The Mid-Columbia School-to-Work System
(Hood River, Oregon)
Summary: Overview of the Strategy
Oregon is divided into fifteen configurations of counties formed to provide
the integrated delivery of workforce education, training and job placement
programs, and services. Our region, located in the northern and central
part of Oregon along the Columbia River, includes five counties: Gilliam,
Hood River, Sherman, Wasco and Wheeler. The total population for all five
counties is about the same size as a small city, 45,000. The land mass of
the region covers slightly less than 1/4 of the entire state. Travel time
from our first school in the west to our most remote school in the east
is approximately a four hour drive that roughly covers 260 miles.
The educational community in our region is divided into 12 districts
with one community college and 12 high schools. Out largest school, Hood
River Valley High School, has 930 students with a 30% Latino population
speaking Spanish as their first language. Spray High School in Wheeler County
our smallest high school, boasts of a student population of 24 and is one
of two schools that have boarding facilities located on or near their campuses.
Our strategy to include ALL is an integrated system using the foundations
of the Youth Transition Program (a program designed for students with disabilities)
to ensure every student participates in our Mid-Columbia school-to-work
system. Each of our twelve high schools brought together key stakeholders
from their communities to develop an action plan. Because of this inclusive
process, every school regardless of size has implemented school-to-work
for all students resulting in a long term systemic change. The steps we
used are outlined below.
School-to-Work Plans developed by each school reflect the following:
- all opportunities offered have the necessary components of work-based,
school-based and connecting Activities
- barriers to implementing a school-to-work system are addressed
- resources and support to overcome barriers are identified
- an action plan is developed, including tasks to be completed, the timelines
and person(s) responsible for ensuring sustainability
- all students have a transition plan
- all students have a career portfolio
- all students have a community experience
- integration of all students into school-to-work activities
School Based Strategies: Starting in the Freshman year all students
have a transition plan that follows them throughout their four years in
high school. Transition plans are developed by the student and their Career
Education teacher during freshman and sophomore years. They are continuued
through junior and senior years by the School-to-Work Coordinator through
the career center. These plans are updated each year and reflect goals,
career plans, and personal preferences.
Work Based Strategies: Using the transition plans and career interest
inventories every sophomore has a half-day job shadow experience based on
their preference. Accommodations and modifications are made for those students
with significant disabilities. Every student sends a resume, cover letter,
and thank you note to the businesses. Juniors and Seniors have a variety
of experiences, including internships, mentorships and extended job shadows.
Summit Career Center serves all students in their placements.
Connecting Activity Strategies: In developing our strategy for
each school, key stakeholders are invited to participate in the planning
of the school-to-work system for their schools. Community members, businesses,
parents, students, agency personnel (Vocational Rehabilitation, JTPA, Employment
Division) and school staff develop a plan to ensure all students participate
in school-based, work-based, and connecting activities. We have established
a relationship with over 400 business partners.
The Need
The overall goal of the strategy is to ensure all key stakeholders have
a voice and are involved in the decision making process to institute their
school-to-work system. Included in this strategy, in addition to the overall
plans, are specific requirements of all schools in our region. These are
as follows:
- all students have a career portfolio
- all students have a transition plan that reflects their needs, goals
and preferences
- all 12 high schools have a student run and operated business
- all schools include all students
This strategy was created to make the process inclusive. In addition,
the small and remote schools in our region have huge barriers to overcome.
The lack of businesses, transportation and work- based learning opportunities
for students have forced communities to be creative in their approaches
to solving these obstacles. Twelve school districts have diverse populations,
specific needs and different graduation requirements. The idea was to have
continuity across the region but allow each district to have a say in what
was needed and expected in their individual schools.
The learners this strategy is designed to assist in school-to-work is
- simply said - ALL learners. To give you an idea of what this means for
us, the demographics of our 13 high schools are as follows:
- Total students: 2810
- Students with disabilities - 296
- Talented and gifted students - 142
- Latino Students - 640
- Native American Students - 73
- Asian Students - 36
- African American - 12
Meeting the Need
In meeting this need, critical partners were identified. This includes
technical assistance from the Oregon Systems Change Network and the Youth
Transition Program through the University of Oregon, local business leaders,
agency personnel, school staff, parents, and of course, the students!
The planning process used to develop our regional and school plans is
similar to the process designed to assist individual students (especially
those with disabilities) plan for their future through Personal Futures
Planning (PFP).
The Oregon Systems Change Project and Project Choices developed a manual
and workshops to train others regarding how to facilitate PFP meetings.
Those participating in planning with students include business and employer
representatives involved through internship and other options, parents,
and teachers who are visibly committed to the "all means all"
philosophy, and other community representatives. As a result of this training,
our region developed a planning strategy and modified materials to bring
key stakeholders together to produce a school-to-work action plan that ensures
all students participate in their school-to-work system. Those participating
in the Personal Futures Planning love it and are very supportive.
The Oregon System Change Grant provided facilitator training. The school-to-work
grant provided the funding for staff. Staff includes both Youth Transition
Program staff and School-to-Work staff, who spend half of their time in
each area. District moneys were used for staff development time.
The Results
Once the plan is in place at each school, it is important to do follow-up
and mentoring. Remembering the following important factors will ensure all
students participate and are involved in a school-to-work system:
- Monitor
- Evaluate
- Mentor
- Revise
A designated staff member or a school-to-work team is needed to connect
with the school staff to guarantee the goals and the objectives of the plan
are carried out.
All of our students are involved in school-to-work activities. The following
example includes a range of learners:
Job shadow for all sophomores. This class is connected
to a career education class called Sophomore Search. Students with mild
disabilities are enrolled in the class. Students with significant disabilities
are enrolled for specific activities. All students job shadow on the same
days and times. Students who speak Spanish as their first language are paired
with businesses that have a bilingual person. This is only one example of
the results of pulling key stakeholders together to develop a school-to-work
action plan.
Every student does a job shadow. Curriculum has been developed to include
learning strategies so more students can be successful (e. g. Automotive
English). Schools applying for start-up moneys from our regional STW grant
for a student business must demonstrate how all students can participate.
All students have transition plans.
Our regional STW system has been evaluated by Mathematica Policy Research,
Inc. Their research concluded our schools have done an exemplary job of
including all students.
Reflections on Our Strategy
Although, we had students involved in the planning process, meeting with
students in smaller focus groups first would have been helpful. Some students,
no matter how self confident may be intimidated by adults.
One school in particular had few participants at the school-to-work Action
Plan meeting our first year. The buy-in for school-to-work was not well
received in general. The third year of this process the meeting was attended
with 100% participation. We found the following items critical to making
this strategy work for all learners:
- bring key stakeholders to plan a strategy for implementation
- lay ground rules
- ensure all major groups have a say
Examples of Learners
Example 1
Ken has a significant learning disability and by the time he reached
his sophomore year he was a candidate for dropping out of school. In his
Junior year, Ken transferred to a local alternative program. In addition,
he was enrolled in a STW and Youth Transition program. As part of his transition
plan Ken began to explore several career options. Ken became a student;
a good student. When he graduated, his family, classmates, and teachers
celebrated his success. To help him reach his goal of being an Outfitter
(or wilderness guide), Ken joined Americorp. With the stipend he earns from
Americorp, he can finance Outfitters school on his own.
Example 2
David was an 18-year-old second year senior. Some of his interests were
choir, drafting and mechanics. David had been diagnosed with a specific
learning disability in reading comprehension and writing. He was described
by his high school principal as lazy, unmotivated, and unwilling to do the
requited work. David often would not attend school and consequently failed
his senior year. During David's second year as a senior he became involved
in the Youth Transition Program and school-to-work. As part of his transition
plan, David began to do career exploration and started an internship with
a local car dealership. In the spring, David's internship position was evaluated
and his supervisors described him as a hard worker, eager to learn and mechanically
gifted. The dealership offered to sponsor him for their ASSET (Automotive
Service Center Training) program, and at the same time Wyoming Tech accepted
his into their diesel mechanic program. When David was asked how this program
made a difference in his life he commented: "I have something to look
forward to-I am encouraged to finish high school-the internship program
was a challenge and showed me I could do it."
Example 3
Jose's goal on his transition plan was to go to work after leaving high
school. In his senior year, as part of Mid-Columbia School-to-Work System,
Jose was placed in an Internship with a graphic artist. He then made a decision,
if he indeed wanted to be a graphic artist he would need to attend college.
Because of his grades, he would have to begin his career at the community
college. The YTP/STW staff helped Jose prepare a portfolio stating his career
and academic goals. He was able to list his strengths and weaknesses and
the accommodations be believed he would need for college classes. He presented
his portfolio at a meeting with the community college staff. He was accepted
and is currently attending the community college.
School-to-work in our region includes ALL learners. The plan from the
beginning set the stage for inclusion. We concentrated on developing one
system for all students. School-to-work introduces students to the world
of business and occupations and links that experience to the classroom.
School-to-work is a system that ties existing successful programs with innovative
community involvement. Bringing key stakeholders in from the early planning
stages ensures that school-to-work WILL be a system that includes all learners
and not just another program.
For more information on the Mid-Columbia School-to-Work System, contact:
- Stevie Blakely
- Hood River Valley High School
- 1220 Indian Creek Road
- Hood River, Oregon 97031
- (Phone) 541/387-5034
- (Fax) 541/386-2400
- (E-mail) sblakely@hoodriver.k12.or.us
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