PROGRAMS & OFFICES
1. Career Academies
2. Non-Academy Partnerships
3. Career Technical Education
4. Work Experience
5. First Break Employment Program
6. School to Career Office
CAREER ACADEMY MODEL
School within a School – small & personal community
Typically grades 10 through 12 (may include 9)
Most courses restricted to academy students
Integrated curriculum – academic content taught with
Prescribed sequence of courses
Business Partner(s) with Advisory Council
Teachers work as a team; plan together
Mentoring – in classroom and on job sites
Internships through business partners
Assistance with college and job placement
EXAMPLES OF ACADEMIES
Technology & Information Technology
Business & Finance
Travel & Tourism
Live Concert Production
ACADEMY FUNDING MODELS
California Partnership grants
Qualified Zone Academy bonds
School district match
Private Partner match
Actual dollars (not often)
Classroom visits and mentoring
Career Awareness job site field trips
More student engagement
Lower drop-out rate
Increased academic achievement
Greater sense of community
Higher rate of job placement (regardless of
career or focus)
Higher college attendance rates
Completion rate of upper level math 1.5 X
higher than peers’ (strong predictor of
success in college)
• Private / Corporate Partnership
• Provide services in or outside of schools
• Provide Basic Skills instruction when needed
• Provide employment training
• Provide mentorships
• Provide internships
• Fund scholarships for post-secondary education
EXAMPLE OF NON-
ACADEMY PARTNERSHIP #1
• Youth Service Academy (Public Non-Profit)
– 11th & 12th graders from continuation high schools
– Students employed at end of school day
– Students work for Dept. of Water & Power & City Council
– DWP pays student salaries & workmen’s compensation (through
contract with LAUSD).
– DWP pays a school district administrator to direct program
(through contract with LAUSD).
– Students work for final 18 months of school and then can work
six months more if in post-secondary program.
– Students earn elective credit for work and on-site class.
– Students must do 30 hours of community service.
EXAMPLE OF NON-ACADEMY
• Careers in Culinary Arts - (Private Not-for-Profit)
– 9th - 12th graders from comprehensive high schools
– School-based Career Pathway
– Teachers integrate academic curriculum when
– Business partner provides teacher training.
– Partner provides career-specific training off-site.
– Partners provide guest speakers/chefs to schools.
– Partners provide internships, mentoring,
scholarships & job placement.
– Students earn elective credit for sequenced classes.
CAREER TECHNICAL EDUCATION
is “real-life education” in that it
integrates academic content into
vocational content in order to prepare
students to succeed in the modern world
of work. The Career Development
Branch oversees all Secondary CTE,
which accounts for 80% of CTE dollars
allotted to LAUSD.
CAREER TECHNICAL EDUCATION
CAREER PATHWAYS MODEL
Federal Career & Technical Education grant (Carl D.
Perkins) pays for counselors, teachers, professional
development & equipment.
Students are grouped together for instructions in career-
Designated counselor at each high school to recruit and
oversee all Perkins pathway classes
Minimum of two sequential courses in career focus
Technical training for teachers
Provides non-traditional gender career placement
Includes special populations in pathways classes
Establishes a business advisory council
Students participate in related workplace experiences
EXAMPLES OF CAREER
Agriculture/Landscape design Information Systems
Animation Media Production
Auto Mechanics Metal Working / Manufacturing
Business Education Multi-lingual Teaching
Child Development Nutrition Science
Commercial Photography Office Occupations
Computer Repair Ornamental Horticulture
Culinary Arts Robotics
Fashion Design Transportation & Energy
Film Production Technology
Health Careers Television Production
Home Economics Travel & Tourism
WORK EXPERIENCE FLOW CHART
First Break Program
Work Experience Education
Mentored by W.E. Teacher
Jobs developed by student or teacher
& Worksite Supervisor
W.E. Teacher issues work permit
Supported by standards –based
No formal supervision by teacher
Students earn pay, not credit
Students earn credit and pay
Subsidized Employment Non-Subsidized Employment
Students with special needs Jobs at large
Requires eligibility No eligibility requirement
WORK EXPERIENCE EDUCATION
The Career Development Branch is
responsible for creating, submitting and
monitoring LAUSD’s Work Experience
Education Plan, which is on file with the
California Department of Education.
Experienced Career Development staff
provides Professional Development to all
school-based Work Experience Teacher/
Coordinators in order to ensure program
quality and compliance with mandates.
KEY COMPONENTS OF W.E.E. PLAN
1. Three Types of Work Experience
2. Role of Work Experience Teacher
/Coordinator & Services Provided
3. How Students Benefit
4. How Employer Partners Benefit
1. Three Types of W.E. Education
General WEE - supervised part-time employment
to assist students in developing desirable work
habits and attitudes in real jobs supported by
related classroom instruction.
Exploratory WEE - provides unpaid opportunities
to observe and sample a variety of conditions of
work and related classroom instruction.
Vocational WEE – provides an extension of
vocational learning opportunities through part-
time employment and related classroom
instruction. Employment serves as a practical
laboratory activity for reinforcing the school
2. Duties of W.E. Teacher-Coordinator
Approves students for enrollment in WEE.
Develops written agreements which identify the responsibilities
of the students, employers, parents, etc.
Prepares individual training plans which outline the objectives
that students are to accomplish at the work stations.
Prepares related classroom instruction or guidance for each
semester and for each type of WEE
Makes a minimum of two on-site contacts each semester with
work station supervisors.
Issues or verifies work permits for students enrolled in WEE.
Issues waivers for additional hours or work and extended
working hours when appropriate.
Maintains records as indicated in the LAUSD Secondary District
Plan for WEE.
Is knowledgeable of and complies with the appropriate
sections of the California Education Code and other mandates.
3. Benefits to Students
Enter the world of work with the support of weekly
classroom instruction and mentoring from both the
worksite supervisor and the WEE Teacher-Coordinator.
Earn 5 to 10 elective credits per semester up to 40
credits during high school.
Students behind in credits for graduation may have WEE
periods 7 & 8 and make up to 20 elective credits in one
College bound seniors may take WEE periods 5 & 6
(instead of “Home”) and show career exploration
experiences to admissions personnel.
Learn school-to-career skills including job-getting skills
and job-keeping skills necessary to be competitive in
today’s world economy.
Develop a work history that will result in higher part-time
salary during college.
4. Benefits to Employers
WEE provides ongoing support to supervisor from
experienced WEE Teacher-Coordinator
WEE develops training objectives for the student
worker at the worksite.
WEE guarantees two on-site visits to discuss student
progress in reaching worksite goals.
Supplies intervention when problems at work occur.
Provides a link to the parent or guardian when
Contributes to preparation of youth for the world of
Hires enthusiastic employees for minimum wage.
Develops a young workforce in the community.
SUBSIDIZED WORK EXPERIENCE
Workforce Investment Act (WIA)
– Students with barriers to success (low income,
reading/math deficiency, language barriers, foster home,
parents with chronic unemployment, etc.) eligible
– W.E. Advisors train students in job-getting and job-keeping
– W.E. Advisors provide case management and guidance in
– Students may stay in program throughout high school.
CalWORKS TANF (Temporary Aid to Needy Families)
– Students with low income qualify for paid employment
– W.E. Advisors provide orientation, site supervision, payroll
services, and remediation for basic skills deficiencies.
General Fund Assistance Program (Mayor’s SNAP program)
– Students with low income and a barrier to success qualify
for employment during intersession
– W.E. Advisors give orientations, approve, assign, and
supervise worksites and provide payroll services.
Non-Subsidized Work Experience
Funded by Employer & Business Partners
Jobs developed by students
Jobs developed by WE Teacher-
Jobs developed by First Break Office and
posted on website
Major employment campaigns developed
by First Break Office in conjunction with
employer partners (seasonal or ongoing)
Jobsites must be approved by District
FIRST BREAK WEBSITE
Benefits to Students
Benefits to Employers
Benefits to Schools
First Break - How Students Benefit
Student searches online for jobs in their
Student receives information about employer
expectations from the WEE Teacher-
Coordinator at school.
Student receives preparation and guidance
through the application process from the WEE
Student receives the work permit application
from the same information source.
First Break - How Employers Benefit
Employers list job openings for free to a large
employee pool, that has part-time and full time off-
track workers year round.
Employers can maintain their budget by offering
minimum wage to an eager young worker.
Employers hire many students that are bilingual.
Employers have the applicants screened by an
experienced WEE Teacher-Coordinator; students do
not have direct access to the employer.
Employers contribute to development of a more
disciplined, skilled, and experienced young workforce in
Employers receive follow-up contacts to ensure
satisfaction with the employment process.
First Break - How Schools Benefit
Schools have access to worksites that have been
screened and developed by the First Break
Schools’ WEE Teacher-Coordinators receive
training on the correct use of the website.
Schools can refer parents to the First Break
website for safe first jobs.
Schools can enlist First Break to participate in
Schools build positive relationships with local
First Break Partnerships
Major Employers include:
Six Flags Magic Mountain – seasonal hiring
Washington Mutual High School intern
Program (HIP) – a two year internship
Los Angeles County Registrar-Recorder
Six Flags Magic Mountain
Recruits up to 250 students who are off-track
Schools screen student applicants to ensure good
attendance, grades, and citizenship. They distribute
parent consent forms, work permit applications, and
prepare trip slips.
Orientations are conducted at the schools by personnel
from Six Flags, First Break office, and the school
recruiter to ensure completion of applications and
preparation for interviews.
Students are bused to park for interviews and are
supervised by school personnel.
Students are hired and travel to and from the park by
Six Flags buses.
High School Intern Program (HIP)
A two year internship
Branch Managers learn about HIP at regional meetings
and apply for two students.
Students work part-time after school and full-time
during school breaks.
Students need to be self-starters, good team members,
have excellent attendance, and have a 3.0 (B) average to
After completion of two-year internship, students can
explore regular employment at Washington Mutual.
Los Angeles County Registrar-
Recorder Pollworker Program
One-day community service
Utilized up to 25 students per high school for
Presidential Election – 11/2004
High School Seniors with a 2.5 GPA recruited at
school through bulletins and posters.
Screened students need parental consent letters,
applications, attendance at training class, and
own transportation to and from the polls.
Students learn first hand about the election
process and later receive a stipend of $80
Partnership between LAUSD, City of L.A and other
agencies to help students transition to the world of
work. The UNITE-LA office was created to promote the
“School-to-Career” philosophy throughout L.A.
Funded by state and foundation grants
Has team to cover all areas of the city to foster
educational and business partnerships that will benefit
Supports academies, pathways and other Career
Development activities and programs in LAUSD schools
Hosts events such as Job-Shadowing, where students
visit worksites to gain exposure to the business world.
Brings business professionals to schools as guest
speakers to support Career Awareness
Recruits business and industry partners for Career and
• The Secretary’s Commission for Achieving
Necessary Skills (SCANS) are a list of skills and
competencies that young people need to
succeed in the adult world of work.
• These skills:
– Are transferable and apply to all jobs.
– Give meaning to the work that people do
– When articulated, help students understand what
they’re learning and why
– Show the true mission of Career Development, which
is to prepare students for success in whatever career
or careers they choose throughout their adult lives.
An Instructional Model
to Engage Youth by
Combining Academic & Occupational Training
Student (Worker) - Centered
Adults as Facilitators
Focus on SCANS Skills
Academic Integrated into Work
Mastery of Transferable Skills
Students Part of Assessment
Plan (Schedule, Class v. Project)
Foundation Skills & Competencies
Five Workplace Competencies
Integrated Workplace &
Workplace with Classroom
Starting with Project
Projects to Tasks
Tasks to SCANS
SCANS to Needs & Interests
Needs & Interests to Training
Getting to Project
Needs & Interests to SCANS
SCANS to Tasks (Guided)
Tasks to Project (Guided)
Structure Training to Fit
Assessment - PORTFOLIO
Work Product (memos, letters, plans)
Class Product (lessons, reports)
Self – Journals (written, video or audio)
Final Product - Pictures, Videos, Manuals
Engagement, Ownership & Pride
Positive Relationships with Mentors
Job Skills Mastered
Life Skills Enhanced
A Portfolio to Show the World
A Real-World Success