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Successful implementation of
Kentucky's School to Careers System requires
the collaborative efforts of education, employers, labor, and government
agencies.
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To increase math, science, communications, social studies, and
technical
skills of all students through the implementation of more rigorous and relevant
applied curriculum and instructional process.
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To increase the awareness of job and career availability in
the future workforce
and the skills required to obtain those positions.
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To increase the postsecondary education's entry and completion
rates and
reduce the percentage of students taking remedial courses.
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To decrease the high school drop out rate through a system of
increased
guidance and extra help focused on academics and career achievement.
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To make all students aware of the expectations of employers in
order to
be successful.
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To provide the educational expectations that will cause all
students to
meet the goals and expectations as determined by the Kentucky Education
Reform Act that will lead to successful transition to adult life.
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Required Components
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In order to qualify for funding under the School to Careers
System, school
districts or consortia of districts must implement the following required
components:
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1
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A comprehensive career awareness and exploration program for all students
in grades K-8 to include study of Kentucky's fourteen (14) Career Clusters.
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2
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High level academic and vocational courses for all
secondary students
to replace a general track curriculum.
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3
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A comprehensive career guidance program that includes equal time for all
students in developing an Individual Graduation Plan. Students will receive
assistance in planning a focused program of study based on Kentucky's fourteen
(14) Career Clusters and the students' career and postsecondary education
goals. Career guidance will include parents in the process of assisting
students in selecting courses.
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4
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A more rigorous and relevant curriculum which shall
include:
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a. Applied academic instructional methodologies in math, science, social
studies, and communications.
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b. Integration of academics and vocational education curriculum.
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c. Relevant workplace applications of academic and vocational curriculum.
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d. Integration of employability skills throughout the curriculum. |
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5
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Implementation of Industry Skill Standards within all relevant academic
and vocational education programs, which will provide opportunities for
students to qualify for certification in occupational areas.
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6
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A plan for meeting the needs of students with disabilities and
other special
needs including non-traditional students in order to ensure that students
are successful in school and with transition to the workforce or postsecondary
education.
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7
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Students will have the opportunity to receive a Career Major
Certificate
upon completion of the High School Graduation Requirements. The certificate
requirements are as follows: successful completion of a sequence of academic
and career related courses relevant to a career cluster/major, 200 hours
of related work-based learning experience, and a culminating project related
to the career cluster/major.
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8
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Structured work-based learning activities, which must relate to
the student's
career interest or career major.
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a. Work-based learning may include: mentoring, shadowing,
service learning, work experience, clinical, internships, cooperative
education,
registered pre-apprenticeship, school-based enterprises, and
apprenticeships.
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b. School districts with limited opportunities
for employment as determined by the local partnership council may choose
some of the following examples of work-based learning:
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technology that brings
exposure to the workplace
into the classroom
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video conferencing with
employers
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Junior Achievement
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projects with 4-H,
scouts and other school and
non-school student and civic organizations
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9
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Linkages with postsecondary institutions that create a smooth and seamless
transition from secondary to postsecondary education.
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a. Strategies that
include a review of curriculum
expectations in order to reduce the need for remedial course work at the
post secondary level.
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b. Development of articulation agreements
which
may allow students to receive post secondary credit for skills developed
at the secondary level.
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10
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Professional Development for faculty and staff which is focused
on developing
an integrated and applied curriculum. Opportunities must be available for
faculty and staff to participate in business/industry externships to become
more knowledgeable of the applications of academic and technical skills
in the workplace.
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11
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A School to Careers Partnership Council in each school district
or consortia
of districts which will include a minimum of 51% employers (including labor
representatives). Membership shall include postsecondary partners, parents,
students, teachers, administrators, and community organizations.
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