College and Career Readiness through Blended Learning

Tags Posts tagged with "college career readiness"

college career readiness

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Thank you for your continued support

Dear friend of JFYNetWorks,

You may remember a young man named Joey whom we have featured before. Joey was a pleasant, affable high school student with a winning smile and a low opinion of himself. “I want to go to college,” he said, “but I’m not sure I can do it. There’s too much to learn. How am I ever going to make it?” We have recounted how we helped Joey work his way through our College Readiness course by showing him the periodic reports that documented how much he had achieved and how much closer he was to the goal. Our blended learning specialist, Melissa, even counted the number of software modules he had to complete and checked them off as he did them. By the end of the year, he had learned enough to pass the college placement test. In the fall, he was admitted to community college without having to take any remedial courses. We’ll never forget his charmingly modest expression of triumph to Melissa: “I got this, Miss.”

Every year, we ask you to help us prepare disadvantaged young people like Joey for college and careers. But does everyone have to go to college? Aren’t there jobs that don’t require a degree? Is college really worth the cost? We hear these questions often. As college costs rise, we hear them more often. With unemployment at historic lows, it’s a seller’s market for job-seekers. So why bother with college?

If the economy were a static system, it would make sense to count on current conditions continuing. But the economy is not static. It’s as changeable as the weather—or oil prices. Today’s sunny labor market could cloud over in one bad quarter, or one oil shock, or one revolution halfway around the globe. Or it could implode as it did barely a decade ago.

Even if nothing undermines our full-employment labor market, technological advance is changing the content of every job in that market. New technology drives new processes, and new processes require new skills. American workers will have to learn new skills throughout their careers.

This tech-driven need for re-skilling has changed employers’ ideas. When they describe the skill set they are looking for now, they list critical thinking, problem-solving, communication skills, teamwork, ability to find and use information—a profile commonly dubbed “21st Century Skills.”

These skills sound a lot like the skills needed for college and, in fact, they are the very same. The education goal of “College and Career Readiness” adopted a decade ago signaled the recognition of the new labor market in which skills are the primary raw material and innovation the primary product.

College used to be the province of the few and fortunate who could afford to spend four years inside ivy-covered walls. Now we use the term “post-secondary training” to include a range of options from technical certificates to coding camps to associate degrees and including bachelor’s and advanced degrees. The new post-secondary training doesn’t necessarily happen in one concentrated chunk immediately after high school. It can be modularized over time as the learner’s career develops and requires new skills. The old static concept of college is morphing into a new paradigm of flexible lifelong learning that adapts to the evolving life and career needs of the learner.

Does everyone have to go to college? The answer is no—not in the old sheepskin and mortar board sense. But does everyone need the skills to handle college? Yes, because the skills required for college and for careers are now identical. The 21st Century workplace is every bit as cognitively challenging as any college classroom. 21st Century skills rest on a strong academic foundation but go far beyond classroom theory into the applied world of work. And there’s no final exam—this course never ends.

JFY helps young people build the foundational skills that underly every academic and career endeavor. Last year we helped 4500 high school students develop those skills through blended learning programs that prepared them for high school and college benchmark assessments. This year we are on track to reach even more. We’re the largest College and Career academic support program in the state, and we work hard to be the best.

Your charitable contributions help us support and guide young people like Joey toward a productive future. Whether they go on to further education or training, or go into the workforce or the military, the skills we help them develop give them the foundation to keep up with the changing demands of the workplace. And it’s not just they who benefit: their productivity keeps our economy thriving for all of us.

As we approach the holidays, we thank you for the support you have given us and ask you to renew it. With your continued help, we will continue to help build a skilled, competitive workforce one young person, like Joey, at a time.

With deepest appreciation and best wishes,

Gary Kaplan

 

Gary Kaplan
Executive Director

 

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Be Amazing in 2018, Blended Curriculum: Building Skills & Confidence

Blended Learning – AIMS

Blended Learning is the fusion of online and teacher-led instruction. It selects and organizes content from the vast resources of the internet and places customized instructional units in the skilled hands of the classroom teacher and at the fingertips of the student. Blended Learning is the pedagogical tool that makes student-centered instruction possible. Our data-driven, outcomes-based methodology includes ongoing training and support for teachers. We call it AIMS – Assess, Instruct, Measure and Support. Learn more here.

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Does Homework Have to be Boring?

by Joan Reissman, Blended Learning Specialist

The value of homework is the subject of longstanding debate among educators. In simpler times, homework required no more than rote repetition of concepts taught in class. That’s no longer enough. Today’s teachers don’t want reinforcement to be merely repetitious. They want homework to drive deeper understanding of concepts. They use techniques that reinforce daily lessons while promoting deeper understanding through application and differentiated instruction. For example, one study of teachers who assigned technology-based homework linked their students’ improved performance on final exams to the way the teachers structured the homework ccording to the principles of cognitive intervention (Butler, Marsh, Slavinsky et al., Educ Psychol Rev (2014) 26: 331).

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Chpice of Present, Choose be present more than showing up

by Eileen Wedegartner, Blended Learning SPECIALIST

Go into any classroom in any town and you’ll immediately get a taste of the teacher who presides there. You’ll see some of the latest research in education, famous quotations, pictures of important persons, findings in the teacher’s field of study. You’ll see school mission statements, school protocols, emergency evacuation procedures, teacher expectations and student work.

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Active Reading, Active Thinking Distinctions sharp and shaded

Distinctions sharp and shaded

by Eileen Wedegartner, Blended Learning SPECIALIST

I’m sitting in an ELL classroom.  Students are reading articles in our online curriculum and working through the meanings of unfamiliar words.  The teacher in this class has stressed the techniques of active reading: note-taking and annotating a text as you read, asking questions, summarizing and making connections.  The students are practicing these techniques as I observe.

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Labor shortage continues. 99% of jobs go to college graduates

Labor Shortage Continues

99% of Jobs Go to College Graduates

by Gary Kaplan, JFYNetWorks Executive Director

“There are no jobs for high school diplomas.”

The May jobs report reiterates a theme we have been hearing with increasing urgency: the shortage of skilled labor. The current 4.3% unemployment rate is a 16-year low. That means there are very few unattached workers available at a time when job openings are near all-time highs. For employers who can’t find qualified workers it means foregoing opportunities for expansion. For the economy at large it means slower growth. But it’s not just a quantitative problem, it’s also qualitative: there aren’t enough workers with the specific skills employers need. The wide range and varied dimensions of the skills shortage are indicated by a survey of Saturday’s newspaper reports.

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by Gary Kaplan, JFYNetWorks Executive Director

The need for a higher-skilled workforce is real.

by Gary Kaplan, JFYNetWorks Executive Director

The March state employment report (released in late April) focuses on two concerns: weak job growth and a shortage of skilled workers. Job growth waxes and wanes from month to month, but the skilled worker shortage has been a constant refrain for years. The Federal Reserve regional summary (the Beige Book) for April seconds the call for more workers at every skill level.

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JFYNet Program Prepares Students for College and Career

JFYNet Program Prepares Students for College and Career

by Cathie Maglio, Blended Learning SPECIALIST
As a Blended Learning Specialist at JFYNetWorks, I go into schools and work with teachers in their classes to prepare students for college, a career, or the military by strengthening their skills in math and reading.

The JFYNet program consists of administering diagnostic assessments to measure each student’s skill gaps and then assigning an online instructional curriculum to respond to the identified needs. We use the same assessments and placement levels that community colleges use as our standard. After all that is done my job is to monitor online activity and work with the teacher to make sure that each student is making the most progress possible. I do that by visiting the school on a regular basis and communicating with teachers via email between visits.