this point, we do not have any seniors outside of the CDC projected to take the Workkeys assessment, but the schools are considering opening the assessment up to any student who would like to participate Let’s take a quick look at the changes that have been made based on the pilot results….
1 – We have added additional time to work on the 3 core areas to give students a cushion for spending Time on Task. We want to try to get as many students to the 19 hour threshold as possible. 2 – Once students have spent that time on task and applied what they have learned to the WorkKeys assessment, their in class computer time will be dedicated to developing Career Skills.
1 – The schedule has slightly changed to allow plenty of time in KeyTrain Career Skills prior to some of the more challenging assignments in class 2 – If an instructor finds that a student is short of the 19 hour threshold, he/she can continue to assign lessons in one or more of the core areas.
1 – Since most of the learning that takes place in this class is self-paced, a strong teacher is needed to help students stay on task. Since the purpose of the class is to develop career skills within students, it is important for all deadlines to be adhered to and for students to experience consequences when they miss deadlines. The same applies to working within KeyTrain. 2 – One of KeyTrain’s most attractive features is it's high level of user friendliness. Even if the teacher hasn’t had a lot of experiences with computer tutorials, KeyTrain is very easy to set up, manage, and interact with – teachers should be strongly encouraged to work through a few lessons prior to the beginning of the semester to make sure they are familiar with the tutorial process. 3 – KeyTrain is an excellent training tool for the self-paced nature of post secondary education. KeyTrain is also a good interface for on the job trainings the students may experience in the workplace. KeyTrain can be broken down into bite sized chunks and the student is only required to work through the number of levels deemed necessary by their KeyTrain pre-tests. They don’t have to spend unnecessary time on task in the areas they have sufficiently demonstrated. Therefore, it’s entirely up to them to determine how much (or how little) they learn during the semester. Last but not least 4- Make it relevant to them right here, right now
1 – Determine what the purpose of the program is going to be and then build the curriculum based on what the program is going to accomplish. The wider the variety of experiences, the more exposure to career awareness. 2, 3, and 4- Don’t rush through the mediums used in the classroom when introducing them to students – make sure they are familiar with the tools they are going to be using and WHY they are using them. Don’t gloss over the assignments – let students know that the more they put into the class, the better their experience is going to be. Make the students aware that their participation and completion of assignments is what makes or breaks their GPA in the class.
4 – As evidenced in my suggestions and tips, KeyTrain is one of the most versatile tools available to workplace development out there today. We have been so excited to watch students progress through the tutorials and to hear the anecdotes from our semester one pilot class. Even though their experiences with KeyTrain was years ago (in high school time), they will still stop by the CDC to visit with the teacher and update him on how things are progressing for them career wise. Even if you decide not to have a CDC at your local high school, I would strongly recommend purchasing a KeyTrain license for your students to use during a computer lab or in the library during study periods.
KeyTrain Presentation, February 7th And 8th
KeyTrain™ High School Youth KeyTrain™ Conference February 8, 2008 Oklahoma City, OK
Overview <ul><li>KeyTrain™ </li></ul><ul><ul><li>Eligible Workforce Investment Act </li></ul></ul><ul><ul><li>High School Students </li></ul></ul><ul><li>High School Implementation of KeyTrain™ </li></ul><ul><ul><li>Career Development Class Pilot Semester 1 </li></ul></ul><ul><ul><li>Career Development Class Pilot Semester 2 </li></ul></ul><ul><li>Observations </li></ul><ul><li>Summary </li></ul>
KeyTrain™ -- Eligible WIA <ul><li>Workforce Investment Act (WIA) </li></ul><ul><li>In School Youth/Out of School </li></ul><ul><li>How WIA is using KeyTrain </li></ul><ul><ul><li>Benchmark and then upgrade basic skills in youth </li></ul></ul><ul><ul><li>Electronically extended KeyTrain </li></ul></ul>
KeyTrain™ -- High School Students <ul><li>KeyTrain™ is a foundation of the Career Development Classes </li></ul><ul><li>South Central Oklahoma Workforce Investment Board (SCOWIB) purchased the Career Skills component of KeyTrain™ for the workforce system </li></ul><ul><li>SCOWIB and participating high schools determined that KeyTrain™ could contribute to increased Career Readiness Certificates™ </li></ul>
KeyTrain™ & High Schools <ul><li>SCOWIB, Lawton Public Schools, & ASCOG developed a curriculum for the class prior to implementation </li></ul><ul><li>The class is accredited by LPS </li></ul><ul><li>The course was designed to help students identify career interests and develop work readiness skills </li></ul><ul><li>The class is a one semester elective targeted toward second semester sophomores or juniors </li></ul>
<ul><li>Class Objectives </li></ul><ul><li>Obtain an Oklahoma Career Readiness Certificate </li></ul><ul><li>Be able to fill out an employment application </li></ul><ul><li>Produce a resume and cover letter </li></ul><ul><li>Develop awareness and understanding of “soft skills” needed by business </li></ul><ul><li>Develop a career goal and career plan to reach their chosen goal </li></ul><ul><li>Align core skills with career interests </li></ul>
<ul><li>Methodology </li></ul><ul><li>Complete interest assessments </li></ul><ul><li>Identify three career choices </li></ul><ul><li>Write a synopsis of occupational/ educational requirements, projected growth, required skills, potential salary, and other information </li></ul><ul><li>Complete at least 20 hours of computer tutorial work in Reading for Information, Locating Information, and Applied Mathematics </li></ul>
<ul><li>Methodology Continued </li></ul><ul><li>Participate in a videotaped job interview and feedback session </li></ul><ul><li>Complete at least 60 different lessons in KeyTrain ™ Career Skills </li></ul><ul><li>Job shadow in one of the career choices </li></ul><ul><li>Create a resume and cover letter </li></ul><ul><li>WorkKeys ® assessment in Reading for Information, Locating Information, and Applied Mathematics </li></ul>
<ul><li>Class Goals </li></ul><ul><li>Students demonstrate a 25% increase in work readiness and career exploration knowledge (measured through locally developed pre/post test) </li></ul><ul><li>90% of the students earn an Oklahoma Career Readiness Certificate </li></ul><ul><li>CDC students score 15% higher on the WorkKeys ® assessment than other students </li></ul>
Career Development Class Pilot – Semester 1 <ul><li>4 classes participated </li></ul><ul><li>66 students </li></ul><ul><li>280 WorkKeys ® ** assessments in the participating schools </li></ul>
Generation Y (1977 – 1994) <ul><li>Raised with technology and tech savvy </li></ul><ul><li>Instant gratification and promotion </li></ul><ul><li>Quickly adjust to new environments and situations </li></ul><ul><li>Multi-taskers </li></ul><ul><li>Sense of entitlement </li></ul>
Time On Task Results Represents 9% of the students Represents 46% of the students Represents 54% of the students
Time on Task Findings** <ul><li>Students who spent more than 19 hours on task gained in at least two elements </li></ul><ul><li>Students who spent more than 18 hours on task gained in at least one element </li></ul><ul><li>Students who spent less than 18 hours on task experienced 0 gain in elements </li></ul><ul><li>Students in the pilot were able to gain in elements while spending less time on task than previous Time On Task averages indicated </li></ul>
Notes about Findings <ul><li>Pilot class </li></ul><ul><li>6 week delay in securing computers for KeyTrain ™ and other computer related tasks at both schools </li></ul><ul><li>Instructors’ first opportunity to work with KeyTrain ™ in the classroom </li></ul>
Class Evaluation Form Feedback “ KeyTrain ™ is boring but it’s necessary to this class”
Class Evaluation Conclusions <ul><li>Find ways to motivate Generation Y </li></ul><ul><li>Both teachers tied Time On Task to grade outcome and job shadowing (favorite class experience) </li></ul><ul><li>Even though students reported KeyTrain™ “boring” , 46 % of students spent sufficient time to gain in at least 1 element </li></ul><ul><li>20 hours of classroom time allotted for KeyTrain™– 75% of the students utilized 70% of allotted time </li></ul><ul><li>There is no indication students chose to use KeyTrain™ outside of the classroom </li></ul>
Career Development Class Pilot – Semester 2 <ul><li>5 Classes participating </li></ul><ul><li>110 students participating </li></ul><ul><li>110 students projected to take the WorkKeys ® assessment in April </li></ul><ul><li>Several changes have been made to the curriculum </li></ul>
Semester 2 Action Plan <ul><li>Instructor and student focus for the first 12 weeks – Reading, Mathematics, and Locating Information </li></ul><ul><li>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 </li></ul>
<ul><li>Students will apply skills developed with KeyTrain™ to real life experiences in mock interviews and job shadowing </li></ul><ul><li>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 </li></ul>Semester 2 Action Plan continued
Observations <ul><li>Classroom Management is key </li></ul><ul><li>Instructor orientation on KeyTrain is essential </li></ul><ul><li>Students should be held accountable for their achievements </li></ul><ul><li>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 </li></ul>
Summary <ul><li>The curriculum, objectives, and goals should be clearly outlined prior to implementing a high school program </li></ul><ul><li>Students need a realistic orientation </li></ul><ul><li>Instructors who set high expectations and help students achieve them improve self worth and avoid frustration </li></ul><ul><li>Time on Task = Results! </li></ul>
<ul><li>Provide a professional KeyTrain™ orientation </li></ul><ul><li>Check student KeyTrain ™ progress weekly to make sure they are on schedule and take appropriate action </li></ul><ul><li>Tailor KeyTrain ™ assignments to student goals and needs </li></ul><ul><li>Remind students that KeyTrain™ is vehicle to a higher Career Readiness Certificate ™ …and KeyTrain™ can prepare them to gain much more </li></ul>Suggestions and Tips
Additional Information <ul><li>Please contact Laura Goldring at firstname.lastname@example.org </li></ul>