Required STC

*Required School ToCareer Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds ($)*	*Grant Funds ($)*
SB1) Students begin participation in a career awareness or career exploration and counseling program no later than the seventh grade.	1.) Career Awareness: Students will have exposure to various careers through guest speakers. 2.) NMCHS STC coordinator needs to meet with the Middle Schools (feeder) to bring them up to date on STC. 3.) NMCHS STC coordinator can initiate inter action with middle schools. 4.) NMCHS STC coordinator can initiate interaction with K-5 feeder schools	1.) Evidence that teachers had made use of the career ed. speakers. List of speakers, calendar dates and student sign in sheets 2.) MBRP curriculum sign in sheet 3.) Students in the 9th grade choices class can present to the middle school their pathway videos. Validated visitation dates by release forms. 4.) Dialog/ curriculum development/staff development The District employed a School to Career Coordinator for one Block of time, one semester of the school year.	Yr. 1 Yr. 1	Goals 2000 STC	55.00	10,500 Incurred 10,500
		The Career Pathway coordinator met with ALL the mentor teachers at the District Office and gave them the complete STC Pathways package. They in turn reported the information to the individual sites The Career Pathway coordinator has initiated monthly meetings through the SIP coordinators at the feeder schools. The Career Pathway coordinator has invited the feeder schools to attend ALL STUDENTS SUCCEED workshop. The Career Pathway coordinator has invited the feeder school to attend the SCANS workshop. At the all district* meeting on August 28 STC sponsoredĘ Guest speaker, Randy Dorn.Ę Mr. Dorn continued his STC presentation to the high school after the district employees left.*	Yr.1			$36.00 Incurred $2500.00 $1000.00 TO BE REIM-BURSED BY MBP
SB2) Students *select career major by at least the 11^th grade.**	1.) All 9th grade students are enrolled in a career interest and aptitude class. These are self administered. This course is required for graduation and is offered to *all* students (including Spanish speakers) 2.) Students will be involved in a work based experience through the academic classes. 3.)Ę There is in place a sequential plan for course of study within the pathways.	1.) Students have on file a completed four year academic plan . Students have identified a career pathway. 2.) Students are currently involved in work based experiences through Ice Cream university and Business management, and ROP auto. More work based learning needs to be developed. 3.) Health pathway is sequential Engineering pathway is sequential Business, Arts & Communication, Human, Social and Government pathways are being developed.	Yr. 1 Yr. 1	Tech Prep SSP Goals 2000	600 485	325
		Health Pathways has put in place a work base ŇinternshipÓ for all students enrolled in this pathway.
SB3) Students are provided laddered programs that allow for both work and post-secondary education options.	1.) Sequential pathways are on line for Health Career and Engineering pathways.	1.) Students will be able to matriculate through a sequential course of study	Yr.1	Goals 2000	485

*School-Based Learning*
*Required STC Elements*	Local Implementation	Input/Output Measures	Timeline	Source of Matching Funds	Matching Funds Ę($)	Grant Funds ($)

SB4) Students have access to a program if instruction and curricula that á Meets stateŐs academic content standards. á Integrates academic & vocational learning. á Includes applied methodologies á Includes interdisciplinary teaching and team teaching strategies á Provides instruction in ŇAll Aspects of the IndustryÓ related to the specific career major.	1.) Academic standards are in place for ALL courses of study at North Monterey County High School 2.) Integrated projects are in place in Mathematics/vocational arts Science/vocational arts Language Agents/vocational arts Social Studies/Vocational arts 3.) Provide staff development release time for those instructors who wish to develop specific pathway projects 4.) InterdisciplinaryĘ teaching presently is in place with Mathematics/Science Social Studies/ Career education Health pathway/Anatomy 5.) Introduction to Medical Careers is in place for the Health Pathway 6.) Principles of Engineering is in place for the Engineering Pathway 7.) All students at North Motnerey County High School are in a rigorous college prep core of classes which include Algebra I, Geometry, Issues in Science and Biology English I Instructors took staff development.	1.) Students will be held accountable for successful completion of the standards. Standards are dated and signed by the teachers 2.) Meet with each department for integration lesson demonstrations. 3.) Have on file a completed lesson planĘ by the instructor to identify initial organization steps. Acquire from instructors copies of materials collected from site visitations. 4.) Are presently in place. More specific pathway projects need to be identified 5.) Flow charts are presently in place 6.) Flow charts are presently in place More successful readers & writers to assist in integration with English I & Choices (9th grade).	Year 1 In place In place	SSP In place	3000	Incurred $116.05

*School-Based Learning*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds ($)*	*Grant Funds ($)*
		Formal integration plans are in place for Algebra I and Issues in Science Staff development was provided for teachers to write curriculum for Economics ĘĘĘĘ Technology ĘĘĘĘ Principles of Engineering				Incurred $2086.08
SB5) Students are provided regularly scheduled evaluations of their á Academic strengths and weaknesses á Academic progress á Workplace knowledge á Career goals á Additional learning opportunities needed to master core academic and vocational skills	*1.) (10th) grade students* Ęare assigned Ňcareer mentorsÓ (Faculty volunteers) who stay with the students over their four years of high school to assist them in their career planning. 2.) This same program needs to be in place next year for the newĘ 10th gradersĘ 3.) There is an on site career pathway coordinator who is available to the students for three hours daily 4.) Summer school, Adult school and Independent study is available to all students needing remediation	*1.) In order for this to be more effective* regularly scheduled meeting times need to occur.Ę During these meetings the mentor teacher is able to dialog with the students about grades, progress,Ę and career goals. Example lesson plans will be available to validate this process. Student class sign-up forms will be enclosed for examples 3.) This coordinator gives the student even more access to career awareness, academic plans etc. The coordinator has met with at risk students to give career counseling. The coordinator has attended one 8th grade student orientation meeting and three parent orientation meetings this year.	Yr. 1 in place	Tech Prep Goals 2000
		The Career Pathway coordinator provided to the adult school the complete package of pathway information so they can implement it for those students who require REMEDIATION.
) Students have access to a mechanism (E.g., Tech Prep) that enables them to move easily from secondary to post-secondary programs ) Secondary-Post-secondary Articulation)	*1.) Articulation agreements:* Articulation agreements are in place with Monterey Peninsula College in Accounting I. 2.) Articulation agreements are in place with Monterey Peninsula College inĘ Medical Assisting 3.) Articulation agreements are in place with Universal Technology Institute in automotive technology 4.) Concurrent Enrollment exists at Hartnell Community College and North Monterey County High School in the following disciplines:ĘĘĘĘĘĘĘĘ U.S. History/U.S. History 17A=3 Hartnell Units U.S. History/U.S. History 17B= Hartnell 3 units AP English/ English IA=3 Hartnell units AP Spanish/Spanish Hartnell units (4) Drafting I=Hartnell Drafting 50 for 4 units Health occupations concurrent enrollment with Hartnell Community College include: HES 120- Foundations of Health (1 unit) HES130A Certified NursingĘ (5 units) HES 130B Home Health Aide (1.5 units) HES 239 Medical Unit Coordinator (5 units)	1.) Articulation and concurrent enrollment agreements allow the student the opportunity to experience transition more easily from the secondary to post secondary programs. Documentation is met through enrollment forms and transcripts 4.) Concurrent enrollment forms are on file with the NMCHS-Hartnell Concurrent enrollment coordinator. Student admission papers on file at the post secondary sites. Ę	in place in place In place In placeĘ	Tech Prep Tech Prep Concurrent enrollment	3,000 300 12,000

*School-Based Learning*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds ($)*	*Grant Funds ($)*

WB1) Students have access to On-the job experience (OJT) in the workplace: á Paid or unpaid á No requirement for minimum amount or point in program where it may take place á School-based enterprises okay á non-paid may complement paid such as job shadowing or OTJ for academic credit (E.g., ROP Community Classroom)	*1.) All students* Ęin the 10th grade are placed in a job shadowing position through teacher coordination 2.) All Students in the 11th grade are placed in job shadowing position through self selection from their chosen pathway 3.) ROP automotive is offered on this campus. They have Community Classroom. 4.) North Monterey County High school has a Work Experience Program in place 5.) School Based enterprisesĘ exist 6.) Junior Achievement	1.) exposure to workplace learning. Attendance records of site visitations and student data are on file in the service learning center. 2.) exposure to workplace learning. Student data is on file in the service learning center. 3.) exposure to workplace learning Community Classroom contracts are on file with the instructor 4.) Exposure to workplace learning. Student time cards are on file with the work experience coordinator 5.) The Associated Student Body Leadership Class has a student store. It is open daily as a profit basis The Business Management class has an Entrepreurship day where the students are responsible for creating a storefront, sales, profit and/or loss. The Special Days Resource class owns and operates an Ice Cream Shop on campus referred to as ICU. It is open on a daily for profit basis. The Automotive Industrial Technology Department does minor repairs, oil changes etc. for the staffĘ so students have actual on the job training prior to leaving the course. 6.) The STC coordinator needs to investigate the opportunities Jr. Achievement will afford interdisciplinary classes for school based enterprise experience.	in place in place in place in place in place in place in place in place	ROP	11,000

Work-Based Learning

Required STC Elements

Local Implementation

Input/Output Measures

Timeline

Source of Matching Funds

Matching Funds Ę($)

Grant Funds ($)

WB2) Students are providedĘ with a planned program of job training and work experiences including training related to pre-employment and employment skills.

á Work-based component coordinated with school-based learning components

á Work-based component related to career major of student

á Design to lead to award of skill certificates (through ROP, CC Apprenticeships or Post-secondary Institution)

1.) The choices class which is in place for all students gives them an introduction to workplace employment skills.

2.) Job Shadowing for allĘ 10th graders gives the students exposure to work place experiences. ( teacher coordinated site. This may or may not be in the students chosen career pathway)

3.) 11th grade job shadow is student selected and should be in their chosen career pathway.

4.) Certificates of completion (skill certificates)Ę are availableĘ through ROP with children which validates students acquisition of skills

5.) Certificates need to be created for Keyboarding I, Microsoft Office, Recordkeeping and Accounting , Automotive Industrial Technology, Autobody and Welding, and Health

1.) students will complete assessment on the computer and graph the results with emphasis to the five pathways at NMCHS

2.) Copies of the thank you letters will be in the students file with the job shadowing coordinator.

3.) Copies ofĘ the completed job shadowing forms are on file in the Service Learning Center.

4.) ROP certificates of completion are available through the instructor, Ms. Jane Souza.

5.) Using the format used by the ROP with Children will be created for the other disciples which need certificates.

General

SIP

General

ROP

JTPA STC

12,816

15,300

500

3,000

1,800

Work-Based Activities

Required STC Elements

Local Implementation

Input/Output Measures

Timeline

Source of Matching Funds

Matching Funds ($)

Grant Funds ($)

WB3) Students are provided with a work-site mentor Đ defined as Ňan employee at the workplace or another individual* approved by the employer, who possesses the skills and knowledge to be mastered by a student.ÓĘ *(Special educators, vocational rehabilitation counselors, job coaches, work-study coordinators may al serve as workplace mentors for all students, including those with disabilities.)

Mentors are responsible for: Critique of student performance; challenging the student to perform well in consultation with classroom teacher and employer.Ę (Work site mentors may receive training but may not receive salary or stipend from grant)

*Work-Based Learning*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds Ę($)*	*Grant Funds ($)*
WB4) Students receive instruction in general workplace competencies,including the development of positive work attitudes and employability and participative skills.	1.) Choices-9th grade students are introduced to workplace competencies, workplace attitudes etc. 2.) Students in the Choices classes will be encouraged to ŇDress for SuccessÓ as a part of the curriculum 3.) Sophomore class job shadowing are instructed by the career center coordinator and their teachers on appropriate behavior, dress codes, and through the follow-up letters on workplace behavior and attitudes	1.) Students will be more prepared for their sophomore career job shadowing 2. Students will be more comfortable when asked to Ňdress for the occasionÓ 3.) In place	In place In place In place	Tech Prep	500
		ALL staff received copies of SCANS after it was disclosed only 5 members of the faculty were aware of SCANS. It was printed on bright paper so it could be posted in ALL classrooms.
WB5) Students will receive instruction in ŇAll Aspects if the IndustryÓ defined as ŇAll characteristics of the industry of industry sector the student is preparing to enter Đplanning, management finances, technical and production skills, and technology, labor community, health and safety and environmental issues related to that industry.Ó
WB6) Participation incentives as identified and developed and result in business/industry and labor involved as full partners in STC	1.) Job Shadowing are a part of our High School Graduation requirements 2.) Exposure to career/industry/and community service involves labor and 100% of the student body	1.) Diploma 2.) published photos of students in the School newspaper, the Talon. The parent newsletter, Wingspan. Thank you letters are written by ALL students. Display of our sponsor board. Photos were taken of students as they participated in the CAREER DAY at Monterey Peninsula College. All 9th graders in the Choices program spring term went to the site.				Incurred $33.00

Work-Based Learning

Required STC Elements

Local Implementation

Input/Output Measures

Timeline

Source of Matching Funds

Matching Funds ($)

Grant Funds ($)

WB7) Non-traditional work-based learning opportunities are identified and recruited for STC.

*School-based enterprises operated by vocational student organizations, service learning, government agencies, community based organizations, etc.

1.) Vica

2.) Investigation of Professional Office Association

3.) Investigation of Health Careers Student organizations

4.) Service Learning

5.) Non traditional Career Faire

1.) Development of Leadership skills, competition within subject matter pathways.

4.) Completed student portfolios on file in the service learning center.

5.) Attendance lists, pictures

Tracy Matfin attended a Health Pathways workshop at Monterey Peninsula College.

Yr.1

In place

Yr.1

District

Gender Equity Funds

1,200

Incurred

$33.00

*Connecting Activities*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds Ę($)*	*Grant Funds ($)*
CA1) Worksites that can provide the resources and support needed to give students meaningful and productive experiences in the chosen careers are identified and secured. Students are matched with appropriate work-based learning opportunities.Ę	1.) Worksites are in place to give students meaningful experiences in job shadowing. Student have actual life experiences which can be readily assessed by themselves, the present site and future employees as having an impact on their SCANS and work place readiness. 2.) Students in the Health Career Pathways are placed in appropriate facilities for actual job readiness. 3.) ROP Occupational With Children 4.) Students in the Automotive Technology classes are placed in appropriate facilities for actual job readiness.	1.) Job shadowing portfolios are on file in the service learning center. 2.) completed student evaluation forms by site supervisors on file with appropriate instructor 3.) completed student evaluation forms by site supervisors on file with appropriate instructor. 4.) completed student evaluation forms by site supervisors on file with appropriate instructor.	in place in place in place in place	ROP ROP ROP	21,250 11,000 11,000
CA2) Students received counseling services prior to placement in a paid or non-paid work experience.	1.) Students received counseling services prior to work experience through: Job shadowing Career Center Service Learning Center Counseling Department Career Pathways Coordination Mentor Career Teacher JTPA Youth Program ROP Teachers	1.) Students who have acquired personal development skills, speaking skills and overall job readiness as verified by completion papers in student job shadowing portfolios in the service learning center.	in place	District General Fund Tech Prep Goals 2000 STC JTPA Youth	21,600 1,000 2,000
CA3) Student learning styles are assessed to select/determine appropriate work-based learning site.	1.) All students in Grade 9 through their choices classes complete a unit on learning styles. The students identify their style and must make a presentation on their learning style. Those students are more prepared to learn in a style of personal preference. This allows the learning transference to occur in a seamless manner	1.) Students must complete assessment and pass the standard written with regard to learning styles.	in place	Tech Prep

*Connecting Activities*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds Ę($)*	*Grant Funds ($)*
CA4) Students are provided with a school-site mentor to act as intermediary among the various individuals involved- student, employer, workplace mentor, teachers, school administrators, parents and other community members. (School-site mentor may receive salary from grant).	1.) North Monterey County High School has available to our students Career Pathway Coordinator/Counselor Career Center Technician Counselors Career Pathway Mentors Service Learning Coordinator Job Shadowing Coordinator and most recently a School to Career Coordinator 2.) North Monterey County High School is also active in BEST. Our STC coordinator served on the first governing board. Our Superintendent of Schools serves on the present board. Our service learning coordinator is integral in the publicity projects for BEST.	1.) Students have access to a number of adults who are available to counsel them with regards to careers, pathways, job shadowing, mentoring, etc.All these ŇhelpersÓ have accessibility to the students four year academic planner which is on file with the career pathway coordinator.Ę 2.) Minuets of the past three years BEST board meetings.	In place In place	Tech Prep General Fund Goals 2000 STC	200 1,000
		*Our School to Career Coordinator served on the Monterey Bay Partnership steering committee for staff development.*
CA6) Participating employers are provided with technical assistance and services on school-based and work-based learning components.	1.) The Service Learning/ Job Shadowing and School to Career coordinator will make available to all prospective sites SCANS information on the Choices classes, job shadowing and community service.	1.) The involved parties will develop a marketing vehicle to introduce the business community to the skills we instruct at NMCHS, the Choices class, job shadowing and service learning brochures to be given to the community at large.		General Fund Goals 2000 Tech Prep STC	195 506	1,000
		*The school to Career coordinator met with all first year teachers on the NMCHS staff (20) and gave them a complete overview of the Career Pathways.* *Scan Skill posters were made for each classroom.*
CA7) School personnel are provided technical assistance and services on school-based and work-based learning components.	1.) In service will be available to ALL staff to develop lesson plans which incorporate SCANS. This will occur at all levels of the Unified district from K-12.Ę The present facilitators of the programs will be available as resource persons. 2.) Principles of Engineering Technology workshop is being sponsored by NMCHS August 3-7 for ALL technology, science and mathematics instructors.	1.) The STC coordinator will meet with all departments within the High School to discuss the STC grant and its impact on them. A copy of the budget will be made available. All will be allowed to apply for staff development funding based upon accepted proposals. The STC coordinator will contact all the Principals at the elementary and middle school sites to offer coordination between the sites, staff and resource development .The STC coordinator will meet with the superintendent to articulate staff development with an emphasis on STC. These modalities will be validated through data sheets, dates, contact persons and follow up correspondence 2.) A minimum of 38 invitations have been mailed.Ę A copy of the invitation was given to ALL tech prep coordinators at the last meeting. Documentation of attendees will be through the daily sign in list. Sergio Marquez, Randy Ricketts, and Judy Jordan attended a 40 hour workshop on Principles of Engineering. Tracy Matfin attended for 16 hours.	Yr. 1 Yr.1	Goals 2000 Tech Prep SSP STC	650 2,515 1591	1022 Incurred $2955.28

*Connecting Activities*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds ($)*	*Grant Funds ($)*
CA8) Students are provided technical assistance and services on school-based and work-based learningĘ components.	1.) Students make personal assessments using technology. 2.) ALL students have access to computer labs forĘ written work. 3.) All mathematics students have accessibility to lap top computers in the mathematics department. 4.) All students have accessibility to the multi media lab with the assistance of the instructor.	1.) student selected career pathway and completion ofĘ theirĘ 4 yr. academic plan 2.) students have interdisciplinary access to the computer lab for cross discipline word processing, spread sheets, formatting, etc. 3.) Students have hand-on experiences with spread sheets, mathematics, etc. using technology 4.) Those students who are enrolled in the class act as mentors for thoseĘ students who need assistance with video productions which are required in a minimum of two courses on site.	in place in place in place in place	Tech Prep Restructuring Restructuring Tech Prep	420
CA9) Teachers and counselors are provided staff development to ensure the seamless integration of school-based and work-based learning components; design if innovative curricula and scheduling that will allow flexibility for students to participate in school-based and work-based learning opportunities.Ę	1.) Staff development has been held for staff to address STC strategies. 2.) Staff demonstrations of STC methodologies which are currently in use interdisciplinary STC 3.) Teachers and counselors need to be apprised of the STC movement and its impact. 4.) K-8 teachers need to be made aware of the impact of the STC movement 5.) Training opportunities	1.) ALLĘ faculty were given opportunity to give input to selectives within the career pathways of Health and Engineering.Ę Teachers need to be actively involved in the development of the new pathways. 2.) During protocols faculty have demonstrated STC teaching methodologies which are currently being used in the classroom. 3.) Staff development must included completed form request and data verifying attendance and future application to the classroom. 4.) Staff development must included completed form request and data verifying attendance and future application to the classroom. 5.) Training opportunities must include completed request form and data verifying attendance and future application to the classroom	in place	VEA STC Goals 2000	8,000 470	6,187 (1,2,3,4,5)
		*Trudy Wilson, Mike Capetti & Sergio Marquez attended a meeting at the State Department of Education in Sacramento to report the progress of Career Pathways at NMCHS* *ĘGary Greeno make two site visitations to evaluate the possibility of an educational pathway. He went to Alvarez, Salinas and Carmel High Schools.* Ę *Ann Kilty, Geith Gonzales and Brenda Dodson attended an inservice for Health Pathways held at Seaside High School.* *Lalo Lopez, Jennifer Carocci, Louann Baker, Leah OŐBrien Ęand Caryn Cranston attended an applied academics workshop for Social Studies and English integration projects. Ę* *Mike Cappetti and Sergio Marquez attended a Santa Clara Valley Consortium meeting.(Electronics Silicon Valley)* *Laurel Wooley, Toni Lambert, Jennifer Carocci, Mark Yanowsky and Trudy Wilson attended the summer leadership institute for STC.* *Jennifer Carocci, Mark Yanowsky and Trudy Wilson were also presenters.* *Jennifer Carocci, Caryn Craston, Louann Baker, Pat Mc Neese and Theresa Boteilho and Trudy Wilson attended an integrated English and Social Studies planning meeting.* *Sergio Marquez, Randy Rickets, and Judy JordanĘ attended a 40 hour work shop on Principles of Engineering. Tracy Matfin attended for 16 hours.*				Incurred $115.86 Incurred $203.00 Incurred $255.00 Incurred $425.00 Incurred $33.00 Incurred $3150.85 $760.55 to be reimbursed by MBRP Encumbered $499.82


*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds Ę($)*	*Grant Funds ($)*
CA11) Secondary faculty, post-secondary faculty and employers spend a considerable amount of time together jointly planning the school-based and work-based components.	1.) North Monterey County High School has articulation agreements in place which were referred to earlier on this rubric. 2.) NMCHS will continue to work towards acquiring more articulation between post secondary sites	1.) completed articulation agreements on file with coordinator. 2.) documented meetings between the sites. Signed off. Staff release will be given to teachers to facilitate this process after school hours.	in place	Tech Prep VEA ROP	3,000 4,000
		*Mike Capetti, Nannie Thomas, Randy Ricketts, Judy Jordan and Trudy Wilson attended the articulation meeting with Hartnell Community College*				Encumbered $373.00
CA12) Employer participation is recruited and sustained in a continuum of involvement in STC.	1.) NMCHS will actively pursue employer involvement in the local community for participation in our STC plan	1.) The STC and Service Learning/Job Shadowing coordinators will create a marketing vehicle to be given to business and industry to introduce the program of mentorship/internships		STC		1000.
CA13) Employer incentive strategies are developed and are aimed are seeking and retaining the services if employers as teachers and trainers in the workplace.
CA14) A handbook is made available to transitioning students that explains how to access further education , work, public, and private employment agencies, career counselors.	1.) STC handbook will be developed to assist transitioning students on the programs at NMCHS which will allow them to see what programs are in place at NMCHS and those readily available for continuing education in the valley and on the Peninsula, and also local work transition sites	1.) completed student hand out		STC		606

*Connecting ActivitiesĘ*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds Ę($)*	*Grant Funds ($)*
CA15) Data is collected on post-program outcomes of participants Sec. 402 of STW Opportunities Act: á Academic Learning Gains á Retention (high school diploma, skill certificate and college degree (Yr. 2) á Placement and retention in further education or training in career major (Yr. 3) á Job placement, retention, earnings in career major (Yr. 3)
CA16) Benchmarks are developed for desired outcomes for the participants.Ę Benchmarks are tied to local labor market needs, national certification standards or other criteria determined by the partnership.	1.) Local Course Standards & Challenge Standards 2.)ROP Certificates 3.) State Tests Golden State Exams	1.) Standards Assessment forms are dated and signed by individual instructors Standards Assessment 2.) Certificate Skills are given in all ROP classes 3.) NMCHS will take Golden State examinations in Mathematics and Language Arts as they become available. Listing from the state results will act as documentation Accomplished Student Scores		H.S. Budget ROP	2,000
CA17) Date on post-program outcomes of participants is analyzed.

*Connecting Activities*
*Required STC Elements*	*Local Implementation*	*Input/Output Measures*	*Timeline*	*Source of Matching Funds*	*Matching Funds Ę($)*	*Grant Funds ($)*
CA18) All youth development activities are coordinated.Ę A strategy is formally agreed upon that addresses that issues of employee training, retraining and future workforce development with organized labor, management, OIC, schools, community colleges and related agencies.
CA19) Maintaining and Sustaining the System	1.) Clerical release time to assist with STC writings, budget, etc.	1.) documented time sheets		STC		394