BRIDGE ACT Requirements John Pritchett, Middle School Curriculum Coordinator Career, Technical and Agricultural Education (CTAE) [email protected].

BRIDGE ACT RequirementsBRIDGE ACT Requirements

John Pritchett, Middle School Curriculum CoordinatorCareer, Technical and Agricultural Education (CTAE)

[email protected]

STUDENT ADVISEMENTAdvisement is• a comprehensive process to provide students with

skills and knowledge to make informed decisions about their education and career plan;

• a plan to aid students in developing self-awareness, define and re-define options, and make informed decisions;

• a process to help each student improve his/her chances for long-term employment

4

The BRIDGE Legislation (May 2010)The BRIDGE Legislation (May 2010)

BRIDGE bill mandates that 8th grade students select/create a Program of Study/Individual Graduation

Plan for grades 9 through graduation.

(c) Beginning with the 2010-2011 school year, students in the sixth, seventh, and eighth grades shall be provided counseling, advisement, career awareness, career interest inventories, and information to assist them in evaluating their academic skills and career interests.

The BRIDGE Legislation (May, 2010)Middle School

• Before the end of the second semester of end of the second semester of

the eighth gradethe eighth grade, students shall develop an

individual graduation plan in consultation consultation

with their parents, guardians, or with their parents, guardians, or

individuals individuals appointed by the parents or

guardians to serve as their designee.

BRIDGE Legislation (May, 2010)High School

• High school students shall be provided guidance, advisement, and counseling guidance, advisement, and counseling annually annually that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to seamless transition to

postsecondary study, further training, or postsecondary study, further training, or employmentemployment.

NOTE: The current administration recommends on-going or regularly scheduled advisement in grades 6-12.

Individual Graduation Plan Individual Graduation Plan 1) Includes rigorous academic core subjects and focused rigorous academic core subjects and focused

course work course work in mathematics and science or in humanities, fine arts, and foreign language or sequenced career pathway course work

2) Incorporates provisions of a student's Individualized Individualized Education Program (IEP), Education Program (IEP), where applicable

3) Aligns educationaleducational and broad career goals career goals with a student's course of studycourse of study

4) Is based on the student's selected academic and based on the student's selected academic and career focus area career focus area as approved by the student's parent or guardian

5) Includes experience-based, career-oriented learning experience-based, career-oriented learning

experiencesexperiences, which may include internships, apprenticeships,

mentoring, co-op education, and service learning

6) Includes opportunities for postsecondary studies opportunities for postsecondary studies through

articulation, dual enrollment, and joint enrollment

7) Is flexible flexible to allow for change in the course of study, but is

sufficiently structured sufficiently structured to meet graduation requirements and

qualifies the student for admission to postsecondary education

8) Is approved by the student and the student's parent or approved by the student and the student's parent or

guardian with guidance guardian with guidance from the student's school counselor or

teacher adviser

Individual Graduation Plan Individual Graduation Plan

• Effective advisement will be measured by the utilization of the system’s selected Career Information System in the following areas for middle schools:

% OF 6th graders who create electronic portfolio account% OF 6th graders who take a career-related assessment% OF 7th graders who take a career-related assessment% OF 8th graders who take a career-related assessment% OF 8th graders who explore at least three careers prior to the

transitional parent/student conference or student led conference

% of 8th graders who complete a plan of study/individual graduation plan

• Effective advisement will be measured by the utilization of the system’s selected Career Information System in the following areas for high schools:

____ % of 9th graders who investigate and record in their portfolio at least three additional occupations prior to the annual student/family conference ____ % of 10th graders who are aware of “College Credit Now” programs (dual enrollment opportunities) by April 1 ____ % of 11th graders who make the connection between school and work by exploring and saving in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan ____ % of 12th graders who identify their next step after graduation in their electronic portfolio: 4-year institute, 2-year institute, apprenticeship, military, technical college, special purpose [vocational] school, or workforce

BRIDGE impact on curriculum• BRIDGE mandates students understand and be

aware of careers and able to make decisions regarding their likes, dislikes and future goals

• If schools use the data from career interest inventories, they can build their CTAE programs based on student interests

• Students will have the opportunity to explore the 17 Career Clusters and make choices

• Students must select a Pathway in 8th grade, but not locked into it during high school

Analyze Interest Data• Explain what this

data represents.• How could this data

be used to improve instruction?

• How can you integrate this data with instruction and careers?

Analyze Career Data

• Anything jump out to you from data?• If this was your middle school, do you have career

pathways available to high school students?– Data from grades 6, 7, 8

Other Assessment Options

• GCIS, Career Cruising or GAcollege411 are viable Career Information web-based systems to use.

• Use of ASVAB beneficial• Other assessments within military?• With any interest inventory, dig into the data

results to determine students’ career interests

Local System Options/Strategies for Implementing BRIDGE Legislation

Vivian Snyder John

Pritchett

Jackie Melendez

Second Option for BRIDGESecond Option for BRIDGE

• Middle school Career, Technical and Agricultural Education (CTAE) courses

• Each course has GPS and aligned academic standards.

• Writing, reading, entrepreneurship, and soft skills included in each course

Architecture, Construction, Communications & Transportation

Engineering & Technology

Engineering & TechnologyExploring Engineering and

Technology Grade 6Invention and Innovation

Grade 7Technological Systems Grade

8

Architecture, Construction, Communication, Transportation

Architecture and Construction Grade 6

Architecture and Construction Grade 7

Architecture and Construction Grade 8

Communications Grade 6Communications Grade 7Communications Grade 8Transportation Grade 6Transportation Grade 7Transportation Grade 8

Business & Computer ScienceBusiness and Computer Science Grade 6Business and Computer Science Grade 7Business and Computer Science Grade 8

Business & Computer Science Marketing Sales & Services

Marketing Sales & ServicesMarketing Sales & Services Grade 6Marketing Sales & Services Grade 7Marketing Sales & Services Grade 8

Family & Consumer Sciences Family Consumer Science

Family and Consumer Science Grade 6

Family and Consumer Science Grade 7

Family and Consumer Science Grade 8

Culinary Arts

Education

Government & Public Safety

Govt. & Public SafetyPublic Safety and Government Grade 6 Public Safety and Government Grade 7Public Safety and Government Grade 8

Healthcare Science

Healthcare ScienceHealthcare Science Grade 6Healthcare Science Grade 7Healthcare Science Grade 8

Agriculture

AgricultureAgriculture Education Grade 6Agriculture Education Grade 7Agriculture Education Grade 8

Arts & Humanities

Arts & HumanitiesJournalism

Foreign LanguagePerforming Arts

Visual Arts

Georgia Program Concentrations

Middle School Students

Career DevelopmentTeachers As Advisors

Sound Transition ProcessSelect Career PathwayGraduate Prepared for

Work, School and Success

Career DevelopmentCareer Awareness

Grade 6Career Discovery

Grade 7 Career Management

Grade 8

• If we can hook students in middle school hook students in middle school to stay in schoolstay in school, learn a learn a trade skill trade skill while mastering core academic skills in CTAEmastering core academic skills in CTAE, and connect to a career pathway connect to a career pathway helping students’ graduate by completing their 8th grade capstone project, then

– AYP results will improve for schools.

– attendance indicators could improve.

– graduation indicators HAVE improved.

– the number of skilled workers, apprenticeships, 2- and 4-year college enrollees could increase.

– economic gains could be made resulting from middle school academic and CTAE instructional units.

Middle School ConnectionsMiddle School Connections

Gacollege411 or other Career Information Systems

• Understand how to utilize 411 or other CIS as a tool for education and career planning utilizing:– Assessments– Career Exploration/Education Exploration– Plan of Study– College Credit Now– Educational Exploration– Professional Center

24

Learn About the Professional Center GAcollege411 will be the primary tool for education and career planning for ALL students in Georgia. Effective advisement will be measured from the data collected from GAcollege411 at the state, system and local level.

Middle School Checklist (Revised)• % of 6th graders who have electronic portfolio accounts• % of 6th graders who take a career assessment or interest

inventory and save the results in their portfolio• % of 7th graders who take a career assessment or interest

inventory and save the results in their portfolio • % of 7th graders who explore at least three careers

concentrations/clusters and save the career clusters/concentrations in their portfolios

• %of 8th graders who explore at least three occupations and save the occupational information in their portfolios prior to the transitional parent/student conference or student led conference

• % of 8th graders who complete an Individual Graduation Plan to utilize during the face-to-face transitional conference between middle and high school for students, advisor/counselor and family.

High School Checklist (Revised)• % of 9th graders who investigate and record in their portfolio three

additional occupations prior to the annual student/family conference

• % of 9th graders and family that have participated in regular advisement sessions

• % of 10th graders who are aware of “College Credit Now” programs (dual enrollment opportunities) by April 1 (HB 186 mandates grades 8-11)

• % of 10th graders and family that have participated in regular advisement sessions

• % of 11th graders who make the connection between school and work by exploring and saving in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan

• % of 11th graders and family that have participated in regular advisement sessions

• % of 12th graders who identify their next step after graduation in their electronic portfolio:  4-year institute, 2-year institute, apprenticeship, military, technical college, special purpose [vocational] school, or workforce

Gacollege 411 Reporting Systems

• Pro-Center-system/school/counselor/advisor tracking system

• State Report Central-school/system/state tracking system

04/10/23 41

6th grade Holland results of Career Keys Assessment

6th grade Holland results of Career Keys Assessment

7th graderesults from the Career

Cluster/ Concentration

Survey

7th graderesults from the Career

Cluster/ Concentration

Survey

8th grade Plans of Study8th grade Plans of Study

Report Central/MiddleAll data will be based on March FTE counts

• School, system and state reporting: Number of 6th grade accounts Number of 6th, 7th , 8th graders taking career-

related assessments Number of career clusters/concentrations saved

in 7th grade Number of 8th graders with three career choices

recorded in their portfolio and Plans of Study (parent approved)

Report Central/High SchoolAll data will be based on March FTE counts• School, system and state reporting:

Number of 9th grade students recording three additional careers

Number of 10th grade students aware of dual enrollment opportunities (“College Credit Now” Guideway)

Number of 11th grade students who have saved in their portfolios at least three possible choices of postsecondary institutions that match their Individual Graduation Plan

Number of 12th graders who have identified their next step after graduation