BRIDGE ACT RequirementsBRIDGE ACT Requirements
John Pritchett, Middle School Curriculum CoordinatorCareer, Technical and Agricultural Education (CTAE)
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
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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
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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
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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
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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