Building Community Partnerships to Promote
Positive Work Experiences
Pittsburgh Public SchoolsSodexo Campus ServicesUniversity of Pittsburgh
Allegheny General HospitalJuly 23, 2009
School-Business Partnerships
Partnership – a mutually supportive relationship between a business and a school or school district in which the partners commit themselves to specific goals and activities intended to benefit students and schools.
Council for Corporate & School Partnerships www.corpschoolpartners.org
School – Business Partnerships A partnership between a school and a
business can prove beneficial to both partners if the right components are in place.
School – Business Partnerships can have a powerful impact on the community.
Community leaders should be engaged and supportive of partnerships that improve the education experience.
Council for Corporate & School Partnerships www.corpschoolpartners.orgDaniels Fund www.danielsfund.org
School – Business Partnerships What Works? Clear and measurable program goals Attainable goals Adequate personnel Sufficient resources Measurable outcomes Flexible programming Ability to replicate program
The EMA Journalwww.schoolmatch.com
Seven Strategies for Success
1) Ensure student learning and achievement are the focus of every partnership- Assess the needs of the school- Assess the needs of the business- Ensure that the partners offer resources and assistance that
will compliment school improvement efforts- Ensure “buy-in” from the superintendent and/or school
board
www.danielsfund.org
Seven Strategies for Success2) Develop a well-defined and well-managed
program that supports school-based partnerships
- Establish a formal structure for the program (ie, written
guidelines, partnership handbook, evaluation tools, recognition programs, policy guidelines)
- Assign a program coordinator from both the school and business to oversee the partnership program
- Develop a training plan
www.danielsfund.org
Seven Strategies for Success3) Make strategic matches between schools and
businesses that advance a school’s improvement goals- Research local businesses that can meet the needs of the students- Recruit partners through community organizations, parents and
staff in the school, local businesses and non-profit organizations- Choose companies that promote academics- Establish the desired support from each business (ie, mentoring, job shadowing or apprenticeships, internships, direct financial support,
in-kind donations, etc)
www.danielsfund.org
Seven Strategies for Success
4) Set clear expectations for schools and businesses
- Jointly develop an annual plan that includes measurable
outcomes linked to student achievement (ie, time commitment, volunteers, communication strategies, financial obligations and evaluation)
- Establish an evaluation process and person(s) responsible for these evaluations
www.danielsfund.org
Seven Strategies for Success5) Provide training for school staff and business
employees
- Schedule an initial meeting between the school personnel
and business partner to review the annual plan of activities as well as the duties and responsibilities of those involved
- Conduct training on mentoring students and the school curriculum as necessary
- Develop written job descriptions- Hold regular monthly or quarterly meetings between the
school and business coordinators to assess progress
www.danielsfund.org
Seven Strategies for Success6) Create a meaningful process for
communicating about the program and recognizing the contributions of business partners- Generate an ongoing communications plan and recognition events
to include publicity to recruit new partners and honor existing ones. Examples of recognition can include any of the following: Letters from principals, teachers, students and parents, End-of-year celebrations, Outstanding partner awards, etc)
- Develop guidelines for the recognition events and communicate these guidelines to the business partners
www.danielsfund.org
Seven Strategies for Success7) Regularly monitor and evaluate each
partnership and the overall program
- Evaluate on a regular, agreed-upon basis- Include data collection and analysis to assess
strengths and weaknesses
www.danielsfund.org
Barriers to AvoidPotential Barriers Overcoming Barriers
Cultural differences – Businesses and Encourage both parties to meet and establish schools operate differently. Businesses expectations and goals from the outset. expect immediate results and may be disappointed by the time and process involved in setting up a partnership.
Turnover – New principals and business Provide strong communications and recognition leaders who are unfamiliar with the program events as well as testimonials about successful may not want to participate at first. programs to encourage participation.
Training – Schools may not make the Establish regularly scheduled opportunities for the commitment to train and use volunteers school and business coordinators to talk about how appropriately. the program is going. Provide communication tools
if necessary.
Background checks – Many school districts Ensure that proper documentation is completed all volunteers to have a background check. during orientation meetings.
www.danielsfund.org
Secondary Transition ProgramsPittsburgh Public Schools
Community Based Vocational Education (CBVE)and
Start On Success (SOS)
CBVE
Community Based
Vocational Education
Ms. Peg Fitzgerald, FacilitatorPittsburgh Public Schools CBVE Program
What is CBVE?
• Vocational exploration, assessment, and training that occurs in a typical work setting, rather than a school environment. A vocational class outside the classroom…in the real world.
• It is designed to move the student toward their goal of employment and independence.
• Student participation is on a volunteer non-paid basis. • Students receive academic credit for their participation.• Students are supervised by school staff for the duration of
their vocational experience.• Because it occurs in real work settings, all CBVE must
comply with the Fair Labor Standards Act
Who is it for? Students for whom competitive employment is not immediately obtainable. The primary focus includes students with life skill support needs and autism
spectrum disorders. Regional classrooms are located at six comprehensive high schools in the
Pittsburgh Public School District.
FLSA Safeguards
A CBVE student: Cannot displace a regular worker. Must be supervised by a representative of the school or the business. Is there to meet IEP goals, not business
needs. Is not guaranteed a job at the end of
CBVE.
Examples of CBVE sites
University of Pittsburgh, Sodexo Dining Services Elizabeth Seton Center Honorable Dan Onorato’s Office, Allegheny County
Courthouse Pittsburgh Public Schools Board of Education Mailroom Carnegie Libraries of Pittsburgh Anathan Club Humane Society Marian Manor Nursing Home The Hilton Hotel West Penn Hospital Volunteer Department Mt. Washington Foodland Bidwell Training Center Horticulture Department
K. Ashley McFallPittsburgh Public Schools
Start On Success Transition Facilitator
Designed primarily for students with learning disabilities, minimum supports needed
Four year program, links instruction with community activities
Primary goal: Increase the career potential of students with disabilities, and prepare them for competitive employment after high school.
Incorporates: Career portfolios, both static and
electronic Career Assessment Mentorship Service Learning Summer Employment at CIGNA Paid Internship Presentations/Celebrations
- 4 Year Plan9th Grade Semester 1
Students are Selected Semester 2
Daily Career Development Class Disability Awareness Self Assessment Career Exploration Career Portfolios
10th Grade - Continuation of self-awareness, career exploration and portfolios
Semester 1 Daily Career Development
Class 8 week community
mentorship Semester 2
Daily Service Learning Class
Service Learning Project
11th & 12th Grade - Continuation of self-awareness, career exploration and portfolios
Semesters 1 & 2 Daily Career Development
Class Paid Internships (2
hours/day, 5 days/week) CMU Decision Making Class Summer Employment at
CIGNA Group Insurance
- 4 Year Plan
Examples of Start On Success sites
Sodexo Dining Services University of Pittsburgh
Office of Governmental and Community Relations Housing Department
Allegheny General Hospital Emergency Department Support Services
UPMC Dietary Nursing Units
Carnegie Mellon University Landscaping Electricians
CIGNA Group Insurance Reformed Presbyterian Nursing Home
Key components to developing and maintaining vocational sites
Be honest, trustworthy and realistic Make it win/win for everyone Build strong relationships Believe in your students Be understanding of the employer Make good use of time Always be prepared and have paperwork completed ahead of time
On-site school district staff – direct observations & support
Constant communication – Visits, telephone and email
Completion of community based assessments, task analysis, monthly progress reports Assists in providing both the school district and
the community partner with an understanding of the students progress level – allows for dialogue
Key components cont.
Let’s hear from our Community Partners!
Sodexo Dining Services University of Pittsburgh Allegheny General Hospital