Paraphrasing and summarising

Those LPs that are not yet pursuing this strategy may want to give it serious thought.

LPs and schools may also want to consider taking more active steps to increase the involvement of labor organizations in STC efforts. As mentioned previously, only a very modest level of involvement by labor organizations was observed in most STC activities. This may result from communication lapses, as well as the fact that labor organizations appear to imderestimate the contribution they can make through low-intensity career awareness activities. Moreover, at least one LP is advocating loosening California Partnership Academy funding requirements to allow for more diverse student enrollment in this type of academy. LPs cite several different reasons for pursuing academy and pathway development as a key sustainability strategy. For example, some believe that these programs, once well established, become part of the fabric of schools and are therefore likely to last. Academies, especially, provide a way to institutionalize a comprehensive STC experience for students that can include an integrated curriculum, team teaching, interdisciplinary coursework, and WBL. In addition, career academies have been receiving positive attention due in part to their small learning community structure, which many educators believe is beneficial to students, and their capacity to expose students to career-related coursework and WBL without reducing their exposure to core academic courses.

This positive attention may make it easier to solicit and maintain support for academies. Obviously, maintenance or discontinuance of these other funding sources could be important in determining the future of pathway and academy efforts.

Making STC-related programmatic changes also entails purchasing STC-related materials and equipment. Many LPs and schools (who received STC mini-grants from LPs) used some of their STC funds to purchase career-related materials and equipment (e. Some LP and school staff consider this a cost-effective strategy for sustaining STC because they believe the materials will be available for use indefinitely and will not require ongoing expenditures. Interestingly, there are staff in other LPs and schools who do not paraphrasing and summarising believe that purchasing materials and equipment (in the absence of making related programmatic changes) is a sound sustainability strategy. By doing so, they hope to encourage key stakeholders to see STC implementation as a priority and to ensure that students engage in at least some career-related learning before leaving high school. According to many LP directors, these STC coordinators are essential to promoting STC and coordinating implementation efforts within schools. They are especially essential in facilitating STC-related communication among school paraphrasing and summarising staff and between schools and their various STC partners (e. Without them, it would be very easy for STC to slip through the cracks in many schools. Several LP directors report that districts are now paying for STC coordinators to continue what is perceived as a valuable fimction. Finding Alternative Resources of Funding for STC Efforts With the end of federal fimding for STC, developing alternative binding sources has become one of the most important aspects of sustainability efforts. While data from the high school Administrator Survey indicate that relatively low percentages of high schools are themselves developing alternative sources of funding to sustain STC activities (see Table 20 later in this section), efforts to develop alternate sources of funding for various STC activities appear to be a priority at the LP level. LP directors agree that securing additional resources is perhaps the most crucial prerequisite for sustaining STC.

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As a result, LP board members and staff within many LPs are actively looking for alternative sources of binding. While some LPs began looking for additional binding very early in their STC seed binding cycle, others are just now (as their seed money runs out) getting serious about looking for new ways to pay for STC activities. They are looking to school districts, county offices of education, other educational and workplace development programs (e. It is important to note that many LPs see the second of these alternative funding strategies, partnering with other organizations and programs, as particularly promising for several reasons. First, it encourages collaboration among key stakeholders who share a common interest in helping students to reach high academic and occupational standards and prepare for further education and careers. Research on STC suggests that this type of collaboration is essential to the success of STC. In addition, some believe that the funding available through partnering with well established organizations and programs is more secure over time than the often temporary money obtained through grant writing.

Also promising is funding now being made available to California STC LPs by the State through AB 1873. Such funding allows LPs to build upon and strengthen their STC activities. It further encompasses STC sustainability by requiring that LPs have a plan for attracting other sources of revenue from the nonprofit paraphrasing and summarising and private sectors necessary to the ongoing support of STC. A school district in LA (Antelope Valley) is considering paying for summer professional development institutes related to STC.

In an LP in Solano County, district funds are being used to match partnership academy money and to pay for field trip transportation. Next year, the elementary schools within the same LP will take over v responsibility for coordinating their career fairs. In the same LP, the Vallejo Chamber of Commerce has agreed to organize 10 student internships.

An LP in Santa Clara County partners with Junior Achievement to organize and implement Groundhog Job Shadow Day.

For example, a number of LPs report that schools have incorporated ROP classes into their academy programs. One LP has worked closely with ROPs to increase the number of work-based training classes available to students. These efforts have been funded with Carl Perkins (career-technical education) funds. In another LP, a community college is now responsible for organizing and implementing Groundhog Job Shadow Day.

In yet another LP, a local community college now organizes a major career fair in the area. Some if not all of the money, if received, will be put toward continued development of a training center (similar to an ROC) to serve schools in the four districts that are part of the LP. For example, the original STC plan for one LP called for career academies in every high school. The LP now plans to focus its energy on strengthening the most successful of the academies and disbanding the others. The LP is applying for small learning community grants to help fund this work.

While a variety of strategies to sustain STC are being pursued within LPs across the state, implementation of these strategies is far from systemic. LPs expressed an understanding of the importance of sustainability efforts, but participation in these activities generally is not high. Although all case study LPs paraphrasing and summarising are engaged in some activities aimed at sustaining STC, data from the high school Administrator Survey indicate that school-level efforts to sustain STC BEST COPY AVAILABLE are not widespread within the 13 case study LPs.

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