Work-based learning activities connect a student’s acquired knowledge and skills with future employment. This workshop shares work-based learning activities in an academy housed in a large, comprehensive high school. Participants will view a district passport, which tracks student work-based learning journeys from ninth grade to graduation. Presenters: Emmanuel Fleurantin, Reginald Lee, Katrina Minus, and Ernest Roberts, Miami-Norland AOHT

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ICE Breaker

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ICE Breaker
What is Work-Based Learning?
•Individually come up with your definition
•Share your definition with your group
•Assign one person to report out a common
definition of Work-Based Learning

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ICE Breaker
Work-Based Learning:
Extends the classroom into the workplace,
connecting acquired knowledge and skills to a
student’s future employment.

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Demographics
• Rod Duckworth, Chancellor
Division of Career and Adult Education
Florida Department
Mr. Reginald Lee

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Student Population
Total school Population: 1648
Male: 893 Females: 755
Black: 1565 Hispanic: 70 White: 6 Other: 7
ELL—71 students
SPED – 234 students
Free/Reduced Lunch—85%

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Reading
 Common planning
 Three Instructional Literacy Coaches
 Hiring 10 reading interventionist
 School-wide Professional Development on research based best
 Literacy Leadership Team is represented by all content areas
 Double dosing of all FCAT level 1 and 2 Reading students grade 9-12
 Offering of Freshman Experience Course to all 9th grade students
 SAT/ACT Prep course (Reading for College Readiness)
 Implementation of City Year Corp Members

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Mathematics
 Double dosing of all 9th grade Algebra 1 students
 Common Planning Alignment
 SAT/ACT Prep course (Math for College Readiness)
 Full-time released Math Coach
 Hiring of four Math Interventionist
 Implementation of City Year Corp Members

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Science
 Double dosing of all 10th grade Biology
 Common Planning Alignment
 Full-time released Science Coach

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Post Secondary Preparation:
ACT/SAT and Pert
 Common Planning Alignment
 253 seniors participating in College
Readiness Courses built into the master
schedule(Math and Reading)

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Dual Enrollment Increase and
Advanced Place
 Dual Enrollment Classes in: Music
Appreciation, Introduction to
Education, Art Appreciation
 163 Students Enrolled in Dual
Enrollment Classes

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Career and Technical
Department
 Common Planning Alignment
 434 students passing an Industry
Certification Exam
 Curriculum Alignment (Photoshop and
Dreamweaver)
 Hiring of a CTE Interventionist

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Magnet Programs
 Academy of Hospitality and Tourism
 Academy of Informational Technology
 Academy of Hospitality and Tourism Magnet: NAF DISTINQUISHED ACADEMY
2011-2012 and 2012-2013
 Academy of Hospitality and Tourism Magnet senior receiving over 1 million
dollars in scholarships this year
 Academy of Hospitality and Tourism Magnet is recognized as a NCAC Model
Academy
 95% of the Academy of Informational Technology are currently Industry
Certified

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Preparing Students for the
Careers of the Future
• Rod Duckworth, Chancellor
Division of Career and Adult Education
Florida Department of Education
Mr. Emmanuel Fleurantin

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College and Career Readiness Through
CTE
• Improve high school graduation rate
• Increase student academic achievement
• Enhance employability
• Increase postsecondary participation and
success

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The Three “C’s”
At Miami Norland Senior High School, in addition to the
basic skills of literacy and numeracy, every learner must
master the "three C's" …Communication, Collaboration,
and Creative Problem Solving.
Beyond these are the equally important skills of knowing
how to use numbers and data in real-world tasks, the
ability to locate and process information relevant to the
task at hand, technological fluency, and, most of all, the
skills and attitudes needed to be a lifelong learner.

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Goals of MNSH CTE
 To increase the academic and career options of students by providing an
enriched education that includes a rigorous academic and technical
course of study.
 To help students develop technical skills that meet industry standards.
 To provide students with hands-on learning to promote student success.
 To provide students with the ability to make connections between
classroom instruction by applying knowledge and skills to solve real-world
problems.

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MNSH CTE Mission
 Promote CTE.
 CTE is not a “dumping ground”.
 Work with students on career goals as soon as they start high school.
 Use Technology.
 Help parents develop realistic goals for their children.
 Meet with parents to discuss these realistic goals.
 Emphasize the importance of internships and/or work experience.

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Career and Technical Education
at MNSH not only gives our
students technical industry driven
skills, but it also gives our students
time to strengthen their applied
skills.

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Industry Certification
What is industry certification?
• Federal or state regulatory agency-developed assessment
instrument leading to licensure (FAA, Dept. of Health, DBPR)
• industry-developed assessment instrument leading to industry
certification (ASE, HVAC Excellence); industry-developed end-of-
program assessments (NATEF);
• Proprietary company-developed assessment instrument leading to
certification or proficiency in one or more company product
(Microsoft, CISCO); and third-party-developed assessment
instrument (NOCTI, ASK Institute, Brainbench).

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Industry Certification Funding List
The Industry Certification Funding List is a sub-set
of certifications on the Comprehensive Industry
Certification List, as specified in the Rule 6A-
6.0573(3), F.A.C. This list is developed by the
Division of Career and Adult Education within the
Florida Department of Education. To be on this
list, a certification must meet the following
criteria from Rule 6A-6.0573(3)(b), F.A.C.:

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Course Alignment with ICE
 Students that were enrolled in Multimedia Foundation I courses were
trained on being certified in ACA Photoshop
 Students that were enrolled in the Multimedia Foundations III courses
were trained on being certified in ACA Dreamweaver.
 Students from different academies were encouraged to enroll in these
courses in order for them to be certified in those particular areas.

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• Teacher responsibilities
• Teachers responsible for students’ industry certification:
 Benjamin Lorenzo
 Muchnick Brenda
 Charlotte Gerdes-Thebaud
 Emmanuel Fleurantin
• Teachers’ area of certification:
 Emmanuel Fleurantin: Dreamweaver/Photoshop/Flash
 Benjamin Lorenzo: Photoshop
 Muchnick Brenda: Dreamweaver
 Charlotte Gerdes-Thebaud: Photoshop/MOS

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OUTCOMES
Certification timeline:
January 9-13th : Pre-Assessment test in all CTE classes in order to identify those
students that are ready for Industry certifications. Also, all students in CTE
classes are to register on Certiport.
January 13th: List of all students that will take industry certification is due to
CTE administrator.
January 13th: Industry Certification reporting form due to CTE administrator.
January 17-February 24: Industry Certification testing for ACA Dreamweaver,
and Photoshop
March 5-9: Industry certifications Pass or Fail statuses are to be inputted in the
Gradebook.
Goal: At least 70% of CTE students are certified

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Action Step
We ensured that Certiprep was installed in all CTE rooms.
We provided assistance and training to teachers through common planning and
through professional developments available.
We secured a room for Industry certification testing and assigned proctors.
Provided an Intervention Plan for remediation

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Testing Procedures
All students were tested in one room.
CTE teachers sent students to that particular room each period
to be tested.
We had make up dates available if needed.
Note: For the Adobe test the student could retake up to two times
consecutively but has two wait 5 days for each test afterward.

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ICE Resluts 2012
Seniors 184
Juniors 134
Sophomores 94
Freshmen 43
0
20
40
60
80
100
120
140
160
180
200
ICE Resluts 2012 Seniors Juniors Sophomores Freshmen
Industry Certification testing at MNSH started in 2011 with 17 students passing the
Dreamweaver test

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ICE Results 2013
Juniors 219
Seniors 217
216
216.5
217
217.5
218
218.5
219
219.5
ICE Results 2013 Juniors Seniors

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0
50
100
150
200
250
Seniors Juniors Sophomores Freshmen
ICE Results 2013
ICE Resluts 2012

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What will be different next
year
Due to changes in CTE Curriculum frameworks, course
changes took in effect.
New teachers.
Adding Flash to the curriculum.

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Group Project with Science Club
Student design using Photoshop

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Picture of Final Project

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Case Study Scenarios

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Work-Based Learning
• Rod Duckworth, Chancellor
Division of Career and Adult Education
Florida Department of Education
Ms. Katrina Minus

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Work-based learning activities extend the
classroom into the workplace, connecting
acquired knowledge and skills to a student‘s
future employment.

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Benefits of Work-Based Learning
• Students who participate in work-based learning connected to their
school programs may:
• Show improved academic achievement.
• Realize the relevance of their education and apply acquired knowledge
in a meaningful way.
• Have the opportunity to explore career options.
• Increase self-confidence.
• Acquire real workplace experience and employability skills.
• Connect with an adult role model.
• Be more likely to go on to some type of educational training after high
school.

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Benefits
84%
86%
88%
90%
92%
94%
96%
98%
100%
102%
AOHT School
Graduation
Graduation

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Benefits
0%
20%
40%
60%
80%
100%
120%
AOHT School
Internships
Internships

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Benefits
88%
90%
92%
94%
96%
98%
100%
102%
AOHT School
Industry Certified
Industry Certified

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Experiences as defined by the
Internship Gold Standards
• Internships are a part of a continuum of work-based learning
Miami Norland AOHT and AOIT students have a opportunity to
complete their internship during the summer of their junior year.
• Internships align with academic learning
From the first semester of an academy students junior year, they
are preparing themselves for summer internship through learning
various Microsoft Office Programs; building a superb resume that
explains their high school experience through academics; partake in
dual enrollment courses and participate in school extra-curricular
activities along with community service.

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Types of Work-Based Learning
• Work-based learning comprises a wide range of activities
that are conducted as an extended learning experience
as a part of any school program, including:
• Guest Speakers
• Structured Field Trips
• School-Based Enterprises
• Job Shadows
• Worksite Learning

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Experiences as defined by the
Internship Gold Standards
• All participants are prepared for and reflect upon internship
experiences
• Miami Norland conducts Mock Interviews as a preparation towards
students internship. During this process, business partners from
around our local area interview academy students and provide
them with immediate positive feedback on how they presented
themselves through-out the interview process. Students are
required to dress professionally and come prepared as though it
was the actual interview with hopes of the interviewers selecting
them for a summer internship.

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Examples of Work-Base Learning
Through the concretive efforts of Big Brothers Big Sisters, 30 AOHT 10th/11th grade
students are being mentored by industry professionals from local hospitality
businesses. The companies that are working with Miami Norland AOHT program are:
• Hyatt Regency Hotel
• Carnival Cruise Lines
• Howard Johnson Hotel
• Inktel Direct
• Southern Wine & Spirits
During the field experience, students are paired with staff members for the day (their
mentors) and worked along with them to enhance their job etiquette skills and post-
secondary options. When students complete the program, (senior year), they are
eligible to obtain scholarships to college from participating companies.

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Examples of Work-Base Learning
Cont.
Miami Norland academy students have an opportunity to visit the AT&T
headquarters in Miami. While visiting, the students were given a back
of the scene tour of the various departments along with the history of
AT&T. Students were paired with various workers of AT&T to actually
see what goes on from the employer’s point of view.

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Examples of Work-Base Learning
Cont.
Miami Norland students had an opportunity to showcase there Senior
Marketing Projects to various Fortune 500 companies that have
partnered with NAF at the NAF Gala in New York. By utilizing the NAF
Curriculum students created their own Serenity Resort & SPA.

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Work-Based Learning
Action Plan
• Rod Duckworth, Chancellor
Division of Career and Adult Education
Florida Department of Education
Mr. Ernest Roberts

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Barriers Cross Content Collaboration/ Inter-Disciplinary Activities
People
responsible for
resolving
barriers/
TEAM?
Instructional Leadership Team
Department Chairs
Instructional Coaches
Administrative Team
Students
Goals and
Vision
To have interdisciplinary collaboration with each department providing subject
based knowledge in order to accomplish one goal.
Strategies for
solving barriers
 Identify which departments who would participate
Identify project
Identify resources
Implementation
Phase
Locate area of the building for construction
Purchase materials needed
Separate students into groups
Provide roles for the students
Explain the design
Solicit help from the Zone Mechanic and custodial staff
How will you
Assess
Results
Did the students work as a team?
Was the garden completed on time?
Is the garden producing vegetables?

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Work-Based Learning Action Plan
• Evaluation Form
• Complete this form as you listen to each
group’s presentation of their plans

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