Ford NGL Annual Report 2013 by Ford NGL

POWER OF THE NETWORK Sharing, Caring, and Daring

ANNUAL REPORT 2013

2 | Ford Next Generation Learning | Annual Report 2013

CAREER ACADEMY STUDENTS

ARE GOING FURTHER

“

I can build a robot and use it for real life applications, and I am still in high school. —Patrick Warzynski

“

”

I can run my own company, but I’m not old enough to get a business license. —Deangelo Sawyers

“

”

“

I can perform gel electrophoresis on DNA and I am only a junior in high school. —Mason Freema

“

”

I can edit a master video and I haven’t even graduated from high school yet. —Jasmyne Quinn

I can grow and separate cancer cells and I cannot drive. —Zacnite Vargas

Students from The Academies of Nashville

”

TABLE OF

CONTENTS

4 | Ford Next Generation Learning | Annual Report 2013

TABLE of contents 2013 13

HIGHLIGHTS

Welcome

About Ford NGL

Ford NGL Mission and Framework

Ford NGL 2013 Highlights

Ford NGL Communities

What is a Ford NGL community?

Results 20 Our Network

Ford NGL Community Reports

The Leading Source

Our Team

Ford NGL 2013 Leadership Council Members

Whatâ&#x20AC;&#x2122;s Next for Ford NGL?

Annual Report 2013 | Ford Next Generation Learning | 5

WELCOME 6 | Ford Next Generation Learning | Annual Report 2013

Dear Friends, It is my distinct pleasure to share the inaugural Ford Next Generation Learning (Ford NGL) Annual Report and its stories of the courageous communities in the Ford NGL network. Each community has made the commitment to increase the number of students who are learning in high-quality career academies that use Ford NGL Essential Practices. Each community that is profiled is part of a network of mutually supportive communities that encourage continuous improvement. Each seeks out opportunities to innovate and go further in its quest to boost student achievement, improve workforce and economic development outcomes, and ultimately achieve community prosperity. The Ford NGL communities share a set of common values, which guide the communities’ work and their contributions to the network. Our guiding principles include the following: • Ford NGL communities are committed to preparing all students for success in college, careers, and life, as well as helping students ignite their passion as lifelong learners. • Ford NGL communities foster a culture of collaboration in which everyone—students, teachers, administrators, families, employers, postsecondary educators, and nonprofit and civic leaders—works together to build a climate of trust that welcomes all perspectives. The community stakeholders understand that in order to scale and sustain a successful career academy network, all stakeholders must be part of visioning, planning, implementing, and sustaining and going further. • Ford NGL communities are committed to modeling the practices we seek to see in transformed classrooms. They don’t take this role lightly—they understand the importance of cultivating student success and their obligation to demonstrate quality leadership. • Ford NGL communities are always learning and adapting, demonstrating flexibility and promoting innovation. This growing network of communities is paving the way for other communities across the country. The network is on the leading edge of meaningful community engagement around transforming the secondary school experience and is attracting the attention of our nation’s leaders. I applaud all the individual stakeholders in each Ford NGL community and the school districts for their passion and dedication to improving the lives and futures of young people. I am honored to be a part of this exciting and daring movement with you.

Cheryl Carrier

Ford NGL communities are committed to preparing all students for college and career success as well as helping students ignite their passion as lifelong learners.

Proudly,

Cheryl Carrier Executive Director Ford Next Generation Learning Annual Report 2013 | Ford Next Generation Learning | 7

Welcome to the Ford NGL network of communities! The public school system in Rockford, Illinois, is experiencing a remarkable renaissance— and Ford Next Generation Learning (NGL) has been a key factor in our inspiring story! Rockford Public Schools serves 30,000 students, 78% of whom qualify for free or reduced-price lunch assistance. Regional unemployment remains high at 12.8%, spiking to 20.3% in 2010. Graduation rates are low at 64%, with only about half of those students graduating prepared for college and careers. Laurie Preece

In 2009 a diverse group of community leaders searched nationwide for a method to provide systematic and sustainable support for our public schools. They found a powerful model and excellent mentors in Alignment Nashville, and Alignment Rockford was born as a public school support organization. In 2010 Alignment Rockford committees, led by school executives and business leaders, began to design solutions to address the district’s greatest strategic needs. Alignment Nashville introduced our community to Ford NGL, and with their assistance a proposal to redesign Rockford’s traditional high schools into wall-to-wall academies, structured around Ford NGL’s three strands, was submitted to the Rockford Public Schools Board of Education. In May 2012 the College & Career Academies of Rockford were launched with a unanimous school board vote! Because they caught the Ford NGL vision, the Rockford Area Economic Development Council (RAEDC) stepped up to provide generous bridge funding, which accelerated academy implementation by providing professional development for the College & Career Academies of Rockford. Their support for the academy redesign lent compelling moral authority. During school year 2012–2013, the pilot site for the College & Career Academies of Rockford was Jefferson High School (JHS). During that school year, JHS freshman students in the pilot cohort exhibited a 25% decrease in tardiness, a 15% decrease in excused absences, a 30% decrease in unexcused absences, and an 11% decrease in failures compared to JHS freshman students from the previous year! Rockford Public Schools, Ford NGL, the RAEDC, and Alignment Rockford have formed a productive partnership in Rockford, Illinois. Early student engagement data are promising, and community engagement remains focused and robust. Administrators, teachers, and students are enjoying a significant “stability dividend” as our superintendent keeps the academy teams focused on fidelity of implementation. Ford NGL has been a savvy and supportive partner every step of the way for Rockford. We’re looking forward to hearing your inspiring story next! Sincerely,

Laurie Preece Alignment Rockford, Executive Director Alignment USA, Consultant 8 | Ford Next Generation Learning | Annual Report 2013

Dear Ford Next Generation Learning (NGL) Participants and Supporters: Countless studies over the past decade have illustrated the impact that small learning communities, development of real-world skills, and concrete goals have on student success. Further, the many examples of school systems that have been enriched during that timeframe by partnerships with business, community, and higher education provide a catalyst for continuing to engage in and encourage this type of relationship that benefits all. This type of growth and success, evidenced by Polk Academies, is in great part due to Ford NGL involvement that has allotted us opportunities that otherwise would have been impossible. In the past ten years, Polk Academies have grown substantially, with more than 100 academies John K. Small now serving more than 11,000 high school students in our county. Approximately 40% of our high school students are currently members of an Academy. This number continues to grow, and as it does, so do our Academies’ ability to train those students to become industry-certified, earn articulated credit in their area of interest, and invest directly in our community. We are seeing that investment show itself in many areas, particularly those where students are now entering their field, having found their Academy involvement a substantial springboard to their career and finalizing training at the college level. We have, in fact, seen students move directly from Academy graduation into the workforce, trained entirely in their Academies for their career. The support we have received from Ford NGL has enabled us to create a five-year plan to align our community to support the strategic plan of the school district. Additionally, because of our association with Ford NGL, our middle school administrators and teachers have embraced the Academy concept, with pre-academies in several areas, spread across our county to provide access to our diverse student base. As these are taking root, they serve a younger audience of engaged, empowered learners. These educators, impressed by their counterparts at the high school level, began as attendees, with their students, at WE3, Polk County’s Career Academy Annual Showcase. Now in its fourth year, WE3 hosts elementary and middle school students, parents, community members, and business partners to a showcase of each Academy’s unique offerings. Demonstrations, a video, and pamphlets show course content, benefits, and examples of community involvement, educating visitors about each Academy. As pre-academies continue to be developed, brought together because of their proximity to a like high school program or as a means of developing a desired Academy from the “ground up,” Ford NGL has continued to be a partner for our district to drive Academy growth, in intentional and well-planned ways. The result that has been most evident from Ford NGL is a greatly improved vision and collaborative effort between district and Academy leadership, corporations, and business leaders as an integral part of the education system in our county. Boards meet regularly. Business partners are involved in providing support (physical and otherwise— from cargo planes and fire trucks to internships and teacher job-shadowing), expertise, and advice that move our Academies forward while investing in students’ success. Polk Academies bring together the expertise of business owners and CEOs from across Central Florida, and as far away as New York City, investing their knowledge, their resources, and their professional vision to create change and ensure progress. This is seen in the increased number of students involved, in the call for new and more high-tech Academies that reflect the communities in which our students live, and in the increased graduation rates (96% of Academy seniors compared to 82% of the general population of seniors) and a rise in industry certifications (677 earned in 2011–2012 and 1,066 earned in 2012–2013). In addition, in 2012–2013 our students earned over 1,500 articulated college credits. We are fortunate in Polk County, within the Polk Academies and in our district, to reap the benefits of Ford NGL partnership. I look forward to our continued partnership and to what is possible as we continue to prosper, developing with our business partners a vision rich in hope for our student and community success. Sincerely,

John K. Small, Senior Director, Career, Technical, Adult and Multiple Pathways, Polk County Public Schools Annual Report 2013 | Ford Next Generation Learning | 9

A message from FORD MOTOR COMPANY FUND PRESIDENT

Jim Vella

“Coming together is a beginning; keeping together is progress; working together is success.”—Henry Ford

Innovation has been the driving force behind Ford Motor Company for more than 110 years. Our founder Henry Ford knew the importance of stretching boundaries, breaking new ground, and creating products that not only improve business but also help move society forward. Henry knew that his company was only as strong as the communities where his employees and customers lived and worked. At Ford Motor Company Fund, we understand that nothing is more critical to the strength of our communities than education. The future success of our young men and women is directly linked to how well we do our job of engaging students, developing their skills, creating opportunities, and motivating them to become lifelong learners. Ford Next Generation Learning is education innovation 21st century style. We use the proven model of career academies to transform public high schools by bringing together educators, students, and businesses in a partnership that clearly defines the roles, responsibilities, and vision that each group brings to the table. We concentrate on the fields of science, technology, engineering, and math (STEM), because these disciplines are expected to be the most in demand and offer the greatest opportunities for the good jobs of the future. As Henry Ford said, “Coming together is a beginning; keeping together is progress; working together is success.” Today more than 15 communities across the United States are living the words of Henry Ford through Ford Next Generation Learning—creative, vibrant communities that are preparing our students and our communities to meet the challenges that await the next generation of leaders. Education has been our focus since Ford Fund was created more than 64 years ago. Ford Next Generation Learning is the next big step forward, creating communities that are innovating, sharing, and making the world a brighter place.

Jim Vella

10 | Ford Next Generation Learning | Annual Report 2013

About Ford NGL

Annual Report 2013 | Ford Next Generation Learning | 11

OUR MISSION

Ford NGL mobilizes educators, employers, and community leaders

to preparE a new generation of young people

who will graduate from high school ready for college, careers, and life —prepared to compete successfully

in the 21st century economy. Global competitiveness depends more than ever on the role of our K–12 educational system in establishing the strong foundation essential for preparing a 21st century workforce. Ford Motor Company Fund’s Ford Next Generation Learning (NGL) is a unique and comprehensive initiative that brings together educators, employers, and community leaders to implement a proven model for transforming secondary schools and the entire workforce development system. Ford NGL supports a growing number of communities—16 as of December 2013—that are committed to expanding and strengthening their networks of successful career academies. Career (and other interest-themed) academies infuse the high expectations and academic rigor of college preparatory academic programs with the real-world relevance and rigor of career technical education. Academy students choose from among career pathways across a variety of industries that drive economic growth in their communities. Ford NGL uses the power of workplace relevance and business relationships to excite young people about education—STEM (science, technology, engineering, and math) education in particular—and to prepare them for college, careers, and citizenship. 12 | Ford Next Generation Learning | Annual Report 2013

FORD NGL FRAMEWORK Ford NGL blends the expertise of stakeholders within and across communities. Three distinct but interconnected strands comprise the Ford NGL framework, which enables whole communities to design and carry out a long-term plan for revitalizing education:

TRANSFORMING TEACHING & LEARNING Creating meaningful learning experiences that enable students to learn and apply academic, 21st century, and technical knowledge and skills to real-world challenges

TRANSFORMING THE SECONDARY SCHOOL EXPERIENCE Creating and maintaining career and interest-themed academies and collaborative culture, structures, and practices

TRANSFORMING BUSINESS & CIVIC ENGAGEMENT Engaging employers, educators, and community leaders in building and sustaining a transformed secondary school experience

A set of Essential Practices for each strand provide specific guidance to help Ford NGL communities implement the model, addressing such questions as the following: • What teaching strategies not only engage students in developing essential knowledge, skills, and dispositions but also spark a passion for lifelong learning? • How should high schools be organized to create and sustain high-quality career academies that put students on pathways to productive futures? • What are the elements of successful collaborations among educators, employers, and community leaders that support the scaling and sustaining of highly effective career academies? The Essential Practices for each strand are drawn from the strategies shown to be effective by successful Ford NGL communities. They offer a roadmap for other communities to follow in scaling and sustaining their own career academy networks.

Annual Report 2013 | Ford Next Generation Learning | 13

Ford NGL 2013 Highlights 2013

March 6, 2013 Bay County, Florida, celebrates its designation as a Ford NGL community at the Workforce Education Summit. Career Technical Education in Bay District Schools is a joint effort among the Gulf Coast Workforce Board, Bay District Schools, Gulf Coast State College, Florida State University Panama City, and the business community.

april 25, 2013 Clay County is designated a Ford NGL community.

“We are honored that our schools’ and community’s hard work is being recognized by Ford NGL at Ford Motor Company Fund. We have a unique and wonderful community. Education and the involvement of the community in our academies have the potential to be the catalyst that can unify Clay County, providing a bright and better future for our children.” — Paul Parker, former Director of Career and Technical Education, Clay County Schools

January 29, 2013 Polk County school district celebrates its designation as a Ford NGL community at an event held by Polk Association of Chamber Executives in conjunction with Polk County’s local Chambers of Commerce at LEGOLAND Florida.

March 20, 2013 Pinellas County is designated a Ford NGL community, reflecting the collaboration between Pinellas County Schools, the Pinellas Education Foundation, business partners, and the community organizations that have supported the Academies of Pinellas and career education.

september 13, 2013 Volusia County is designated a Ford NGL community. “The partnership between K–12 education, business members, and postsecondary education in our career academies is critical to their success,” says Kelly Amy, Coordinator of Career and Technical Education and the Arts. “Students graduate well-prepared for a multitude of career paths and are ready to confidently move beyond high school as result of their unique academy experiences. We know that the academy model works for students, and we are collecting data that supports that conclusion.”

october 14, 2013 Newton College and Career Academy (NCCA) in Newton, Georgia, celebrates its designation as a Ford NGL community. “Newton College and Career Academy is honored to receive this prestigious Ford Next Generation Learning Community designation,” says James Woodard, NCAA principal and CEO. “The designation recognizes NCCA as having a plan . . . focused on creating a learning environment [that] will enhance academic achievement and workforce preparedness for our students.”

14 | Ford Next Generation Learning | Annual Report 2013

november 14, 2013 Local business and education leaders come together at the Effingham College and Career Academy to celebrate as the academy is named a Ford NGL community. Georgia Lieutenant Governor Casey Cagle hosted his annual business and education summit at the academy.

Community Designations In 2013, five communities in Florida and two in Georgia celebrated their designations as Ford NGL communities.

WA MT

OR SD

WI MI

NE NV

VT NH NY MA CT

UT CO

DE MD

DC NC

TN AR

OH WV

Newton, Georgia

Effingham, Georgia Clay County, Florida Volusia County, Florida

Bay County, Florida

Pinellas County, Florida

Polk County, Florida

1.29.13

Polk County, Florida, at LEGOLAND, Winter Haven, Florida

3.6.13

Bay County, Florida, at Gulf Coast State College, Panama City, Florida

3.20.13

Pinellas County, Florida, at the Pinellas Education Foundation, Largo, Florida

4.25.13

Clay County, Florida, at St. Johns River State College, Orange Park, Florida

9.13.13

Volusia County, Florida, at the Daytona International Speedway, Daytona Beach, Florida

10.14.13

Newton, Georgia, at the Newton College and Career Academy, Covington, Georgia

11.14.13

Effingham, Georgia, at the Effingham College and Career Academy, Rincon, Georgia

Annual Report 2013 | Ford Next Generation Learning | 15

Ford NGL 2013 Highlights Ford NGL Leadership Council The 30+-member Ford NGL Leadership Council (LC) provides advice on strengthening and growing the capacity of Ford NGL. The LC met four times in 2013. Some highlights from these meetings are listed below.

March 14–15, 2013, Detroit, Michigan • • • • •

Strengthened our LC by learning about one another with “Compass Points” Reviewed the Ford NGL 2013 Strategic Plan, envisioned what success will look like in 2015, and considered the role of the Ford NGL network in achieving success Provided feedback on revised Ford NGL Essential Practices Looked at Ford NGL community data documenting student success Visited the Ford Rouge Plant and learned about the history of innovation at Ford Motor Company; considered how we innovate in our practices

June 4–5, 2013, Dearborn, Michigan • • • • • •

Learned about and dove into tactical planning Were introduced to the new Ford NGL brand and were “pinned” Had a first look at an outline of the Ford NGL Field Guide Participated in “The New Wild West” session on innovation and considered how to keep innovation alive on our LC Reviewed a list of Ford NGL services (formerly known as the “matrix”) Attended a Detroit Tigers game (Tampa Bay 3, Detroit 0)

16 | Ford Next Generation Learning | Annual Report 2013

September 24–25, 2013, Chicago, Illinois • • • • • •

Strengthened and deepened the LC as a community of practice Further defined the function and capacity of the LC Identified strategies for building capacity across the Ford NGL network Reviewed the making of a Ford NGL community, from vision to implementation Learned about the planned 2013 Annual Report Had an adventure on Segways in downtown Chicago

December 4–5, 2013, Orlando, Florida • • • • • •

Reviewed and added to the Ford NGL tactical plan Reviewed, explored, and improved the processes for the Ford NGL phases: Vision, Plan, Implement, and Sustain and Go Further Learned about plans for development of Ford NGL: The Leading Source (see page 60 of this report) Discussed plans for the 2014 Ford NGL Conference Participated in the first Ford NGL Coaches training Enjoyed the first Ford NGL Game Night

International Economic Development Council On June 10, 2013, Ford NGL hosted a breakfast meeting at the spring meeting of the International Economic Development Council (IEDC). Attending were Ford NGL National Team members Ronda Alexander, Cheryl Carrier, and Rick Delano, and 23 leaders from major economic development authorities around the country. The purpose of the meeting was to demonstrate to IEDC how Ford NGL can help its members better understand how to collaborate with school districts to support workforce development, a growing concern of IEDC members. The result was an agreement that Ford NGL would present at upcoming national IEDC meetings to get the word out and further the conversation.

Annual Report 2013 | Ford Next Generation Learning | 17

Ford NGL Communities

18 | Ford Next Generation Learning | Annual Report 2013

What is a Ford NGL community? Ford NGL supports a network of communities that are committed to comprehensive long-term education revitalization. Ford NGL helps convene community stakeholders (including businesses, school districts, civic leaders, community-based organizations, and postsecondary institutions) to develop a vision and a five-year plan to scale and sustain a career academy network and prepare students for high-skill, high-wage careers in their communities.

• • •

•

L DE O

Ford NGL communities in Florida are capitalizing on the unique benefits of the Ford NGL network, as they learn from one another’s strengths and best practices. Teams from Clay and Hillsborough communities attended site visits in Volusia County to learn about Volusia’s success with integrating curriculum. Teams from Volusia County visited Clearwater High School to explore Clearwater’s innovative wall-to-wall academies in action. These communities look to Lee County, which has become a model for schools across the state (and nation) in equipping students with industry certifications.

M TR OD AC EL K

at e li fi Af

A Tr ff ac ili k at

The primary strategy for scaling and sustaining Ford NGL focuses on the development of select Model Ford NGL communities that demonstrate success and innovation and serve as mentors across the growing NGL network. Illustrated below is the progression that communities may make, from initial interest in becoming a Ford NGL community through achievement of Model status:

Creating a Network Within a Network

Affiliate Track: A community that has a Memo of Agreement and is actively working with a Ford NGL Coach to develop a Master Plan Affiliate: A community that has an approved Ford NGL Master Plan and is currently implementing that plan Model Track: An affiliated community that demonstrates innovative practices in the implementation of its Master Plan and exhibits the desire and capacity to share its innovations with the Ford NGL network Model: An affiliated community that demonstrates innovation and success through evidence, and serves as a model, inspiration, and mentor to other Ford NGL communities

As of 2013 there are 16 Ford NGL communities, which range in their length and depth of participation with Ford NGL. Model Track and Model Communities will be designated beginning in 2014.

These communities in Florida are growing their capacity by developing their own regional network within the national Ford NGL network to interact with like-peers and to learn from and lean on one another. “It’s important for administrators to hear the priorities in schools that are similar to their own makeup and with the same challenges. It’s important to hear what [those schools] do to make their vision a reality. We’ve just begun to scratch the surface to get schools—and teachers within schools—to interact on that level.” —Kelly Amy, Coordinator of Career and Technical Education and the Arts, Volusia County Schools

Annual Report 2013 | Ford Next Generation Learning | 19

results Benefits of the Ford NGL Network Communities benefit from access to the Ford NGL network, which cultivates a spirit of innovation aimed at improving the practices used across our communities. Each Ford NGL community has a dedicated Ford NGL Coach, who supports and guides communities as they develop and implement a Ford NGL Master Plan. Ongoing access to innovative approaches that emerge from the network, as well as seminars, workshops, peer mentoring, and professional development opportunities, help communities develop the local capacity to sustain community engagement and continue to transform the secondary school experience.

Ford NGL communities are seeing results:

Increased high school graduation rates

Increased academic achievement

Improved preparation for college, careers, and life

Development of students’ 21st century skills

Students graduating from high school with industry certifications and college credits

Industry certifications and college credits

Increased earning potential

Economic benefits from increased graduation rates

Students of all demographic backgrounds and academic skills benefit from the career academy experience because it brings meaning to their learning. In addition to skills and credentials, students gain invaluable “social capital” through relationships with local employers and community organizations. These networks of relationships provide mentors, resources, and lifelong connections for students as they pursue further education, training, and careers.

POWERFUL IMPACT ON ECONOMIC DEVELOPMENT “Polk Academies are inspiring our county’s students to work hard in school, aspire to be leaders in their chosen careers, and are preparing them to graduate and be workforce ready or equipped for more rigorous studies if they are college bound. This has a powerful impact on economic development in Polk County, as we look to retain our young people and recruit more high skill and higher paying jobs to Polk.”—Melony Bell, Commissioner, Polk County Board of County Commissioners

20 | Ford Next Generation Learning | Annual Report 2013

Ford NGL Leads to Significant Academic Gains in Volusia County, Florida With its widely recognized success at integrating curriculum and a high level of fidelity to the principles of Ford NGL, the Academy of Information Technology and Robotics (AITR) at Spruce Creek High School in Volusia County, Florida, is breaking new ground in how students experience career and technical education—and the benefits are clear. At the start of the 2011–2012 school year, 25% of AITR ninth-graders tested in the lowest academic performance quartile of the school. By the end of the year, those ninth-graders showed significant academic gains compared not just to their school but also to other high schools in Volusia County:

97% 69 55% 35 100% 78 %

97% of AITR students scored in the mid-range and above, compared to only 69% of ninth-graders district-wide on the Ninth Grade Biology End-ofCourse Exam

55% of AITR ninth-graders scored in the mid-range and above, compared to 35% district-wide on the Algebra 1 End-of-Course Exam

AITR’s graduation rate, compared with the district-wide rate of 78%.

“The work is a lot more hands-on and you have to be more in control of the work you do. The work you turn in is your responsibility more than the teachers’.” —Academy of IT and Robotics ninth-grader Jacques Thomas, Volusia County Schools, Florida

Annual Report 2013 | Ford Next Generation Learning | 21

OUR NETWORK As of December 2013, there are 16 Ford NGL communities: WA MT

OR SD

PA IL

CO KS

NC SC GA

FORD NEXT GENERATION LEARNING COMMUNITIES

FORD NGL HUBS

Counties/school NGL Tennessee A certified regional entity, Bay County,districts Florida partnered with FordNashville, and embrace Essential Practices working in partnership with Clay County, Florida Newton County, Georgia national Ford NGL team; Coachella Valley, California Philadelphia, Pennsylvania serves as a service provider Bay County, FL Louisville, KY Effingham County, Georgia Pinellas County, Florida to help Clay County, FL California Nashville, TN Polk County, Florida communities fulfill Elk Grove, the Ford NGL vision Coachella CAGeorgia Newton County,Rockford, GA FloydValley, County, Illinois Coastal County, GAFlorida Philadelphia, PASt. Johns County, Florida Lee County, Coachella Valley, CA Effingham County, GA Pinellas County,Volusia FL Louisville, Kentucky County, Florida Elk Grove, CA

Elk Grove, CA Polk County, FL Floyd County, GA Rockford, IL Gordon, GA St. Johnâ&#x20AC;&#x2122;s County, FL Independence, MO Volusia County, FL Lee County, FL 22 | Ford Next Generation Learning | Annual Report 2013

DE WV

NE NV

VT NH NY MA CT

Georgia Nashville, TN Pensecola, FL Philadelphia, PA South Texas

Ford NGL Community Reports

Annual Report 2013 | Ford Next Generation Learning | 23

Ford NGL Community Report

Bay Academies, Bay County, Florida Who We Are

Bay Academies prepares students for college and career readiness by providing opportunities to learn academics through the lens of a career. The mission of Bay Academies is to improve career and technical education in Bay County in order to ensure that every student has the opportunity to obtain the necessary knowledge, training, and skill set to secure a high-wage job and/or pursue a career or postsecondary education upon graduation. Bay Academies is a joint effort among the Gulf Coast Workforce Board, Bay District Schools, Gulf Coast State College, Florida State University Panama City, and the business community.

At a Glance • • • •

Eleven academies in four high schools and one middle school academy Total enrollment: 1,364 (out of a total of 6,311 students enrolled in district high schools) We plan to add two or three career academies over the next two years; student enrollment is expected to rise accordingly Pathways offered in career academies include the following: Agriculture, Food, and Natural Resources Arts, A/V Technology, and Communication Business, Management, and Administration Education and Training Engineering and Technology Education Hospitality and Tourism Information Technology STEM

Leadership

Bill Husfelt Superintendent, Bay District Schools Kim Bodine Executive Director, CareerSource Gulf Coast (formerly Gulf Coast Workforce Board) Jim Kerley, Ph.D. President, Gulf Coast State College Ann Leonard Career and Technical Education Director, Bay District Schools Ken Shaw, Ph.D. President, Florida State University, Panama City

24 | Ford Next Generation Learning | Annual Report 2013

2013 Highlights •

•

In March, our Career Academy Expo, held in the Panama City Mall, provided students and parents with the opportunity to learn about each academy. Current academy teachers and students were present to recruit new students and answer questions. In April, the Bay Academies Assistant Principals attended a Nashville Academies Ford NGL Study Visit in order to learn more about Nashville’s success with “wall to wall” academies. During the summer and fall, we began the development and implementation of Career Academy Advisor Boards— industry-focused groups of teachers, education and workforce partners, parents, and business leaders working together to shape career education for Bay County students. Advisory boards will be involved in supporting teachers and students by helping to set up field trips, bringing in speakers, giving input on curriculum, fundraising, planning events, and more. Professional development initiatives focused on project-based learning for academy teachers.

Partnerships

Key partners include Gulf Power and Thrive Partnerships. Chairs of Advisory Boards are as follows: Pam Fleege Early Education and Care Mark Swartz Gulf Coast State College Pamela Kidwell Business Innovation Center Shane Adams Grand Floridian Builders Kristi Yanchis Florida Fish and Wildlife Service Jim Spring Tipton, Marler, Garner & Chastain, The CPA Group Tarek Nahaket Gulf Coast Coaching

“I am thrilled by the impact that becoming a Ford NGL community has had on our education system in Bay County. We (the teachers) have more support and more opportunity to reach outside the box for unique experiences for our students.” —Lin Byrd, ComTech Academy teacher

Results

366

Since starting our career academies in 2010–2011, we have increased the number of certifications earned by students from 61 to 366 in just two years.

Bill Husfelt Superintendent, Bay District Schools

What’s Next?

Our goals for 2014 include the following: • Increase enrollment in academies • Focus academy development on community workforce needs • Strengthen ties to local business and industry through advisory boards, internships, and job shadowing • Improve data collection in order to provide evidence of the progress of our academies

Annual Report 2013 | Ford Next Generation Learning | 25

Ford NGL Community Report

Clay County, Florida Who We Are

The Clay County Ford NGL community is located in Northeast Florida adjacent to the city of Jacksonville. Clay County’s Ford NGL Master Plan was developed using a grant from Workforce Florida. The Clay County School District’s Career and Technical Education Department had long been committed to providing high-quality programs that prepare students for postsecondary education and careers. Participation in the Ford NGL planning process opened the conversation between community stakeholders representing business, school district staff, teachers, economic development agencies, postsecondary institutions, and the local workforce board to the opportunities available to students through the academy model and small learning communities. The stakeholders took equal responsibility for the success of the plan. During the 2013–2014 school year, Clay had 16 academies in 7 high schools; approximately 25% of the student population is enrolled in academies. Clay’s Ford NGL Master Plan sets a goal of 100% of students enrolled in academies over the next four years. The plan is to transform each high school into a “wall to wall academy,” in order to prepare all students for success in whichever postsecondary education or career path they choose. Clay has visited NGL communities in Pinellas, St. Johns, and Volusia County, Florida, and has visited the Nashville (Tennessee) Ford NGL community. These visits helped us shape and adjust our Ford NGL Master Plan. Most academy students will have the opportunity to graduate with at least one industry certification in addition to their high school diploma.

Leadership

Charlie Van Zant Superintendent, Clay County Schools Monica Boccieri Ford NGL Community Coordinator Diane Kornegay Assistant Superintendent of Instruction, Clay County Schools Chereese Stewart Director of Career and Technical Education, Clay County Schools Alice Paulk Supervisor of Career and Technical Education, Clay County Schools

26 | Ford Next Generation Learning | Annual Report 2013

2013 Highlights • •

•

Clay County was designated a Ford NGL community in April. In September and October, teams visited Spruce Creek (Volusia County) and Clearwater High Schools (Pinellas County) to learn from the best practices of these other Florida NGL communities and their successes with integrating curriculum developing and sustaining wall-to-wall academies. Teams also visited Ford NGL communities in St. Johns County, Florida, and Nashville, Tennessee. Redesign Focus Groups held four meetings—in September, October, November, and December—to conduct in-depth planning of the high school transformation process and movement to wall-to-wall academy learning. The focus groups included teachers, administrators, guidance counselors, career specialists, union representatives, and district staff. In September, Academy Advisory Board Training was provided for all Clay County CTE and academy academic core teachers by Ford NGL.

Partnerships Key partners include:

VyStar Credit Union Orange Park Medical Center Clay County Chamber of Commerce Haskell, Inc. St. Johns River State College Jacksonville Economic Authority Golden Corral Florida State College of Jacksonville

Results

Clay County’s biggest accomplishment has been the movement toward and planning of wall-to-wall career academies. In the 2014–2015 school year, all ninth grade students will enroll in an academy. For each year thereafter, a grade will be added until all grades are included within the wall-to-wall academy system. In addition, the number of industry certifications earned by academy students has been steadily rising over the last four years, with 1,366 certifications earned in 2013 (one of the highest ratios of students to certifications in the state of Florida).

Charlie Van Zant Superintendent, Clay County Schools

Industry Certifications 2009–2010

458

2010–2011 2011–2012 2012–2013

Enrollment Attendance Rate

1,097 1,359 1,366

Academy High School Students

Non-Academy High School Students

1,351

10,264

95.2369

93.9563

GPA Weighted

3.1819

2.8706

GPA Unweighted

3.0152

2.7206

Graduation Rate

99.50%

91.08%

Monica Boccieri Ford NGL Community Coordinator

Our academies are proven to increase performance. Our data show that academy students have a higher GPA, attendance rate, and graduation rate than their non-academy peers.

What’s Next? •

•

The Clay County Ford NGL community is in the process of planning a district-wide high school transformation that will allow every ninth grade student to be part of an academy in the 2014–2015 school year. Sophomores, juniors, and seniors will be added each subsequent year to the academy structure. Our community goals for 2014 are to continue this transformation process and to work toward 100% wall-to-wall academy learning within the next four years. Annual Report 2013 | Ford Next Generation Learning | 27

Ford NGL Community Report

Coachella Valley, California Who We Are

The Coachella Valley Economic Partnership (CVEP) believes that education is economic development and that education provides economic freedom to students who want to succeed in college, careers, and life. In a community of 425,000 permanent residents, with 71,000 public school students (K–12), roughly one-third of all children live in poverty and are at great risk for dropping out of high school. CVEP is committed to developing a high-quality workforce, from within its own student population, for the best jobs of the future. Since 2005, CVEP’s Workforce Excellence program—a comprehensive pipeline development strategy—has increased the intellectual capital and workforce capacity of the region by aligning the community’s education, workforce, and economic development efforts. The program convenes industry councils for three clusters identified by regional leaders as holding great economic promise for our students: Healthcare and Life Sciences; Arts, Media, and

Entertainment; and Advanced Technology (Energy/Clean Tech). In November 2012, CVEP’s Workforce Excellence Oversight Committee approved the Coachella Valley Regional Plan for College and Career Readiness (our Ford NGL Master Plan), which outlines how business and education will collaborate to create regional college and career readiness strategies and sustained pipeline efforts. Participation in Ford NGL has accelerated and strengthened Coachella Valley’s efforts to transform, institutionalize, and sustain college and career readiness efforts across all partner agencies. Our master plan guides

Leadership Keith Goff President, Rabobank; Board Chairman, CVEP Dr. Christine Anderson Superintendent, PSUSD; CVEP Workforce Excellence Oversight Committee Co-Chair Don Perry Vice President, Silicon Springs; CVEP Workforce Excellence Oversight Committee Co-Chair Patrick Swarthout Public Affairs Officer, Imperial Irrigation District; CVEP Business Engagement Committee Co-Chair Deborah McGarrey Public Affairs Manager, Southern California Gas Company; CVEP Business Engagement Committee Co-Chair Kathleen Felci Assistant Superintendent, DSUSD; CVEP Workforce Excellence Education Engagement Committee Chair Dr. Diana LaMar Director of Linked Learning, PSUSD; CVEP Workforce Excellence Education Engagement Sub-Committee Chair Larry McLaughlin Deputy Sector Navigator, College of the Desert/CA Community College Chancellor’s Office; CVEP Advanced Technology Industry Council Chair Ken Lira Director of Financial Aid, College of the Desert; CVEP Workforce Excellence Financial Aid/FAFSA Committee Chair

28 | Ford Next Generation Learning | Annual Report 2013

Daniel Martinez Director of Institutional Research, College of the Desert; CVEP Workforce Excellence Data Committee Chair Deanna Keuilian Linked Learning Administrator, DSUSD; CVEP Workforce Excellence Education Engagement Committee Rommel Guerrero Linked Learning Coordinator, CVUSD; CVEP Workforce Excellence Education Engagement Committee Tess Lake Linked Learning Coordinator, RCOE; CVEP Workforce Excellence Education Engagement Committee Dr. Darryl Adams Superintendent, CVUSD; CVEP Board of Directors Gary Rutherford Superintendent, DSUSD; CVEP Board of Directors Kenn Young Superintendent, Riverside County Office of Education; CVEP Board of Director Joel Kinnamon President, College of the Desert; CVEP Board of Directors Rob Field Executive Director, Riverside County Economic Development Agency/WIB; CVEP Board of Directors Wendy Frederick Eastern County Regional Manger, Riverside County EDA/WIB; CVEP Workforce Excellence Oversight Committee Dr. Doris Wilson Associate Dean, California State University San Bernardino – Palm Desert; CVEP Workforce Excellence Oversight Committee

the collaborative efforts of three Kâ&#x20AC;&#x201C;12 school districts, a county office of education, a community college, two universities, and 400 industry partners to ensure that all students graduate from high school prepared for college and career. As a result of CVEPâ&#x20AC;&#x2122;s intermediary work, the region has developed a strong network that links and leverages resources and best practices from multiple partners, including Ford NGL (Essential Practices and the Master Plan), Alignment USA (Operating Principles, Process, and Technology), College Access of California (college access and completion), and the California Linked Learning initiative (district systems-level support). The result is a deep, comprehensive body of work that advances student success from pre-school through college completion and back to the community for careers. continued on page 30

Cynthia Flores Campus Director, Brandman University Palm Desert; CVEP Workforce Excellence Oversight Committee Kevin McGuire Special Assistant to the Chancellor, University of CA Riverside; CVEP Workforce Excellence Oversight Committee Kim McNulty Ford NGL Community Coordinator; Director of Next Generation Learning Tom Flavin CEO, CVEP Sheila Thornton Vice President, Workforce Excellence, CVEP Ernie Rios Executive Director, Scholarships, CVEP Donna Sturgeon Director of Work-Based Learning, CVEP Beth Bentley Director of Research, CVEP Jacqui Tricco Industry Council Coordinator, CVEP Cristina Gregorio Student Support Coordinator, CVEP Alex Bleza Student Success and Data Coordinator, CVEP Oscar Fonseca Mentors Advising Students Coordinator, CVEP Marisa Alvarez Data Specialist, CVEP Roula Roe Executive Administrator, CVEP

Kim McNulty Community Coordinator, Director of Next Generation Learning

Annual Report 2013 | Ford Next Generation Learning | 29

Coachella Valley, California continued from page 29

At a Glance • • • • •

•

The Coachella Valley/CVEP was designated a Ford NGL community in 2006 and a Ford NGL Hub in 2009. There are 18 high school academies (10 have been added since our partnership with Ford NGL). Thirty-six career-themed programs include elementary, middle, and high school academies; career-themed course sequences; and after-school student organizations. More than 2,400 K–12 students (12% of the student population) are currently enrolled in academies. Each district currently has near-term plans to add two new academies, which will bring the region’s total to 24 academies across three districts. The Master Plan establishes a target of 30% of students learning in high school academies by 2018. Pathways offered in academies include the following: Culinary; Design, Visual, and Media Arts; Energy and Power Technology; Food Services and Hospitality; Health Careers; Healthcare Operational Support Services; Hospitality, Tourism, and Recreation; International Business; Patient Care; Public and Community Health; Public Service; and Technology of Landscape Management.

Partnerships

2013 Highlights •

•

Key partners include:

Desert Regional Medical Center Eisenhower Medical Center JFK Memorial Hospital Desert Blood Services CareFusion AVID Physical Therapy Pacific Western Bank Rabobank Wells Fargo First Foundation Bank Agua Caliente Band of Cahuilla Indians Imperial Irrigation District Sempra Energy/The Gas Company of Southern California Southern California Edison Silicon Springs artsOasis Desert Healthcare District College Access Foundation The James Irvine Foundation

30 | Ford Next Generation Learning | Annual Report 2013

•

Three industry councils aligned with CVEP’s target clusters (Health Care; Advanced Technology; and Arts, Media, and Entertainment) convened regularly to ensure that Coachella Valley students are prepared for jobs of the future. Three hundred industry and business professionals volunteered more than 13,000 hours through work-based learning efforts. Fourteen hundred students in elementary school through college participated in career explorations, job shadows, internships, and other work-based learning events. CVEP’s Pathways to Success program worked with the College Access Foundation of California and 22 local scholarship organizations to provide $700,000 in matching funds, enabling them to award more than 400 scholarships to local students. Our regional FAFSA (Free Application for Federal Student Aid) campaign—which includes a “Battle of the High Schools” competition to encourage every high school senior to complete the FAFSA, more than a dozen parent workshops, and a community fundraiser—has proven a strong vehicle to help students secure financial aid. Coachella Valley was designated one of six initial Alignment USA communities and launched a version of Alignment’s Web-based platform for community collaboration, communication, and outcomes measurement. The James Irvine Foundation, which launched the CVEP Career Pathways Initiative in 2005, in 2013 designated Coachella Valley as an emerging Linked Learning Regional Hub of Excellence.

Results

There are currently six high school health academies across three Coachella Valley K–12 districts. The student graduation and A–G course completion rates for the 2012–2013 school year are evidence of the success of Coachella Valley’s academy model. (A–G courses are required for entrance to the University of California system.)

What’s Next?

Our goals for 2014 include the following: • Engage more community and business partners—ensuring that they make up at least 51% of those attending industry council meetings—and increase work-based learning opportunities for local students • Determine community needs and industry trends, in order to inform the addition of two industry councils • Make progress toward the Master Plan goal of increasing FAFSA completion rates to 80% from 62%

Coachella Valley Total–July 2013 Palm Springs Desert Sands Coachella Unified Unified Valley Unified School School School District District District

Total

Total number of health academy students

460

452

143

1055

Percent of students in health academies

Health Academy Students Number of academy seniors

100

244

Percent of students that will graduate 2013

100%

98%

99.6%

71%

N/A

53%

66%

Percent of students that will graduate 2013

83%

81%

77%

81%

Percent of students that met A–G requirements

22%

31%

29%

28%

Percent of students that met A–G requirements

General Population

Annual Report 2013 | Ford Next Generation Learning | 31

Ford NGL Community Report

effingham, georgia Who We Are

The Effingham College and Career Academy serves 543 students (16.2% of Effingham County high school students) from two high schools within the county (Effingham High and South Effingham High) and offers eight career pathways. We have three dual enrollment programs with Savannah Technical College, our partner technical college. The Effingham County School System was the first school district in the state of Georgia to complete its Ford NGL Master Plan, and was designated a Ford NGL community on November 14, 2013.

2013 Highlights

As a new Ford NGL community, we are developing strategies to implement our Ford NGL Master Plan. Initiatives in 2013 included the following: • Promoting the Effingham College and Career Academy and Career, Technical, and Agricultural Education (CTAE) during Parent University–Effingham, a program designed to promote parental involvement in education through free learning sessions focusing on child development, advocacy, preparing for college, and personal growth and development • Initiating a Chamber of Commerce Workforce Committee to support long-term coordination and planning efforts around educational and workforce needs • Conducting a tour of local businesses for Regional Work-Based Learning Professionals • Expanding the focus on and developing consistent tools for teachers to build students’ work ethic The Ford NGL designation helped to strengthen and enhance our partnerships with local businesses and community organizations so that our students can be successful in both the classroom and the workforce. As part of its efforts to strengthen coordination between the education and workforce needs of our county, our new Chamber of Commerce Workforce Committee is planning a job fair for high school seniors who will graduate in May 2014.

Leadership

Dr. Randy Shearouse Superintendent, Effingham County Schools Travis Nesmith Ford NGL Community Coordinator and CTAE Program Director, Effingham County Schools Dr. Barbara Prosser Ford NGL Community Coordinator and CEO, Effingham College and Career Academy Carrie Thompson Public Affairs Manager, Georgia-Pacific Savannah River Mill

32 | Ford Next Generation Learning | Annual Report 2013

What’s Next?

Our goals for 2014 are as follows: • To provide all high school students with access to learning in small-group settings that emphasize the Ford NGL Learning Pillars of critical thinking, problem solving, teamwork, and communication: • Continue to conduct Ford PAS curriculum module training • Share the Ford PAS curriculum modules through the EffTech Conference (Effingham System Technology Day) • To promote and advertise college and career readiness to all high school students: • Develop and implement a marketing plan to “get the word out” about college and career readiness (participating in career pathways) • Promote the integration of live-work projects to help students develop career-related knowledge and skills • Develop and implement a plan to increase the number of participants in career awareness activities (such as career days) • To promote student awareness of industry certifications and to make students aware of the importance and value of these certifications: • Develop and implement a marketing plan to “get the word out” about industry certification opportunities • Promote recognition for students who successfully earn certifications (publicize their successes through e-mails, websites, and newspapers)

“If [students] graduate from a college and career academy with an industrycertified certificate, then they basically double their salary potential. The goal is by 2020 for every student in Georgia to have access to a college and career academy.” —Casey Cagle, Georgia Lieutenant Governor

Carrie Thompson Public Affairs Manager, Georgia-Pacific Savannah River Mill

Partnerships

Our business and industry partners are as follows:

Effingham County School Board with Superintendent Shearouse

Dr. Randy Shearouse Superintendent, Effingham County Schools

Annual Report 2013 | Ford Next Generation Learning | 33

Ford NGL Community Report

elk grove, california Who We Are

Elk Grove Unified School District (EGUSD) is the fifth-largest district in California, covering more than 320 square miles and serving more than 63,000 students in 64 schools in three cities and a large unincorporated part of Sacramento County. In the early 2000s, EGUSD was the fastest-growing school district in the nation. It has one of the most diverse student bodies, with a population that is 17.6% African American, 22.8% Asian, 6% Filipino, 25.9% Latino, 2% Pacific Islander, 24.6% white, and .8% American Indian (.3% either identified as having multiple ethnicities or had no response), and with more than 80 languages spoken. EGUSD is projected grow by as many as 54 new schools and nearly 50,000 students over the next 20 years. EGUSD has 18 career academies, 15 of which are affiliated with the state-supported California Partnership Academy program. Each of the district’s nine comprehensive high schools hosts at least one academy. EGUSD is also one of 20 Linked Learning Pilot Projects in California, selected in January 2013 to participate in four years of planning and implementation of the district-wide and regional systemization of the career pathway approach. Community partners include the local workforce investment board, local community college district, and Elk Grove Chamber of Commerce and Economic Development Corporation.

At a Glance • • •

EGUSD has nine comprehensive high schools; within these schools, we have 18 career academies and 8 pathways 3,632 students are enrolled in an academy (19% of the 19,188 EGUSD students in grades 9–12) EGUSD has 48 articulation agreements in place with community colleges and state universities

Leadership

Dr. Steven M. Ladd Superintendent, EGUSD Kathy Hamilton Director of College and Career Readiness, EGUSD Sue Hubbard Ford NGL Community Coordinator

Partnerships Key partners include:

Sacramento Municipal Utility District Apple, Inc. Los Rios Community College District California Workforce Investment Board/SETA Kiefer Landfill Rahus Institute Building Industry Association Sacramento Valley Sheet Metal Workers Lowe’s University of California, Davis California State University, Sacramento

34 | Ford Next Generation Learning | Annual Report 2013

Results

EGUSD has been a part of Ford NGL for more than seven years, beginning with our work to support the Ford PAS curriculum. Ford PAS has made it easy for our teachers to engage students in learning through real-world experiences while meeting state standards. Our district serves as a Ford NGL Hub and has introduced and educated the community on the three strands of Ford NGL: Transforming Teaching and Learning, Transforming the Secondary School Experience, and Transforming Business and Civic Engagement. Not only do our academies provide a rigorous, engaging, relevant, and supportive learning environment for our students, they are also proven to increase student performance. Our data show that students from all subgroups have a higher GPA, CAHSEE (California High School Exit Examination) passing rate, attendance rate, rate of completion of A–G courses (required for entrance to the University of California system), graduation rate, and postsecondary enrollment rate than their non-academy peers.

2013 Highlights

EGUSD teachers and programs won a number of awards, including the following: • Kent Pickering, the Technology and Digital Arts Academy coordinator at Elk Grove High School, was named an Educator of the Year by the California League of High Schools • Tim Smith, Florin High School math teacher, and member of the Ag Tech Academy, was selected as one of five recipients of the California Teacher of the Year award • Jerry Bandy, English teacher at Pleasant Grove High School, and member of the Digital Media Academy, received a Pupils’ Choice Award for Academic Core Teacher of the Year

“Our continued collaboration with EGUSD focuses on the rigor of academics and ensures that relationships with industry support student success.” —Dr. Deborah J. Travis, President, Cosumnes River College

2012–2013

All secondary (n = 19,188)

Academy only Non-academy (n = 3,632) only (n = 15,556)

GPA

2.70

2.98

2.64

CAHSEE passing (first attempt)

64%

70%

62%

Graduation rate

92%

98%

90%

A–G completion

47%

67%

43%

Attendance

95%

96%

95%

Postsecondary enrollment (2011–2012 data)

63%

77%

60%

Dr. Steven M. Ladd Superintendent, EGUSD

Dr. Deborah J. Travis President, Cosumnes River College

2013 Highlights, continued •

The Green Energy Technology Academy at Laguna Creek High School received a Pupils’ Choice Award for Academy Program of the Year

What’s Next?

Our goals for 2014 include the following: • Work with our community stakeholders to develop a graduate profile that defines the desired outcomes for an EGUSD graduate. • As EGUSD is working on transforming high schools, we see enrollment in academies and pathways increasing. Our goal over the next three years is to increase the number of students in a career academy or pathway. • Develop a Ford NGL Master Plan that focuses on transforming teaching and learning and the secondary school experience, as well as building awareness among and relationships with business and civic leaders. The Master Plan will be based on an assessment of the community’s needs and capacity as completed by a broad-based coalition of stakeholders. • Develop strong systems of support for academies and pathways, particularly in the areas of work-based learning and postsecondary education. • Work with a regional coalition and submit a comprehensive California Career Pathways Trust proposal.

Sue Hubbard, Ford NGL Community Coordinator

Angela Perry President/ CEO, Elk Grove Chamber of Commerce Kathy Hamilton Director of College and Career Readiness, EGUSD Rick Larkey Director, Workforce Development, North State Building Industry Association/Foundation

Annual Report 2013 | Ford Next Generation Learning | 35

Ford NGL Community Report

lee county, florida Who We Are

Fifty-six percent of high-school students in Lee County, Florida, are enrolled in one of Ford NGL’s 43 career academies in 13 high schools. Lee County, located in Southwest Florida, was invited in 2007 to be one of the first Ford NGL communities in the nation. Participation in Ford NGL has raised our awareness of the importance of partnerships, increased our use of integrated curriculum, and strengthened the number and quality of our academies. Lee County is guided by a vision for each of the three Ford NGL strands: • Transforming Teaching and Learning: Career academies use an informed, interactive teaching-learning process that provides a variety of opportunities to apply knowledge and effectively prepare students to continue their training or education and to become highly productive members of the workforce. • Transforming High Schools: Schools will provide high-quality market-driven opportunities for students to effectively prepare for both careers and postsecondary education. Necessary resources and a learning community environment will be maintained through a collaboration of school staff, district staff and community economic and business partners. • Transforming Business and Civic Engagement: Community

Leadership

The Lee County Ford NGL community stakeholders are led by the following members of the Stakeholder Executive Committee:

Nancy J. Graham Ed.D., Superintendent, Lee County Public Schools Bill Roshon Ford NGL Community Coordinator Sue Roshon Director, Adult and Career Education, Lee County Public Schools Marshall Bower President and CEO, Foundation for Lee County Public Schools Jonathan Romine Architect, Director of Architecture, ENSITE Solutions Gary Griffin President, B & I Contractors, Inc. Richard Lewis Principal Engineer, Conestoga-Rovers & Associates Robbie Roepstorff President, Edison National Bank Jon Cecil Chief Human Resource Officer, Lee Memorial Health System Steve Pontius Executive Vice President and General Manager, Waterman Broadcasting (ABC/NBC) Tom Mueller Facility Administrator, Covanta Energy

36 | Ford Next Generation Learning | Annual Report 2013

leadership and support will be built and sustained around a comprehensive Ford NGL Master Plan for the schools and career academies. All stakeholders will be mutually accountable for successful implementation and will be aware of and engaged in aligning education with workforce priorities.

2013 Highlights •

•

Sue Roshon, Director of Adult and Career Education, was recognized by the News Press/Gannett Media Group as a Trailblazer of the Year Finalist. Each of our high schools participated in STEM@Work, which introduces high school students to STEM careers available in Southwest Florida and gives them opportunities to connect classroom instruction with real-world

Partnerships

Key business and postsecondary partners include: Foundation for Lee County Public Schools Lee County Office of Economic Development Chamber of Southwest Florida and Greater Fort Myers Chamber Southwest Regional Manufacturers Association Chico’s FAS Florida Gulf Coast University and Edison State College Southwest Florida International Airport Fort Myers News Press (Gannett) Waterman Broadcasting (NBC/ABC) Lee Memorial Health Systems

“If you send one kid on an internship, it affects that one kid. If you send a teacher, the impact reaches their 200 students!” —Sue Roshon, Director, Adult and Career Education, Lee County Public Schools

•

challenges. More than just a field trip, STEM@Work offers hands-on experience at either a worksite or students’ schools, and exposes students to the technical (and employability) skills required to be successful in that particular industry. The highlight of this year’s event was to design and build a roller coaster using only the materials provided. In March, more than 2,000 people attended STEMtastic, an annual event held at the Lee County Public Education Center. Hundreds of exhibits were available for students and their families to engage in real-world, hands-on activities involving STEM. The goal is to help participants understand that STEM can be fun! The teacher immersion program brings career and technical education (CTE), math, and science teachers and their administrators into the community to provide them with first-hand knowledge of what personal attributes their students need to develop and what they need to be able to do to be successful employees. As Sue Roshon, Lee County School District’s director of Adult and Career Education, says, “If you send one kid on an internship, it affects that one kid. If you send a teacher, the impact reaches their 200 students!” One of our most exciting innovations this year was to include science and math teachers in the program, which previously included only CTE teachers. Since we started integrating the subject-area teachers, we are seeing much more collaboration and integration in the classrooms. Lee County has been very successful with industry certification testing. We have developed a program in which we use our own teachers as the trainers rather than hiring a vendor.

Nancy J. Graham, Ed.D. Superintendent. Lee County Public Schools

Bill Roshon Ford NGL Community Coordinator

“I didn’t know that our students were going in to the workplace without the skills they need to become great employees. I know now that my focus should include teaching those communications skills to all of my students.” —Jeremy Praegitzer, Lehigh Senior High School Teacher

What’s Next?

Lee County’s goals for 2014 include the following: • Develop and/or strengthen District-Level Advisory Councils for each major academy area • Hold a Ford NGL designation event to celebrate the completion and implementation of our Ford NGL Master Plan • Ensure that the transition to a new Adult and Career Education director is as seamless as possible

Annual Report 2013 | Ford Next Generation Learning | 37

Ford NGL Community Report

louisville, kentucky Who We Are

Participating in Ford NGL has been a catalyst for Jefferson County Public Schools (JCPS) to build on the work of the 5-Star High Schools professional career theme program that launched in 2010 at 15 of the district’s high schools. (At the 5-Star High Schools, students engage in career-relevant studies and real-world experiences for one of five career themes that they choose.) Ford NGL has been a vehicle for us to engage more business partners and channel opportunities for our students. We have been able to disseminate information about our 5-Star programs, and the Ford NGL work has helped to strengthen the alignment between our many district and community partners, including Junior Achievement, 55,000 Degrees, and Metro United Way.

Leadership

Dr. Donna Hargens Superintendent, JCPS Dana Shumate Ford NGL Community Coordinator Greg Fischer Mayor, City of Louisville Jim Allen CEO, Hilliard Lyons

Partnerships

Our key business and industry partners include: Flynn Brothers Louisville Metro Police Department Sunny Acres Farm GE Ford Motor Company ACE Mentors Humana Carol Timmons, Business First Brian Eichenberger, Summit Media Deanna Hoying, Kentucky Opera WAVE 3 Atlas Machine nth/works Scott Hublar, Humana Technology Solution Services

At a Glance

JCPS has 15 5-Star High Schools, which offer the following career themes: Medicine, Health, and the Environment; Business and Information Technology; Engineering; Communication, Media, and Arts; Human Services, Education, and International Studies

18,706

students are learning in career pathways (with a smaller portion of them learning in true career academies), out of approximately 28,000 high school students in the Jefferson County school district

2013 Highlights •

•

38 | Ford Next Generation Learning | Annual Report 2013

In January, 60 Louisville community members joined one of three strand teams and met to begin developing our Ford NGL Master Plan. From May through November, the strand teams wrote and finalized the Master Plan. In December, the Jefferson County Board of Education approved Louisville’s Ford NGL Master Plan. In February, strand teams began to plan the piloting of Ford NGL Mater Plan tactics in several schools in the district. In August, nine schools began implementation of the seven tactics.

2013 Highlights, continued •

• •

In June, 45 teachers participated in team externships. One of our community’s proudest achievements, these externships allowed us to collaborate with 15 businesses, some of which we had never worked with before. Our 45 cross-content teachers spent one day learning about project-based learning, and then three days immersed in the work of their business partner, as well as learning and reflecting on how they would apply this work in the classroom with students. The fifth day was spent working on lesson plans and sharing experiences from the week. It was as much of an enlightening learning experience for the business partners as it was for the teachers. As a result, we have new partners—some of our strongest advocates for JCPS—and new ideas to help our teachers and students understand and make connections between academic learning and real-world experiences. In October, members of the Louisville community attended a Nashville Academies Ford NGL Study Visit to learn from Nashville’s success with wall-to-wall academies. In October, 30 community leaders were invited to be part of the CEO Advisory Board.

Greg Fischer Mayor, City of Louisville

Dr. Donna Hargens Superintendent, JCPS

What’s Next?

As we begin implementing our Ford NGL Master Plan in 2013–2014, our goal is to improve our graduation rate from 76.5% in 2013 to 83.7% in 2016. During this same period, our goal is to improve the percentage of students who are deemed college- or career-ready from 51.3% to 72.4%. Our community goals for 2014 include the following: • Launch our CEO Advisory Board • Form implementation team and provide support for all 15 5-Star High Schools as they begin implementing the Ford NGL Master Plan • Offer externships for at least one team of three cross-content teachers from each 5-Star High School during the summer of 2014 • Host the Ford NGL 2014 National Conference in October • In addition, we look forward to celebrating our designation as a Ford NGL community at our designation ceremony on March 4, 2014.

Jim Allen CEO, Hilliard Lyons

Dana Shumate Ford NGL Community Coordinator

Annual Report 2013 | Ford Next Generation Learning | 39

Ford NGL Community Report

nashville, tennessee Who We Are

Since 2006, together with civic and business partners, Metro Nashville Public Schools (MNPS) has been redesigning its zoned high schools into smaller learning communities. The Academies of Nashville enable all high school students to learn through the lens of a career or academic theme in a highly personalized learning community, introducing students to a multitude of careers and opportunities, and making MNPS a trendsetter in innovative practices for advancing college and career preparation for all students. Unique features of our community include the following: • Every student in grades 10–12 in our zoned high schools is enrolled in one of our district-wide, wall-to-wall academies • More than 250 business partners are engaged at various levels • We’ve achieved a sustainable community engagement structure: • Partners are managed by the PENCIL Foundation, an organization that links community resources of volunteers and materials with Metro Nashville Public Schools • The Nashville Area Chamber of Commerce provides organization and support for CEO Champions—a group of local executives organized to advance improvements in high school and middle school public education • Alignment Nashville’s High School Committee provides ongoing oversight for the Academies of Nashville As a Ford NGL Hub, co-administered by MNPS and Alignment Nashville, we offer professional development and technical assistance to communities across the country. A primary activity of the Nashville Ford NGL Hub is hosting the Academies of Nashville Study Visit.

Leadership

Dr. Jesse Register Superintendent, MNPS Melissa Jaggers Ford NGL Community Coordinator; Associate Executive Director, Alignment Nashville Dr. Jay Steele Chief Academic Officer, MNPS Sydney Rogers Executive Director, Alignment Nashville Starr Herrman Co-Director, Ford NGL Hub Dr. Chaney Mosley Director, Academies of Nashville Beverley Flatt Program Manager, Academies of Nashville

40 | Ford Next Generation Learning | Annual Report 2013

Since 2010, more than 750 people from across the country have participated in a Study Visit, where they learn about the strategies, structures, and tactics that are producing real progress in high school reform in Nashville. During the Study Visit, participants get a high-level view of the systemic and broad-based transformation taking place in Nashville, including the extensive and deep engagement of the community. Study Visit participants also visit academies and interact with students, teachers, administrators, and community partners.

2013 Highlights •

•

MNPS Virtual School opened, becoming Tennessee’s first public virtual school and the first virtual school in the world to adopt the Academies Model, offering career and academic themes to students in a highly personalized virtual learning community. Teachers from throughout the Academies of Nashville participated in summer externships with local business partners. The three-day externships offered teams of teachers real-world professional

continued on page 42

Partnerships

The Academies of Nashville has more than 250 business partners in our schools. Together, these partners contributed $2,280,000 in community investment in 2013 and logged 31,435 volunteer hours.

“The Ford NGL framework outlines a process that involves all stakeholders in school reform. When the Ford NGL framework is implemented with fidelity, everyone has a voice and responsibility in educating our children. The results of the process lead to a community blueprint for reform, community ownership of educating children, and a new accountability structure that transcends the school district.” —Jay Steele, Ed.D., Chief Academic Officer, Metro Nashville Public Schools

Sydney Rogers Executive Director, Alignment Nashville Melissa Jaggers Ford NGL Community Coordinator; Associate Executive Director, Alignment Nashville

At a Glance

43 100% 80% 16

academies shared between 12 zoned high schools and the Virtual School

More than 80% of MNPS students in grades 9–12 (approximately 16,000 out of 20,000 total) are enrolled in academies

Wall-to-wall academies: Every student in grades 10–12 in our zoned high schools is in an academy

Starr Herrman Co-Director, Ford NGL Hub

Dr. Jesse Register Superintendent, Metro Nashville Public Schools

The Academies of Nashville offers pathways in each of the 16 National Career Clusters

“The implementation of The Academies of Nashville has the potential to completely change the quality and depth of instruction for MNPS students.” —Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools

Dr. Jay Steele Chief Academic Officer, Metro Nashville Public Schools

Dr. Chaney Mosley Director, Academies of Nashville

Beverley Flatt Program Manager, Academies of Nashville

Annual Report 2013 | Ford Next Generation Learning | 41

nashville, tennessee continued from page 40

• • •

•

• •

experiences that helped them to develop a project-based curriculum that enables students to learn in authentic industry contexts. Pearl-Cohn Entertainment Magnet High School opened the world’s first student-run record label. Students in the Academy of Musical Performance at Overton High School performed with Foreigner at the Schermerhorn Symphony Center. A student in the Academy of Health Management at Cane Ridge High School became the first high school student invited to present at the American Medical Informatics Association; her presentation was titled “Understanding the Workflow of Chemotherapy Infusion Management.” Students in the Academy of Science and Engineering at Stratford STEM Magnet High School won the poster session at the Water Professionals Conference. Not only were these students the first high school students invited to attend the conference, they also outperformed graduate and undergraduate competitors with their presentation “Water Quality Testing at Cooper Creek.” Nashville’s Belmont University awarded 26 students from Maplewood High School and Stratford STEM Magnet High School full scholarships. Some of the revenue generated through Academies of Nashville Study Visits is being used to fund the Starr Awards, named in honor of Starr Herrman, the first director of the Academies of Nashville. In 2013, eight high schools earned thousands of dollars in awards to support student projects in the academies.

What’s Next? Our goals for 2014 include the following: • The Parent Ambassador Program kicks off its pilot program in the spring of 2014. The Parent Ambassador program encourages schools and academies to partner with parents to communicate the direction, evaluation results, and purpose of the Academies of Nashville, and to provide a forum for parents to have a voice in education. Parent Ambassadors will become school advocates to promote community support, increase parent participation, and communicate the message of the Academies of Nashville. • The Academy Coach Experience program, which will build district-wide capacity to fill vacated Academy Coach positions, starts in February 2014. 42 | Ford Next Generation Learning | Annual Report 2013

“The Academy of Health Science teachers gained a wealth of knowledge about the field of Informatics. It is a hot trend in the medical field, but it has been difficult to encourage students to explore the careers in that field . . . and difficult for the teachers . . . due to their lack of knowledge. This opportunity gave the teachers first-hand experience on what the career entails. They can now return to the classroom and get students excited about that career pathway.” —Emily Hughes, Academy Coach at Hillwood High School

•

• • • •

A youth TEDx Nashville Ed event will feature Nashville Academy students as speakers. The event is scheduled for March 20 and will be held on the Tennessee State University campus. All seniors will be enrolled in a capstone course. All academy themes will be aligned with middle school curricula. Industry certifications will be available in every academy. An “onboarding” process will be created to introduce new academy teachers, students, and business partners to the Academies of Nashville.

Ford NGL Community Report

newton county, georgia Who We Are

Newton College and Career Academy (NCCA) represents a strategic focus of the Newton County Board of Education and the Newton County school system to meet the growing needs of the workforce of Newton and surrounding counties. Through the 18 career pathways and partnerships with local colleges, technical schools, and local businesses, NCCA prepares our young adults for the transition to postsecondary education and/or employment.

Samantha M. Fuhrey, Ed.S. Superintendent, Newton County Schools Danny Stone Chairman, NCCA Board of Directors

NCCA envisions being a premier teaching and learning environment that prepares students to be college- and career-ready in a global market. The mission of NCCA is to enhance academic achievement and to provide students with the knowledge and skills necessary to succeed in postsecondary education and the workforce. Designation as a Ford NGL community has provided a key brand, which casts a spotlight on our career academy and highlights the benefits of the academy model. The recognition has enhanced our recruitment of new businesses to the community and provided opportunities for new partnerships, helping us to achieve our mission.

James Johnson Co-Chair, Ford NGL Leadership Team, Covington/Newton County Chamber of Commerce

continued on page 44

Leadership

Samantha M. Fuhrey, Ed.S. Superintendent, Newton County Schools James Woodard CEO, Principal, and Ford NGL Community Coordinator, NCCA

Other members of our leadership team include:

Shannon Davis Co-Chair, Ford NGL Leadership Team, Covington/Newton County Chamber of Commerce James Johnson Co-Chair, Ford NGL Leadership Team, Covington/Newton County Chamber of Commerce Shelia Almand Strand 1 Leader, Bank of North Georgia Michelle Smith Strand 1 Education Facilitator, NCCA Lisa Edwards Strand 2 Leader, CR Bard, Inc. Jacob Vallbracht Strand 2 Education Facilitator, NCCA Robyn Chapman Strand 3 Leader, Corrugated Supplies Company Ken Ondracek Strand 3 Education Facilitator, NCCA

James Woodard CEO, Principal, and Ford NGL Community Coordinator, NCCA

Annual Report 2013 | Ford Next Generation Learning | 43

newton county, georgia continued from page 43

At a Glance

1 18 125

NCCA is the only facility of its kind within the Newton County School System.

The career academy offers students 18 career pathways.

In 2013–2014, there were 125 NCCA students (26% of eligible students) enrolled in Georgia Piedmont Technical College dual enrollment classes.

754 825 5 80%

NCCA’s enrollment for the 2013–2014 school year is 754 students, who come from all three high schools in Newton County: Alcovy, Eastside, and Newton.

The NCCA enrollment goal for the 2014–2015 school year is 825.

Partnerships Key partners include:

SKC, Inc. C R Bard, Inc. Covington/Newton County Chamber of Commerce City of Covington Newton County Board of Commissioners Newton County School System Georgia College and Career Academy Network Newton County Fire Department Georgia Perimeter College Georgia Piedmont Technical College The Center Industrial Development Authority Abraham Baldwin Agricultural College Hill Phoenix Emory University Georgia Institute of Technology University of Georgia

44 | Ford Next Generation Learning | Annual Report 2013

Dual enrollment through Georgia Piedmont Technical College offers five pathways.

Pathways offered

Current retention rate of students attending NCCA is 80%.

Agricultural Mechanics and Technology Forestry/Natural Resources Broadcast/Video Production Graphic Design/Communication and Print Computer Systems Repair and Networking Government and Public Safety Construction Healthcare Cosmetology Interactive Media/Web Design Culinary Arts Marketing Early Childhood Education Plant Science/Horticulture Engineering and Manufacturing Small Business Development Finance, Accounting, and Banking Transportation/Automotive Services

“Ford Next Generation Learning harnesses the power of our educators, employers, and community leaders to develop a generation of students who are prepared to compete in the 21st century.” —Samantha M. Fuhrey, Ed.S., Superintendent, Newton County Schools

2013 Highlights

As part of Ford NGL, NCCA students participated in—and won—a competition to create a video showcasing why their school and students are “Extraordinary.” Our Broadcast/Video Production pathway associates created a three-minute video that made it to the top three videos posted on Facebook for viewing. After receiving the highest number of votes, NCCA was awarded a $5,000 scholarship for one of our deserving students. Newton County Fire Service and NCCA established a partnership allowing NCCA to offer a Firefighter Career Pathway. This unique pathway, which teaches hands-on skills in fire safety and the roles of first responders, creates an essential applicant pool for Newton’s fire departments in the future. NCAA collaborated with Marketing Media Management of Louisville, Kentucky, the Covington/Newton County Chamber of Commerce, the Newton County Visitors Bureau, and The Center to launch the Home Grown Digital Internship program. NCAA students work with Marketing Media Management employees to perform virtual work through mobile office technologies and other cloudbased technology. NCCA was awarded “The Deal of the Year” 2013 by the Covington/ Newton County Chamber of commerce for its key role in economic and workforce development within Newton County.

“Because of Ford Next Generation Learning, Newton College and Career Academy is a springboard for the next generation workforce in Newton County.” —James Johnson, Director of Existing Industry and Workforce Development, Covington/ Newton County Chamber of Commerce

Annual Report 2013 | Ford Next Generation Learning | 45

Ford NGL Community Report

Philadelphia Academies, Pennsylvania Who We Are

As the only youth development nonprofit supporting the career academy model in Philadelphia high schools, the mission of Philadelphia Academies, Inc. (PAI), is to expand life and economic options for Philadelphia public school students through career-focused programming that prepares young people for employment and postsecondary education. For much of its history, PAI organized experiential learning activities for young people in Philadelphia public high school “pocket” career academies, which served about 10–25% of a school’s population. However, based on the findings of a 2009 University of Pennsylvania (Center for Policy Research and Education) study, we identified the need to shift over time to a “wall to wall” approach to ensure that all students in the schools we work with experience the career academy program. Our decision in 2010 to reach more students—four times as many by 2015—required more focus on coordinated teacher and student scheduling, team-building initiatives, cross-curricular integration, and professional development supporting the model. Through participation in Ford NGL, we have increased our internal capacity for delivering professional development for both PAI and district staff. We have also been connected to a network of professionals dedicated to helping young people achieve their goals. Ford NGL weaves a tapestry of support for organizations like ours who share the same goal.

Leadership

Connie Majka Ford NGL Community Coordinator, Director of Learning and Innovation, PAI Lisa J. Nutter President, PAI Stephanie Smith Director of Business and Community Partners, PAI Monica Steigerwald Director of Fund Development, PAI Jay Vazquez Director of Field Operations, PAI

46 | Ford Next Generation Learning | Annual Report 2013

At a Glance

21 3,677 career academies in 10 high schools

students enrolled in academies, out of 7,118 high school students in targeted high schools

Pathways offered include Environmental Technology, Health-Related Technologies, Horticulture, Fine and Performing Arts, Cinematography, Web Design, Business, Biotechnology (coming soon), Sports Marketing, and Business Finance

2013 Highlights

The William Penn Foundation granted PAI $1,425,000 over the next two years to grow our successful career academy model. The funding will enable PAI, in partnership with the School District of Philadelphia, to increase the scale of our college- and career-connected model from pocket programs within several Philadelphia public high schools to wall-to-wall programs serving whole schools. Roxborough High School in Northwest Philadelphia will be the first school to offer the career academy

“Philadelphia Academies, Inc., has successfully implemented this evidencebased education reform model with pocket programs in Philadelphia public high schools since the founding of the career academy model in Philadelphia more than 40 years ago. But it’s time to increase our reach...to expand the academy model to benefit all of the students in participating schools.” —Lisa Nutter, President, PAI program to 100 percent of its students. The grant will pave the way for the expansion of the transformational school initiative to include a network of wall-to-wall academy schools in Philadelphia by the 2016–2017 school year.

Academy students Maria Luciano, Izamarie Camacho, and Jose Morales Jr. Robert Usher 2013 International Business Academy Graduate

What’s Next?

Our primary goal for the 2014–2015 school year is an ambitious increase in academy enrollment. We plan to enroll 9,000 additional Philadelphia students in academies—a 300% increase.

Partnerships

Key partners include: • PECO: PECO’s predecessor—the Philadelphia Electric Company—is a founder of the academy model and has been involved in Philadelphia’s academies for more than 40 years by providing funding, guest instruction, site tours (our electrical academy is the only high school program allowed to visit the linesman school in Conshohocken), and internships. Today, PAI’s board president, Mary Krick, is the Vice President of PECO. Under Mary’s board leadership, PAI is embarking on creating an All Academy Network of Schools in Philadelphia. PECO’s vision and leadership continues throughout the academy model’s existence. • The William Penn Foundation, which has partnered with PAI for more than 15 years, invests in high-quality educational opportunities for low-income students in Philadelphia. Funding from the William Penn Foundation will enable PAI—in partnership with the School District of Philadelphia—to increase the scale of its college- and career-connected curriculum from pocket programs within several Philadelphia public high schools to wall-to-wall programs serving whole schools.

Julie McDaniel 2013 Communications Academy Graduate Connie Majka Ford NGL Community Coordinator, Director of Learning and Innovation, PAI

William R. Hite, Jr., Ed.D. Superintendent, School District of Philadelphia

Additional partners: ACE INA Aramark Accenture Citizens Bank Comcast Drexel University IBM Independence Blue Cross Thomas Jefferson University Hospital PECO-Exelon Philadelphia Gas Works

Pennsylvania Convention Center Pennsylvania Visitors Convention Bureau Science Center State Farm Insurance Company Stradley Ronon Sunoco 1199C – Health Workers Fund University of Pennsylvania UPS Vanguard

Stephanie Smith Director of Business and Community Partners, PAI Lisa J. Nutter President, Philadelphia Academies, Inc. and Shinelle Superville, Business Academy Graduate

Annual Report 2013 | Ford Next Generation Learning | 47

Ford NGL Community Report

Pinellas County, Florida Who We Are

Pinellas County Schools is the 26th largest public school district in the United States. Our community comprises 24 incorporated municipalities, each with their own infrastructure and governance. The school district operates 16 high schools in seven distinct cities. Based on free and reduced-price lunch eligibility, the weighted average of students from low-income families is 41.21%. The district has 20 formal fully integrated and cohorted programs for grades 9–12 in 13 schools using the academy methodology. We are proud of the partnerships we have established, which extend beyond local borders. Our five- year Ford NGL Master Plan for Academies of Pinellas has helped us unify our efforts across geographic borders in a way not possible before, making our community a viable model for other large, urban, multi-jurisdictional communities. Our participation in Ford NGL has resulted in more involvement by civic and corporate partners in our schools, which has three direct benefits: • Our schools and career technical programs are more attuned to the needs of our community and the businesses they serve. Our program curriculum is relevant and current, and our students are keenly aware of what is expected of them in the corporate community.

Leadership

Dr. Michael Grego Superintendent, Pinellas County Schools Alex McKenna Ford NGL Community Coordinator Terry Boehm President, Pinellas Education Foundation Brad Kugler Chairperson, Career Education Board Dave Barnes Executive Director, Office of Career, Technical & Adult Education (CTAE), Pinellas County Schools Joni Jonas Administrator on District Assignment, CTAE, Pinellas County Schools

• •

Our partners are continually amazed at the high quality and range of programs that we offer in our high schools. Our partners are more willing than ever to become involved in and support our programs.

At a Glance • • • •

20 fully implemented integrated, cohorted academies for grades 9–12 in 13 high schools A number of career-themed programs are in their initial phase of adoption of the academy methodology One high school is in its first year of full adoption of wall-to-wall academies As more of our high schools embrace the academy methodology, we anticipate a slow, steady growth in both the number of academies and the number of students participating in an academy experience

Partnerships

Key business partners include members of the Career Education Board and employers participating in site visits. Industries represented include: Finance (Achieva Credit Union, Raymond James, First Source HR) Healthcare (Baycare) Information Technology (Tampa Bay Technology Forum, Pratt, Brown & Associates, Prism Consulting) Engineering (McCormick Stevenson, George F. Young Engineering, Raytheon) Workforce (WorkNet Pinellas, Inc., Pinellas Job Corps) Pinellas County Economic Development Pinellas County Government (Sherriff, County Commissioner) Legal (Trenam Kemker, National Forensic Science Technology Center) Manufacturing (DITEK)

48 | Ford Next Generation Learning | Annual Report 2013

Construction (Creative Contractors) K–12 Education (Pinellas County Council of PTAs, Pinellas County School Board) Postsecondary Education (St. Petersburg College, University of South Florida, University of Florida St. Petersburg, National Aviation Academy, Central Florida Institute) Automotive (Crown Automotive Group, New Hope Automotive) Energy (Duke Energy, Clearwater Gas) Community-based Organizations (Museum of Science and Industry, Juvenile Welfare Board)

“We have diverse communities, each one unique and wonderful in [its] own way. Education and the involvement of the community in our academies have the potential to be the catalyst that can unify Pinellas County.”—Dr. Michael Grego, Superintendent, Pinellas County Schools

2013 Highlights • •

•

We were designated as a Ford NGL community on March 20 In support of Ford NGL Strand 3 (Transforming Business and Civic Engagement), our community’s civic and corporate partners visited every high school, using the Academies of Pinellas rubric to assess progress on the Academies of Pinellas Master Plan The community came together to write and submit a Youth Career Connect grant proposal for $7,000,000 to the U.S. Department of Labor

Results • • • •

Average weighted GPA (for the 2012–2013 school year): 3.27 (academy) vs. 2.86 (non-academy) Percentage of students taking at least one accelerated course: 25.21% (academy) vs. 14.81 (non-academy) Certifications for career technical programs of study increased by 60% from the previous year Certifications accounted for three high schools earning one letter grade higher than they would have without certifications (the state of Florida assigns letter grades to all schools based on a formula containing several variables, one of which is an acceleration measurement of students in academies earning industry certifications)

What’s Next?

Community goals for 2014 include the following: • Continue annual high school corporate visits with an expanded scope • Increase industry certification achievement • Increase the numbers of academies and of students in academies • Increase the number of individual program advisory committees • Increase the number of corporate advisory members • Increase the number of members and expand occupational area membership of the Career Education Board • Increase the number of work-based learning opportunities

Dr. Michael Grego Superintendent, Pinellas County Schools

Dave Barnes Executive Director, CTAE, Pinellas County Schools

Annual Report 2013 | Ford Next Generation Learning | 49

Ford NGL Community Report

Polk County, Florida Who We Are

The Polk County Ford NGL community, located in Central Florida, encompasses numerous cities and towns spread over a land mass that is larger than the state of Rhode Island. Polk County is home to the national headquarters for Publix Supermarkets. Polk’s Ford NGL community is commonly known as Polk Academies. Polk Academies promotes and facilitates partnerships with a community stakeholder group led by an executive committee, which represents the school district, postsecondary education, chambers of commerce, economic development agencies, and businesses. The committee directs the development of effective and sustainable career-themed educational programs that provide students with the opportunity to achieve their highest academic potential while developing a foundation for lifelong learning. Polk Academies has a very strong network of industry and business involved in the academy development and support process. The Ford NGL network assisted Polk in the development, implementation, and evaluation of the community’s Ford NGL Master Plan via a Workforce Florida grant. A hallmark of the community is its dynamic environment, which has allowed for continual reassessments and adjustments as the community continues to implement the Plan. During this process Polk has expanded its enrollment goal in career academies from 50% to 100% of all high school students via wall-to-wall academies. This aggressive goal challenges the community to complete this process within three years.

Leadership

Kathryn LeRoy Superintendent, Polk County Public Schools Mark Dunsford Ford NGL Coordinator, Polk County Public Schools Debbie Burdett Polk Academies Board Chair, Director of Philanthropy, Central Florida Speech and Hearing Center John Small Polk Academies Executive Board, Senior Director of Career, Technical, Adult, and Multiple Pathways, School Board of Polk County Doug Lockwood President of The Public Education Partnership for Winter Haven, Inc., stakeholder and member of the Ford NGL Leadership Council Misty Peacock Polk Academies Executive Board, V.P. of Dealer Relations, Mid-Florida Credit Union Jeanette Wallace Polk Academies Executive Board, A.V.P., Community Relations, Mid-Florida Credit Union

50 | Ford Next Generation Learning | Annual Report 2013

With new school district leadership and support, as well as concurrent development of an academy support infrastructure, the community has much to be proud of. Polk Academies has sent numerous stakeholders to Nashville to participate in Alignment Nashville seminars and workshops. The community is working toward the development of an Alignment Polk organization.

At a Glance • • • • •

75 academies at 16 high schools Every high school in Polk County has at least one academy 42 pre-academies at 12 of the 25 district middle schools Approximately 11,000 of 29,000 high school students are enrolled in an academy Approximately 4,000 of 23,000 middle school students are enrolled in a pre-academy

Partnerships

Key business and industry partners include: Mid-Florida Credit Union Lakeland Electric Company Geico Insurance WellDyne Pharmaceutical Company Polk State College SUN ‘n FUN, James Ray Foundation Rooms To Go Polk County Sheriff’s Office Bartow Fire Department

“Academies have given students hope...because of an education that gives them a direct connection to careers meaningful to the students and beneficial to society.” —Doug Lockwood, President, The Public Education Partnership, Winter Haven, Florida Mark Dunsford Ford NGL Coordinator, Polk County Public Schools

2013 Highlights

On January 29, Polk Academies and Polk County County Schools were officially designated as a Ford NGL community at a ceremony held at LEGOLAND Florida. In August, Polk’s first Annual Retreat brought many influential business leaders together to focus on the development of an alignment organization. Kathryn LeRoy, Superintendent of Polk County Public Schools, and members of the school board and Polk Academies Executive Board attended an Alignment Institute in Nashville in September. Upon their return, a special work session was scheduled for the school board to discuss the inclusion of academies in the district’s five-year strategic plan, as well as the continued development of an Alignment organization.

Kathryn LeRoy Superintendent, Polk County Public Schools

The support of Ford NGL at the designation event and the initial Alignment retreat was instrumental in marketing academies and facilitating dialogue about the issues facing education in Polk County. In November, the fifth annual WE3 Expo was held at SUN n FUN, Inc. This event brought in approximately 8,000 students in grades 5 and 8 to experience what each of Polk’s academies will offer them upon their arrival in middle school and high school. A business partner reception was held to showcase the academies and to enable business partners to explore the offerings of each academy.

Doug Lockwood President, The Public Education Partnership for Winter Haven, Inc.

What’s Next? • • • •

Polk will continue to implement and evaluate the goals identified in our Ford NGL Master Plan. The community will continue the development of an Alignment organization. At least two academies will be nationally certified by the end of 2014, with at least seven nationally certified by the end of 2017. Our goal is for all high school students to be enrolled in an academy within the next three years.

“Education provides an opportunity to acquire knowledge, achieve dreams, and create life-long learners who thrive now and in the future. Career academies create a truly integrated and personalized educational environment that makes achieving these goals a reality.” —Kathryn LeRoy, Superintendent, Polk County Public Schools

John Small, Polk Academies Executive Board, Senior Director of Career, Technical, Adult, and Multiple Pathways, Polk County Public Schools

Annual Report 2013 | Ford Next Generation Learning | 51

Ford NGL Community Report

rockford, illinois Who We Are

In 2010, declining graduation rates—among many other indicators—signaled that Rockford’s existing high school structure served neither students nor the community well. In this climate Alignment Rockford formed, and its High School Pathways Committee, chaired by a school district executive, began researching high school redesign possibilities. The committee made the bold recommendation that Rockford’s traditional high schools adopt the academy structure. In 2011, the Rockford Area Economic Council, Ford NGL, Rockford Public Schools and Alignment Rockford formed a partnership to pursue high school redesign together. In 2012, the Rockford Public Schools Board of Education voted unanimously to transform all of Rockford’s high schools into career and thematic academies. Motivated by interactions with Ford NGL, Alignment Nashville, and participation in The Academies of Nashville Study Visits, Rockford, Illinois, is transforming its high schools into the College & Career Academies of Rockford. Ford NGL provided Rockford with a model to transform traditional public high schools into career- and interest-themed academies. As a result, Rockford’s four comprehensive high schools are establishing academies with multiple pathways in each academy. Academy students now have the opportunity to participate in dual enrollment courses where they earn college credit in high school, and to earn industry-recognized credentials to certify career readiness.

Leadership

Kenneth Scrivano President, Rockford Public Schools Board of Education; Alignment Rockford Governing Board member Dr. Ehren Jarrett Superintendent, Rockford Public Schools; Alignment Rockford Governing Board member Laurie Preece Executive Director, Alignment Rockford; Ford NGL Community Coordinator Theodore Hickman Assistant Superintendent for Secondary Schools, Rockford Public Schools; Chairman, Alignment Rockford Pathways Committee Bob Guirl Director, Strategy and New Business Development, United Technologies Aerospace Systems; Vice Chairman, Alignment Rockford Pathways Committee David Carson Executive Director of College and Career Readiness, Rockford Public Schools; Chairman, Alignment Rockford Career Awareness Committee Earl Wilsey Vice President, Schmeling Construction; Vice Chairman, Alignment Rockford Career Awareness Committee Don Rundall Principal, Jefferson High School

52 | Ford Next Generation Learning | Annual Report 2013

Alignment Rockford envisions all students graduating from high school with marketable employment skills and enrolling in postsecondary education and training. Students are eager to live, work, learn, create, and play in the Rockford region as contributing adults. Alignment Rockford’s mission is to align community resources in support of public school strategies to raise student achievement, improve the health and happiness of our children, and advance the economic and social well-being of our community.

2013 Highlights •

•

April: For the second year in a row $175,000 is awarded to Alignment Rockford from the Rockford Area Economic Development Council’s Emerging Opportunities Funds to “transform teaching and learning and to transform business and civic leadership.” June: One hundred academy teachers from the new College & Career Academies of Rockford visit 50 businesses to prepare for project-based learning. August: Academy “Boot Camps” provide intensive academy-oriented professional learning community experiences for teachers. September: The second annual Academy Expo showcases 140 careers for 5,000 students to help them select their high school academy and pathway. At the conclusion of this event, 98% of the industry experts signal their intent to participate in the 2014 Academy Expo. More than 5,000 students attended the September Academy Expo. More than 580 professionals staffed 140 booths, engaging students in hands-on, career-related activities and sharing their personal pathways to careers. Student survey feedback

“Academies provide connections to the real world. I get to work with mechanical engineers through AIAS Architecture Club. I get their professional views and opinions which helps me know how they think.” —Marco De Paz, Engineering student

• •

indicated that the Expo helped 64% of the students select their academy. Students especially valued their conversations with the industry professionals and what they learned about careers. An Alignment Rockford and Rockford Public Schools team participated in the Alignment Institute 2013. November: A Rockford Public Schools team participates in The Academies of Nashville Ford NGL Study Visit, the fifth consecutive Study Visit that Rockford teams have attended.

Students learn the tools of a chiropractor at the 2013 Academy Expo. Hospitality Ambassadors pass this sign on their way to the main floor at the 2013 Academy Expo.

continued on page 54

Dr. Ehren Jarrett Superintendent, Rockford Public Schools

Partnerships Through Alignment Rockford’s Governing Board, key government, business, agency, postsecondary educational, and cultural leaders are partners with Rockford Public Schools, including: Anderson Enterprises BMO Harris Bank City of Rockford Discovery Center Museum Girl Scouts of the U.S.A. H.R. Solution Services La Voz Latina New Zion Baptist Church Northern Illinois University OSF Saint Anthony Medical Center Pilgrim Baptist Church Riverside Community Bank Rock Valley College Rockford Area Economic Development Council Rockford Chamber of Commerce Rockford Health System Rockford Park District Rockford University SwedishAmerican Health System United Way of Rock River Valley University of Illinois College of Medicine UTC Aerospace Systems Winnebago County Winnebago County 17th Judicial Court

A Rockford high school student watches a liquid nitrogen demonstration.

During 2013, Alignment Rockford received grants, contributions, and sponsorship funding from the following sources: Anderson Foundation Behr Family Bergstrom Inc. BMO Harris Bank Chase Foundation Colorlab Cosmetics Comcast Ford NGL Northern Illinois Building Contractors Association OSF Saint Anthony Medical Center Packaging Coordinators, Inc. Riverside Community Bank Rockford Area Economic Development Council Rockford Health System Rockford Public Schools SwedishAmerican Health System United Technologies Aerospace Systems Woodward, Inc. In-kind contributions are too numerous to list but include more than 300 community organizations that participate with Alignment Rockford in designing or delivering solutions for Rockford Public Schools.

Alignment Rockford’s Diane Peters (far left) and Laurie Preece (far right) with Executive Committee Vice Chair Sarah Wolf and Secretary John Anderson

A student tries a flight simulator at the Embry-Riddle booth at the 2013 Academy Expo.

Annual Report 2013 | Ford Next Generation Learning | 53

rockford, illinois

“Academies allow me to get a foot in the door, making connections into and within the industries to help me after I graduate.” —Braxton Washington, Transportation student

continued from page 53

At a Glance •

• • •

Rockford has four academy clusters: • Business, Arts, Modern World Languages, and Information Technology • Engineering, Manufacturing, and Industrial and Trades Technology • Human and Public Services • Health Sciences Pathways within each academy vary from school to school, based on employment needs and the interests of students and families. All eighth- and ninth-graders are enrolled in a seminar course to explore their interests and to prepare them to select an academy and pathway in ninth grade. By fall 2014 all Rockford Public Schools high schools—with a total enrollment of about 5,000 students—will be wall-to-wall academies.

Results

During the 2012–2013 school year, Jefferson High School piloted the College & Career Academies of Rockford with its freshman students. Those students experienced a 25% decrease in tardiness, a 15% decrease in excused absences, a 30% decrease in unexcused absences, and an 11% decrease in failures, compared to freshman students from the previous year.

25% 15% 30% 11%

decrease in tardiness

decrease in excused absences

decrease in unexcused absences

decrease in failures

54 | Ford Next Generation Learning | Annual Report 2013

What’s Next?

During 2014: • The College & Career Academies of Rockford will complete its expansion to include all students at all high schools • Alignment Rockford and Rockford Public Schools will continue to provide professional development to support transformational teaching and learning and will continue to build civic and business leadership to support academy success • More than 400 teachers will visit businesses to build relationships between educators and employers and to help teachers increase the relevance and rigor of instruction and curriculum • A new Alignment Rockford pilot will provide 50-minute weekly student enrichment periods so that teachers can participate in Professional Learning Communities

Ford NGL Community Report

st. johns county, florida Who We Are

Our community’s mission is to connect students to business-driven programs that offer the highest level of education available. We strive to enhance district-wide partnerships between business and education in order to attract and retain targeted, high-value industries, and to provide students with numerous opportunities to reach their potential. Our career academies foster students’ knowledge, skills, and creativity to thrive in a global environment, as we continue to build capacity to serve all students in high-level, demanding, and motivating programs.

Joseph G. Joyner, Ed.D. SJCSD Superintendent

Dr. Joseph Joyner, St. Johns County School District (SJCSD) Superintendent, has been a driving force with St. Johns’ career academies. He and the school board have been extremely supportive of and involved in educating the community about the benefits of career academies to the overall economic well-being of the region. Participation with Ford NGL has provided us with a network of resources and best practices from other communities that embrace the career academy model.

At a Glance

15 3,800

academies in 7 high schools (each with two different pathways)

students are enrolled in career academies (out of approximately 10,000 students district-wide)

Paula Chaon, SJCSD Director of Career Education

continued on page 54

Leadership Joseph G. Joyner, Ed.D. SJCSD Superintendent Paula Chaon SJCSD Director of Career Education Angie Chriest Vice President, VyStar Credit Union Dr. Pat Moore Flagler Hospital Bruce Ferguson President, CareerSource Workforce Development Board

Bill Lazar St. Johns Housing Partnership David DeRidder Schultz Center for Teaching and Learning Isabelle Rodriquez St. Johns County Chamber of Commerce Anna Lebesch St. Johns River State College

Annual Report 2013 | Ford Next Generation Learning | 55

st. johns county, florida continued from page 55

•

In 2013–2014, we expanded our middle school career academies at six schools; each middle school academy offers one high school course—either Computing for College and Careers or Introduction to Information Technology Pathways offered include Architecture and Construction; Arts, AV Technology, and Communications; Business Management and Administration; Education and Training; Energy; Finance; Health Science; Hospitality and Tourism; Information Technology; Marketing; Transportation, Distribution, and Logistics; and STEM

•

In partnership with VyStar Credit Union, we implemented “On Your Own” Reality Fairs for all seniors (in response to Florida’s new financial literacy standards). The fairs engaged new business partners, parents, faculty, and staff in meaningful project-based learning activities, which benefited all of our seniors. Career academy teachers were an integral part of the planning and implementation and are excited about working with academic teachers on how to involve business partners to further enhance student learning.

2013 Highlights •

• •

•

Two of St. Johns’ Academies—Academy of Environmental and Urban Planning at Creekside High School and VyStar Academy of Business and Finance at Pedro Martinez High School—were designated as National Model Career Academies by the National Career Academy Coalition, bringing to five the number of model career academies in St. Johns County. We completed our Ford NGL Master Plan. We established a Middle School IT Academy at Switzerland Point Middle School and six other middle schools. In the pilot year (2012–2013) of Introduction to Information Technology, 177 students enrolled and 79 eighth grade students earned 146 certifications in Microsoft Word, PowerPoint, or Excel. We conducted project-based learning professional development with partners, all principals, assistant principals, instructional literacy coaches, and teachers.

SJCSD Career and Technical Education Department Data Attendance rate:

92% for non-academy students 94% for academy students Graduation rate:

92% for non-academy students 97% for academy students Disciplinary actions:

Partnerships Key partners include:

VyStar Credit Union Flagler Hospital Citi Deutsche Bank Florida Blue Leonard’s Studios Stellar Bozard Ford Carter Financial Services JEA Florida Power and Light Jacksonville Jaguars

Results

City of Saint Augustine Public Works Department Florida Engineering Society PGA Tour Entertainment First Coast News Taylor Engineering University of North Florida Department of Engineering AXA Equitable Florida Institute of Certified Public Accountants

56 | Ford Next Generation Learning | Annual Report 2013

11% for non-academy students 7% for academy students What ’s Next? • •

Our primary goal for 2014–2015 is to open two new career academies. We also look forward to our official designation as a Ford NGL community and to our Annual Retreat in 2014.

Ford NGL Community Report

Volusia County, Florida Who We Are

The Volusia County Ford NGL community began 18 years ago as the Career Connection Consortium, a name and organization that still leads Volusia’s community-supported career program with 35 career academies. Ford NGL recognized Volusia as one of the first Ford NGL communities for leadership in developing and implementing career academies in 2007.

Kelly Amy Coordinator of Career and Technical Education and the Arts, Volusia County Schools Teresa Rogers Volusia County Career Connection CADRE Chairperson and CEO of the Volusia Flagler Family YMCA

The Career Connection Consortium represents stakeholders from the school district, Flagler/Volusia Career Source (Workforce Development Board), economic development agencies, nonprofit organizations, business associations (e.g., manufacturing, hospitality, utilities, automotive, technology), Chambers of Commerce, postsecondary institutions, and industry cluster business leaders. The Consortium is lead by an executive committee of community leaders known as the Career Connection CADRE. The CADRE works to ensure that the community supports secondary career and academic instruction that prepares students for success in a four-year university, community college, or technical center, or a career opportunity right out of high school. The CADRE leads and supports the annual evaluation of each of Volusia’s career academies. This progress-monitoring system is based on 12 standards that are closely aligned with those of the National Career Academy Coalition. Long a leader in the development of career academies, Volusia County Schools has hosted national and Florida-based symposiums and conferences on the development and implementation of career academies. Additionally, Volusia has led Florida initiatives in academic and technical curriculum integration, mentored 18 other Florida districts in the development of career academies, and hosted numerous webinars and visits for communities that are part of the Ford NGL network. Participation with Ford NGL has helped Volusia become part of a national conversation about the success and power of the career academy model as a proven method for transforming the way high school education is delivered. Implementation of the three strands of Ford NGL—Transforming Teaching and Learning (Rigor), Transforming the Secondary School Experience (Relevance), and Transforming Business and Civic Engagement (Relationships)—has encouraged our community to reach a higher percentage of our students via the academy model. Our data show that it works!

Dr. Margaret Smith Superintendent, Volusia County Schools Marianne Blair Ford NGL Community Coordinator

continued on page 56

Annual Report 2013 | Ford Next Generation Learning | 57

volusia county, florida continued from page 57

At a Glance

mission and vision

The mission of Career and Technical Education is shared in the Vision Statement of Volusia County Schools: “Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society.” The mission of the Career Connection CADRE is “to create connections between business and education, ensuring a talented and skilled workforce.”

• •

Volusia County was designated as a Ford NGL community in September 2013. The Career Connection Master Plan has been updated to make use of the tools and strategies available to Ford NGL communities. The plan continues to stress the integration of the academic and technical core via project-based learning developed in concert with teachers and business leaders throughout the county.

Leadership Dr. Margaret Smith Superintendent, Volusia County Schools Kelly Amy Coordinator of Career and Technical Education (CTE) and the Arts, Volusia County Schools Marianne Blair Ford NGL Community Coordinator Teresa Rogers Volusia County Career Connection CADRE Chairperson and CEO of the Volusia Flagler Family YMCA

In addition, the Career Connection CADRE comprises well over 100 stakeholders serving the consortium and more than 150 business, parent, and student members of individual career academy advisory committees. The CADRE Executive Committee includes the following members: Teresa Rogers CADRE Chairperson, President and CEO of the Volusia Flagler Family YMCA Dr. Margaret Smith Superintendent, Volusia County Schools Bambi Lockman Assistant Superintendent for Curriculum, Volusia County Schools Robin King President and CEO of Career Source (Workforce Board) Dr. Carol Eaton President of Daytona State College Mary Bruno Associate Vice President for CTE, Daytona State College Dr. Willis Walter Vice President, Bethune Cookman University Jane Fifer President and CEO, Volusia Manufacturers Association

58 | Ford Next Generation Learning | Annual Report 2013

Rob Erhardt Volusia County Economic Development Agency John Guthrie Halifax Health Scott Devault Aegis Corporation Rick Fraser Ormond Beach Chamber of Commerce Regina Spatcher Community Relations Coordinator for Keiser College Jerry Mayes Economic Development Chair for the City of Deltona Christine Langley Director, Organizational Development for Raydon Max Steiner Universal Technical Institute Admissions Representative Norman Lane President of Rotomation Dr. Ron Eaglin Associate Vice President, Daytona State College of Technology Dr. Cassie Renzi University Department Chair at Keiser University Wayne Van Orden NAARDEN, INC Dr. Les Potter Daytona State Academic Chair of School of Education Deanna Gammero Junior Achievement Jim Cameron Chamber of Commerce Nancy Holman President of School Partnerships Kelly Amy Coordinator of CTE and the Arts, Volusia County Schools Marianne Blair Ford NGL Community Coordinator

“The partnership between K–12 education, business members, and postsecondary education in our career academies is critical to their success. We know that the academy model works for students, and we are collecting data that supports that conclusion.”—Kelly Amy, Coordinator of Career and Technical Education and the Arts, Volusia County Schools • • •

There are 35 academies in 10 comprehensive high schools. Two new academies were added in 2013–2014, with more planned for 2014–2015. The updated Ford NGL Master Plan shows that there are 4,545 students enrolled in career academies in grades 9–12, representing 22% of Volusia County high school students.

Results

90% 78 3.3135 2 %

Graduation rate: 89.69% for academy students, compared to 77.88% district-wide.

•

.8769

GPA (weighted): 3.135 for academy students, compared to 2.8769 district-wide.

Academy of Information Technology and Robotics (AITR) is a Ford NGL-sponsored academy, viewed as a model of academic and technical integration across the Ford NGL network. AITR results (featured on page 21 of this report) exceed all district-wide results for graduation rate, GPA, and core end-of-course exams.

2013 Highlights

Among Volusia’s many achievements in 2013, our Academy Awards/ Annual Retreat Event on September 13 was the crowning jewel for our community because it gave the career academies an opportunity to gain recognition for participating in the evaluation process and enlightened the business community about the achievements of our academies. At this event, a group of about 50 district staff, students, and business partners began building consensus on what attributes we would like to see in our graduates. To continue to develop this consensus, a group of participants from the initial meeting have come together twice to consolidate our thoughts into manageable statements that will be reflected in our update of the Master Plan. This process allows us to collaborate with our community and motivate change in the district.

What’s Next?

Our goals for 2014 (and beyond) include the following: • Hold our second Ford NGL Annual Retreat • Support individual schools considering a wall-to-wall model • Replicate the AITR model in other academies • Increase overall enrollment in academies by 3% over the next two years • Redesign middle school technology programs to include STEM competencies, initiate project-based learning, and align with the 13 academies that meet state and national definitions of STEM • Continue to support high-quality academy implementation that includes professional development for school-based administrators, academy directors, teacher teams, and business partners • Continue to support academy scheduling and integrated curriculum delivery • Offer support and training to assist all stakeholders to make academies the best possible learning environment for students • Continue to collect data to build evidence that the academy model is making a difference for student achievement and other indicators of student success • Strengthen the Career Connection CADRE and create relevant industry councils to assist and support academies

Annual Report 2013 | Ford Next Generation Learning | 59

Ford Next Generation Learning: The Leading Source coming

soon

What if you could get an inside look at a Ford NGL community and learn its most successful strategies, tactics, and practices? What if you could get an inside look at 16 of them? Imagine the time and money your community could save by knowing whatâ&#x20AC;&#x2122;s worked and what hasnâ&#x20AC;&#x2122;t in the successful network of Ford NGL communities. Now imagine having a blueprint that lays out how to . . .

Transform teaching and learning

Transform the secondary school experience

60 | Ford Next Generation Learning | Annual Report 2013

Transform business and civic engagement

If you’re ready to learn how to make Ford NGL work in your community,

The Leading Source is your answer.

The Leading Source is an online learning center that allows you to “tour” communities that have been successful in planning and implementing Ford NGL to transform secondary education. What do you get when you join The Leading Source? • Ideas and best practices for implementing the Ford NGL Essential Practices in your community • Private access to Ford NGL leaders and experts across the country who are available to answer your questions through a series of live webinars • Step-by-step blueprints of the most successful events Ford NGL communities have run, taking the guesswork out of planning your next event • Valuable templates, resources, and models for implementing the Ford NGL Essential Practices • Videos and testimonials of success stories from students, teachers, community partners, and employers that give you a glimpse of how high school students can be engaged in their learning as they prepare for college, careers, and life • Video training that guides you through each phase of the Ford NGL community process

As a member, you’ll also have the opportunity to purchase additional in-depth materials that are available only on The Leading Source.

Check out our website: www.theleadingsource.org NOTE: In order to provide our full attention to members of The Leading Source, we’re only accepting a limited number of paid members.

If you’re interested in becoming one of those members, go to www.theleadingsource.org right now and get on our VIP waiting list.

Once you’re on the list, you’ll be the first to know when the website is open for new members.

Annual Report 2013 | Ford Next Generation Learning | 61

OUR TEAM

62 | Ford Next Generation Learning | Annual Report 2013

THE FORD NGL NATIONAL TEAM is committed to achieving the benefits of Ford NGL in all of our communities. National Team members serve various roles, ensuring strategic direction, implementation, and alignment that connects back to our intended outcomes. The team structure and operations are intentionally designed to be collaborative and to model the practices we want students to experience.

Ford NGL National Team members, L-R, Jessica Delgado, Sydney Rogers, Tom Besaw, Ronda Alexander, Cheryl Carrier, Ilene Kantrov, Janet Padilla, Rick Delano Ford Motor Company Fund and Community Services works with community partners to advance driving safety, education, and community life. The Ford Motor Company Fund has operated for more than 60 years with ongoing funding from Ford Motor Company. Ford Driving Skills for Life teaches new drivers through a variety of hands-on and interactive methods. Innovation in education is encouraged through programs that enhance high school learning and provide college scholarships and university grants. Through the Ford Volunteer Corps, more than 25,000 Ford employees and retirees each year work on projects that better their communities in 30 countries. For more information, visit the Ford Motor Company’s website (community.ford.com). Education Development Center, Inc. (EDC), is a global nonprofit organization that creates learning opportunities for people around the world, empowering them to pursue healthier, more productive lives. EDC staff designed the Ford PAS curriculum—which serves as a practice model for Strand 1 of Ford NGL—as well as professional development experiences for educators. EDC also supports capacity building in Ford NGL communities and within the Ford NGL network to sustain and scale systemic transformation. EDC staff draw on their breadth of organizational expertise to develop tools and resources to support implementation, ground the work in research-based practices, participate in efforts to secure program funding, consult on program evaluation, and provide STEM subject matter expertise. In addition, EDC staff are represented on the Ford NGL National Team and Leadership Council. continued on page 64

Annual Report 2013 | Ford Next Generation Learning | 63

OUR TEAM continued from page 63

Alignment Nashville (AN) is the collective impact backbone organization that supports the Academies of Nashville and is described as an operating system for community engagement. AN convenes organizations to work with the public schools strategically. In 2013, AN initiated Alignment USA (AUSA), a network of communities that adopt the Principles, Structure, Process, and Technology toolset of Alignment. The AUSA network will collaborate to identify best practices and improve the Alignment toolset. Several Ford NGL communities are also AUSA communities. Ford NGL National Advocates serve to strengthen our network, including Ford NGL Coaches and Ford NGL communities. Each Advocate mentors Ford NGL Coaches and serves on the National Team, enabling Advocates to make connections and share opportunities across Ford NGL communities. Advocates oversee and monitor progress in all phases of Ford NGL: Vision, Plan, Implement, and Sustain and Go Further. Ford NGL Coaches are committed to guiding communities through the four phases of Ford NGL. Ford NGL Coaches help communities achieve their outcomes and strengthen their capacity. Coaches serve different roles—including but not limited to mentors, project managers, facilitators, and coaches—depending on the phase and the community’s needs. Ford NGL Consultants are members of our network who are experienced experts in particular aspects of the Ford NGL Essential Practices. Ford NGL Consultants support the Ford NGL Coaches with various aspects of Ford NGL Master Plan development and implementation, depending on the communities’ needs. The Ford NGL Leadership Council is charged with advising the National Team and strengthening and growing the capacity of Ford NGL to support the network. The Leadership Council carries out its work through three committees: Leadership Development and Coordination, Program Innovation, and Expansion and Capacity. The Leadership Council is composed of Ford NGL Professional Development Providers, Ford NGL Coaches, Ford NGL Consultants, Ford NGL Community Representatives, and representatives from Ford NGL Hubs, along with the members of the Ford NGL National Team, which includes the National Advocates.

64 | Ford Next Generation Learning | Annual Report 2013

Ford NGL Hubs are experienced Ford NGL-approved service providers who assist Ford NGL Coaches in their support of communities in various phases of Ford NGL. Ford NGL Hubs are composed of Ford NGL Professional Development Providers, Ford NGL Consultants, and Ford NGL Coaches.

2013 Ford NGL Hubs Coachella Valley, California Elk Grove, California Florida Georgia Nashville, Tennessee Philadelphia, Pennsylvania South Texas

Ford NGL Professional Development Providers (PDPs) are experienced designers and facilitators who participated in an extensive 18-month Ford NGL professional development training focused on building and strengthening knowledge and skills in facilitation, design, and collaborative visioning. Ford NGL PDPs can support the Ford NGL network in various ways throughout the entire Ford NGL experience. Ford NGL PDPs have a deep knowledge of and experience in designing and facilitating teacher professional development in the Ford NGL Teaching and Learning Pillars—the key features of the Ford NGL approach to transforming teaching and learning: hands-on, collaborative, and project- and inquiry-based. PDPs support teachers’ integration of rigorous academic and career-relevant learning.

Ford NGL 2013 Leadership Council Members Ronda Alexander Nice Alterman Kelly Amy Pedro Bermudez Tom Besaw Mark Calvin Cheryl Carrier Rick Delano Jessica Delgado Jennifer Edge Starr Herrman Ehren Jarrett Jessica Juliuson Ilene Kantrov Steven Ladd Carl Leiterman Douglas Lockwood Connie Majka Kim McNulty Millie Mitchell Christy Moustris Keith Nalbach Janet Padilla Scott Palmer Natalie Prim Sydney Rogers Thom Suddreth Sheila Thornton Ernesto Villarreal Jill White Jenny Williams Aimee Wyatt

Dearborn, Michigan Bocas de Nosara, Costa Rica DeLand, Florida Miami, Florida Port Orange, Florida Satanta, Kansas Dearborn, Michigan Bridgehampton, New York Chicago, Illinois Pensacola, Florida Nashville, Tennessee Rockford, Illinois Woburn, Massachusetts Lexington, Massachusetts Elk Grove, California Pace, Florida Winter Haven, Florida Philadelphia, Pennsylvania Coachella Valley, California Dearborn, Michigan Roseville, California Providence, Rhode Island Chicago, Illinois Romeo, Michigan Pensacola, Florida Nashville, Tennessee Atlanta, Georgia Coachella Valley, California Edinburg, Texas Pensacola, Florida Atlanta, Georgia Nashville, Tennessee

Ford NGL Board Affiliations

Cheryl Carrier represents Ford NGL as a member of the boards of directors of the following organizations: • National Career Academy Coalition • National Career Technical Education Foundation • National Association of Workforce Boards

Annual Report 2013 | Ford Next Generation Learning | 65

Whatâ&#x20AC;&#x2122;s Next for Ford NGL? Ford NGL is excited to work with our entire network and team to continue making progress towards achieving the Ford NGL long-term outcomes: increased high school graduation rates; increased academic achievement; improved preparation for college, careers, and life; increased earning potential; and community prosperity. We have collaboratively developed a plan to guide our work. It includes a set of strategies and tactics, which will help us achieve these long-term outcomes. The plan identifies the following mid-term outcomes that we are determined to achieve by December 2015:

1. Six communities in the United States are designated as Model or Model Track level; each Model-level community demonstrates the capacity to mentor other communities. 2. A total of 26â&#x20AC;&#x201C;30 communities become Ford NGL affiliated communities. 3. Three hundred change agents fully understand Ford NGL and are able to mentor others in their own communities. 4. Technology that links stakeholders and supports Ford NGL professional learning communities is in place. 5. Ford NGL demonstrates sustainability.

66 | Ford Next Generation Learning | Annual Report 2013

Please visit www.fordngl.com for more information.