Linking US high school community service and occupational programs to college

ORANGE COUNTY — The recent attempt of the Philippine Department of Education (DepEd) to start the ball rolling for the new Basic education program K+12 or Kindergarten plus Grade I to Grade XII is simply to re-label the current 10 years of elementary grade school I to VI plus the four years of high school as Grades I to X. Now everyone is trying to guess what will be Grade XI and Grade XII. Meantime all college and university heads are held in suspense as they contemplate the possibility of empty first and second year college classrooms.

This is the third article I am writing about the American Basic Education, which lasts 12 years. Not counting kindergarten, it is divided into Grade I to V, Grade VI to Grade VIII as Junior high school (or Middle School) while Grade IX to XII is the regular high school. European high schools last six years, half of which is considered junior high school, while the last three years, the senior high school, give a choice to students either to take up apprenticeship on a variety of technical skill or follow the academic pathway to university programs.

The requirements of high school community service

Graduating from American high school increasingly requires performing community service. According to Corporation for National and Community Service, American students who participate in school-based service programs report positive experience and are likely to volunteer in the future. Many school districts have made community service projects part of the curriculum, sometimes making the projects a requirement for graduation. In most cases, students are able to select from myriad service opportunities to suit their own interests or preferences.

Community service must take place outside of academic hours, on the student’s own time. The student cannot receive compensation for service performed. Service is usually provided at non-profit organizations, such as social service agencies, nursing homes, hospitals, churches, child care centers or schools. Christopher, my grandson, did 50 hours of this during the summer break working in the Boys and Girls Club Center.

Completing documentation to verify hours of community or school service is required. This may range from a letter on letterhead stationery of the organization where the student performed the community service to completing the log forms, which are then turned in to school personnel. This also allows students to receive credits and pass the class.

How to help teens plan and organize community service projects

Some teens have a knack for organizations while other teens may be intimidated by the prospect of planning and organizing community service projects. That’s the time when an adult from the community can step in to provide guidance and support. Begin by developing a good working relationship with teens to help the projects get underway. Students are more willing to commit time to a project when they are working with adult they respect and admire, and someone whom they can count on for support.

Schedule meetings regularly first to provide students with a brief overview of the process, then direct the teens to identify issues of concern in the community, providing them the newspapers and magazines they need to come up with ideas on their own. Allow teens to voice their opinions about which community projects they wish to tackle. Break down a sample community service project into its component parts to develop a timeline of goals so they can get the work done. But this requires a division of labor which must result from a dialogue about each of the various positions. Hold teens accountable for how they plan and organize the community projects.

Parents must be informed. At least one parent must be on hand to watch. A contact list needs to be available in order to tap available community resources. Keep a list of volunteer parents and business leaders handy. Allow teens to see the progress they are making, as they plan and organize community service projects.

High school ROP program in Orange County

The Regional Occupation Program (ROP) provides high-quality career preparation classes and services to prepare youth (16 years of age and older) and adults for successful careers in response to the needs of the local labor market. People of all economic backgrounds are welcome to enroll in the tuition-free program. Students include anyone preparing to re-enter the job market, changing careers, or seeking career advancement. Work-bound and college-bound students are encouraged to enroll. Statewide each year, ROP provides high-quality hands-on career preparation to more than 500,000 high school students (16 years and older) and adults. Of those, 55,000 are trained in Orange County. There are 72 Regional Occupation Centers and Programs (ROCP) statewide, four of which are in Orange County.

For more than 30 years, ROP has been an integral part of the public school system, working closely with school districts, the Orange County Department of Education, the business sector, and the community.

ROP offers classes in more than 100 different occupational areas that are taught by industry-experienced credentialed teachers. Business leaders review curriculum to ensure training meets the needs of the local labor market. All ROP classes address work ethic, applied academics, and job seeking strategies, in addition to career specific competencies. Classes are held at ROP Centers, on high school campuses and at industry sites.

ROP services include: Daytime, evening, and Saturday classes; Unpaid/paid On-the-Job Internships; High School and College Credits for some courses; Career Guidance; Certificate of Completion documenting competencies; Job Placement Assistance. Within a year after training, approximately 85 percent of the ROP students secure employment or pursue additional education.

ROP classes credited by colleges

Some ROP classes are granted fine arts credit by colleges and universities, including Art in Animation, Visual Communications and Traditional Photography. Others are granted a-g credits from the University of California, including Child Development, Principles of Teaching and Learning, Marine Science, Medical Careers, principles of Engineering and introduction to Engineering Design.

There are numerous classes in Hospitality, Tourism and Recreation, including certificate programs in culinary arts on six high school campuses. Moreover students in culinary programs must attain ServSafe(c) certification, which enables them to work throughout the USA as food handlers.

Construction technology, engineering, public service and transportation pathways from high school to college

Building and Construction Technology classes remain very attractive to students, and Building Industry Technology Academy (BITA) teachers have added green technologies, including solar and water-saving installations to the standard four -year BITA curriculum.

Demand for engineers is high, and ROP has implemented several PROJECT LEAD THE WAY classes that include Principles of Engineering and Introduction to Engineering Design, as well as Design and Fabrication for Engineering Careers and Computer-aided Drafting. Eighteen high schools have Public Service pathways that include classes in Legal and Law enforcement occupations; most have sections of introduction to Forensic Science/Crime Scene investigation. Three schools have introduction to Fire Technology and four schools have Emergency Medical Responder/Emergency Medical Technician classes.

Eight schools have Transportation pathways that include introductory and intermediate Automotive Technology classes for their students. One of those schools also offers Auto Body Repair.

The most cost effective delivery system for career

The California Department of Education states that “ROP is the most cost effective delivery system for career preparation in California.”

ROP, whose slogan is, “Success Starts Here,” is committed to providing people the skills necessary for successful employment. ROP is also committed to providing business and industry immediate access to a productive pool of skilled employees. The same slogan could apply to our K + 12 Basic Education program depending on the united commitment of DepEd, TESDA and CHED to eradicate poverty in our country. –Preciosa S. Soliven (The Philippine Star)