The program book can be downloaded here.

Transcription

33rd National Training Seminar
July 13-15, 2016
Pre-NTS Professional Development Workshops
July 11-13, 2016
Theme: “JAG—Delivering on the Promise!”
2
“JAG—Delivering on the Promise!”
JAG Board Member Responses to Class
of 2015 Performance Outcomes
“This is remarkable! Hurray for the JAG team!”
Tom Tauke, Chair, Executive Committee
“Powerful data which should lead to even greater
JAG growth. Kudos to all who worked so effectively.” John Engler, President/CEO, Business
Roundtable, Former Governor of Michigan
“This is exciting! Congratulations! We are so
proud of our support for JAG, and will make sure
our relevant state presidents and others see these
great results.” Charlene Lake, SVP Public Affairs
& Chief Sustainability Officer, AT&T
“Excellent news! Thank you and your team for
your efforts as well as those working in the states
that make this happen. Congratulations! Charisse
Childers, Ph.D., Director, Arkansas Department of
Career Education
JAG--Welcome to Disney’s Coronado Springs Resort!
1980 — Jobs for America’s Graduates — 2016
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33rd National Training Seminar
JAG National Network & Microsoft Sponsorship ................. 4-5
Disney’s Coronado Springs Map... ...................................... 6-7
“5-of-5” High Performance Club—Class of 2015 ............... 8-10
Welcome Letters ............................................................ 12-13
Wednesday, July 13
1:00 pm Opening Awards Session ................................ 16-17
2016 Outstanding JAG Specialists ....................................... 18
Regions Corporate Ad………. ............................................... 19
3:30 pm Film: “Most Likely to Succeed” ....................... 20-21
In Memoriam: Governor George Voinovich ......................... 22
Photo Gallery: JAG Board Meeting in Jackson, MS ............ 23
6:00 pm Awards Dinner ................................................. 24-25
Thursday, July 14
8:30 am Best Practices Workshop—Series B ................ 26-27
10:30 am Best Practices Workshops—Series C ............. 28-29
Speakers Biographical Sketches .......................................... 30
12:00 n Awards Luncheon ................................................. 31
2:00 pm Best Practices Workshops—Series D ............. 32-33
4:00 pm Best Practices Workshops—Series E ............. 34-35
Friday, July 15
8:30 am Best Practices Workshops—Series F ............. 36-37
Speakers Biographical Sketches .......................................... 38
10:15 am Closing Awards Brunch ........................................ 39
2015 Smith Scholars Announced .......................................... 40
JAG Corporate Partners (Logo Display) ............................... 41
“Most Likely to Succeed” Poster ........................................... 42
Special Appreciation: Corporate Partners……….................. 43
JAG University—Pre-NTS
Monday, July 11
8:30 am JAG University Courses ........................................ 46
12:00 n Lunch and JAG University Courses ..................... 46
Tuesday, July 12
8:30 am JAG University Courses ........................................ 47
12:00 n Lunch and JAG University Courses ..................... 47
Wednesday, July 13
8:15 am JAG University Courses ......................................... 48
10:15 am Graduation Ceremony .......................................... 48
JAG University Library Holdings ............................ 49-61
National Leadership Awards and NSLA Info ............... 62
Jobs for America's Graduates, Inc.
1729 King Street, Suite 100 · Alexandria, VA 22314
Tel. 703.684.9479 • FAX. 703.684.9489
National Center for Evidence-Based Practices
548 Silicon Drive, Suite 101  Southlake, TX 76092
Tel. 972.691.4486 · Fax. 972.874.0063
www.jag.org
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2015—JAG National Network—2016
Alabama
Indiana
Mississippi
South Carolina
Arizona
Iowa
Missouri
South Dakota
Arkansas
Kansas
Montana
Tennessee
California
Kentucky
Nevada
Virgin Islands
Connecticut
Louisiana
New Hampshire
Virginia
Delaware
Maine
New Jersey
Washington
Florida
Michigan
New Mexico
West Virginia
Georgia
Minnesota
Ohio
Wisconsin
Welcome to the 33rd Annual National Training Seminar
Microsoft—Thank you for sponsoring NTS 2016!
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6
Coronado Springs Convention Center
Coronado Springs Resort Map
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8
“5-of-5” High Performance Club
State and Regional Recognition
Recognized for Achieving the “5-of-5” Performance Goals for the Class of 2015
Class of 2015 “5-of-5” States
Arizona-#14
Arkansas-#10
Indiana—#2
Iowa—#3
Kansas
Kentucky
Louisiana
Maine-#21
“5-of-5” Regions - 20
Indiana
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Central Indiana
East Indiana
Marion County
Northwest Central Indiana
Northern Indiana
South Central Indiana
Southeast Indiana
Southwest Indiana
West Indiana
Michigan
Montana
New Hampshire
New Mexico
Ohio-#20
South Carolina
Tennessee
Virginia—#18
West Virginia-#3
287 JAG Local Programs Achieved the “5-of-5” Performance Goals for
the Class of 2015.
Arizona – 6 Programs
Coronado High School
Paradise Valley High School
Peoria High School
Santa Cruz Valley Union HS
Sunrise Mountain High School
Tempe High School
Arkansas – 34 Programs
Michigan
Archer Learning Center
 Detroit Employment Solutions
Bald Knob High School
Corp.
Batesville High School
 Capital Area Michigan Works!
Cabot High School #1
 Network Northwest
Cabot High School #3
Cedar Ridge High School
 West Michigan Works!
Central High School
Ohio
Crossroads ALE Center
 Jobs for Cincinnati Graduates
Fordyce High School
 JOG—East Central
Fouke High School
 JOG—Greater Canton
Greenwood High School
 JOG—North Central
Hall High School
 JOG Our Way
J.A. Fair HS College & Career
Tennessee
Joe T. Robinson High School
 North Central Region
Malvern High School
 South Central Region
Mansfield High School
McClellan High School
Mena High School
Alabama – 8 Programs
Newport High School
Cherokee County Career Tech Center
Headland High School
North Little Rock High School
Keith High School
North Pulaski High School
Lauderdale County High School
Northside High School
Phil Campbell High School
Paris High School
Southside High School
Parkview High School
Tharptown High School
Pea Ridge Manufacturing and
Wilson High School
Business Academy
Pine Bluff High School
Arkansas (continued)
Riverview High School
Sheridan High School
Southside High School
Springdale High School #1
Springdale High School #2
Sylvan Hills High School
Van Buren High School
White County Central High School
Delaware – 6 Programs
Brandywine High School
Delmar High School
Glasgow High School
Laurel High School
Mount Pleasant High School
Smyrna High School
Georgia – 7 Programs
Athens Comm. Career Academy
Chattooga High School
Clarke Central High School
Cross Creek High School
Doughtery Comprehensive HS
Savannah High School
Taliaferro County School
Indiana – 59 Programs
Anderson High School 2
Blackford High School
Crawfordsville Senior HS
Dekalb High School
East Chicago High School 2
Eastern Greene High School
East Noble High School
Elkhart WorkOne OOS
Franklin County High School
Gary Theodore Roosevelt High School
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Recognized for achieving the ‘5-of-5’ Performance Outcomes for the Class of 2015
(Continued from page 8)
Indiana (continued)
Davenport Mid City High School
Decatur MacArthur High School
Gary William A. Wirt Sr. High School
Des Moines Lincoln High School
Gibson Southern High School
Dubuque Hempstead
Goshen High School
Keokuk High School
Goshen Merit Learning Center
Mason City High School
Greenfield-Central High School
Rock Island High School
Huntington North HS
Waterloo East High School
Impact Institute
Kansas – 20 Programs
Indianapolis Arsenal Technical HS 1
Atchison High School
Indianapolis Ben Davis High School
Basehor-Linwood High School
Indianapolis Ben Davis HS 2
Dodge City Second Opportunity Sch.
Indianapolis Decatur Central HS 2
Emporia High School
Indianapolis Metropolitan HS
Garden City High School
Indianapolis Washington Community HS
Greensburg Kiowa County HS
Jay County High School
Holcomb High School
Jennings County High School
Hutchinson High School
Knox High School
Lawrence Free State High School
Kokomo High School
Lawrence High School
Kosciusko WorkOne AE
Liberal High School
Lafayette Jefferson High School
Newton High School
Lafayette Oakland High School
Parsons High School
Logansport High School
Pittsburg High School
Madison Consolidated High School
Pratt High School
Manchester Jr/Sr High School
Royal Valley High School
Marion High School
Salina Central High School
Martinsville High School
Salina South High School
McKenzie Center for Innovation and
Salina West Education Center
Technology
Stafford High School
Mount Vernon High School
Kentucky – 3 Programs
Muncie Central High School
Estill County High School
New Haven High School
Sheldon Clark High School
Northrop High School
Paris High School
North Side High School
Louisiana
– 23 Programs
Owen Valley High School
Avoyelles
High School
Rise Up Academy
Baton Rouge Community CollegePendleton Heights High School
Acadian Campus
Peru High School
Bolton
High School
Petersburg Pike Central HS
Donaldsonville
High School
Shelbyville High School 2
South Putnam High School
Fontainebleau High School
South Side High School
General Trass High School
St. Joseph WorkOne OOS
H. L. Bourgeois
Tell City High School
Jena High School
Terre Haute North High School
John Ehret High School
Terre Haute South High School
Leesville High School
Tippecanoe Valley High School
Livonia High School
Turkey Run Junior-Senior HS
Louisiana Schools for the Agricultural
Twin Lakes Senior High School
Sciences
Vincennes Lincoln High School
Marksville High School
Washington High School
New Iberia Senior High School
Whiteland Community High School
Peabody Magnet High School
Iowa – 12 Programs
Pickering High School
Cedar Rapids Jefferson HS
Salmen High School
Cedar Rapids Washington HS
Sulphur High School
Council Bluffs–Thomas Jefferson HS
Terrebonne Career and Technical HS
Creston High School
Tioga High School
West St. Mary High School
Westgate High School
Wossman High School
Maine – 15 Programs
Biddeford High School
Carrabec High School
Fort Kent Community High School
Freeport High School
Hodgdon High School
Houlton High School
Lisbon High School
Madison Area Memorial HS
Messalonskee High School
Mt. Blue High School
Oceanside High School - East
Shead High School
Spruce Mountain High School
Waterville Sr. High School
Windham High School
Michigan – 6 Programs
Beaver Island Lighthouse School
Lighthouse Academy School
Osborn College Preparatory
Potterville High School
Ross Beatty Jr./Sr. High School
Woodcreek Achievement Center
Mississippi – 1 Program
Wingfield High School
Missouri – 4 Programs
Caruthersville High School
Jennings Educational Training School
Kennett High School
South Pemiscot High School
Montana – 13 Programs
Bridger High School
Butte High School
Cascade High School
Culbertson High School
Dutton/Brady High School
Frenchtown High School
Glasgow High School
Helena—PAL
Libby Central Pride
Paris Gibson Education Center
Polson High School
Roberts High School
Scobey High School
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“5-of-5”
Robert A. Taft High School
Rutherford B Hayes High
(Continued from page 9)
Rutherford B Hayes High #2
Nevada – 4 Programs
Western Hills University HS
Fernley High School
Woodward Career Tech HS
Reed High School
South Carolina – 17
Virgin Valley High School
Chesnee High School
West Wendover HS
Clinton High School
New Hampshire – 3 Programs
Colleton County High School
Raymond High School
Creek Bridge HS
Winnacunnet High School
Lake Marion HS
Woodsville High School
Marion High School
New Mexico – 1 Program
McCormick County HS
Rio Grande High School
Mullins High School
Ohio – 15 Programs
Rock Hill High School
Buckeye Local Schools
South Florence HS
Career Technology Center of
Swansea High School
Licking County
T.L. Hanna High School
Coshocton Co. Career Ctr.
Wade Hampton HS
Elgin High School
West Florence HS
Fairless High School
Westside High School
Lincoln-West High School
Wilson Senior High School
Northmor High School
Woodmont High School
Northridge High School
Tennessee – 12 Programs
Oyler High School
Centennial High School
Purcell-Marian High #2
Columbia Central HS
Creek Wood HS
Washington County Career
and Technical EducaEast Hickman HS
tion Center
Fairview High School
Washington
– 3 Programs
Giles County HS
Bremerton
– West Sound
Hickman County High
Technical
Center
Houston County High
Granite
Falls
Crossroad
Morgan County CTC
Alternative
High
School
Mt. Pleasant HS
Highline
–
Puget
Sound
Perry County High
Skills Center
Wayne County Tech Center
West Virginia–1 Program
Virginia – 12 Programs
Wayne High School
Burton Center for Arts and
Wisconsin – 2 Programs
Technology
Prairie Phoenix Academy
Bryant High School
Tomah High School
Charlottesville HS
Manchester HS
Martinsville HS
Northampton County High
School
Petersburg High School
Rowanty Technical Center
Russell Co. CTC
Smyth County Career and
Technology Center
The Academy at Virginia Randolph
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June 29, 2016
Press Release
Jobs for America's Graduates Announces the Best Results in its History: 94%
Graduation Rates and Doubling the Rate Disadvantaged Youth Secure Work
Completing its 35th anniversary year of serving over one million of the nation’s most at-risk and disadvantaged young people, Jobs for America's Graduates (JAG) announces the results of its services to the JAG
Class of 2015. JAG provides a full 12 months of intensive support after graduation to help ensure a successful transition to work, college, or – for about half the students – both.
Four bipartisan Governors lead the JAG Board of Directors (two Democrats and two Republicans). More
Governors serve on the JAG Board than on any other non-profit board in the nation (11). In addition, serving
on the JAG Board are national leaders such as former Michigan Governor John Engler (President of the Business Roundtable), Stacey Stewart (U.S. President of the United Way Worldwide), Marc Morial
(President of the National Urban League), and a dozen C-Suite executives of the Fortune 500.
The results for the 12 months of follow-up for the Class of 2015 across more than 1,000 classrooms in
32 states highlight the program’s ability to enhance the academic and economic outcomes for these
at-risk and disadvantaged youth:
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Graduation Rate: 94%
Positive Outcomes Rate: 82% (employment, college, or a combination)
Job Placement Rate: 61% (the highest in 20 years)
Full-time Jobs Rate: 73% (the highest in 20 years)
Full-time Placement Rate: 89% (the combination of employment or college, alone or together
equal to a 40-hour weekly commitment of time)
Further Education Rate: 43%
Jobs for America's Graduates Board Chairman, Mississippi Governor Phil Bryant, commented on the
new results: “JAG convincingly demonstrates that we do know what it takes to help challenged youth succeed. These results are why Governors, State Legislatures, school systems, and leaders of the private sector are so committed to the program.”
Reflecting the value that the business community has found in the employment preparation JAG students receive in the program, Governor Engler noted: “It is a remarkable fact that 5,000 employers across the nation
hire JAG every year. They do so for the very best of business reasons. JAG’s young people are great employees. They come to work on time, are excited about their work, anxious to grow in their jobs, and are all
about customer service to and the success of their employers.”
Stacey Stewart, the President of the United Way Worldwide, highlighted the “Collective Impacts” that
JAG provides that also reflects the goals of the United Way: “The success of these very disadvantaged and
at-risk young people demonstrates that they are also young people of truly great promise. They are successful not only because of the extraordinary effort the staff and schools make, but also because of the coalescing
of the schools and community around the JAG organization to help these young people succeed.
Jobs for America's Graduates offers Middle School, High School, Out-of-School and College Success Program Applications of the JAG Model, as well as alternative school settings serving high school dropouts and
other disadvantaged populations. Twenty-three State Legislatures invest in the program, as do dozens of
other agencies, workforce boards, hundreds of schools, and a broad range of private sector contributors and
leaders who have given of their time and financial resources.
For more information, please visit the JAG website at www.jag.org.
July 13, 2016
Dear 2016 NTS Delegates:
On behalf of our entire Board of Directors, which now includes 11 Governors (the most Governors to serve
on any Board of Directors in the country) and extraordinary national public and private sector leaders,
welcome to the 2016 JAG National Training Seminar.
This event is among the most important of 2016. It brings you together as an extremely successful group of
professionals who have demonstrated that you are the best in the nation in most effectively helping build
great economic and personal opportunities for well over 50,000 young people of truly great promise each
year. The results from your work with the Class of 2015 are in – and when they are announced at NTS, they
will prove, once again, that you are the best.
This is the time and place for you to learn the best practices for delivering on the promise that JAG makes to
its students, to acquire new tools, learn new techniques, and advise each other on how to most effectively
help young people succeed in the face of the many challenges they face.
Our Board of Directors is determined to bring this great success story to tens of thousands or more young
people in the months and years ahead. That includes expanding our range of high school, middle school,
and out-of-school offerings, given the extraordinary needs in each of these categories. Our Out-of-School
Program Application has received a great deal of new interest this past year in light of the federal government’s shift of funding in support of meeting the needs of out-of-school youth. You will see a new level of
attention to the issue here this week.
We on the Board of Directors share a great deal of pride in being part of this organization. That pride is rooted in our confidence in and admiration of the work that you are doing each day. It is making the decisive difference in the lives of so many young people. We are deeply grateful for your personal passion, commitment, and determination to see to it that every young person succeeds in school, on the job, and in building
great lives.
Sincerely,
Governor Phil Bryant
Chair, Jobs for America's Graduates, Inc. Board of Directors
July 13, 2016
Dear Leaders of the JAG National Network:
Welcome to the 2016 JAG National Training Seminar! All of us on the
management team of Jobs for America’s Graduates are truly excited to have you here.
You are in for a treat. This is the event that receives the most positive reviews and enthusiastic praise
each year. It is a great opportunity to hear new ideas, learn new techniques and the very best of practices in
serving our young people, meet employers who can provide employment and career opportunities for our
youth, and hear from leaders who are committed to the success of youth in America.
This is also a time to get to know your colleagues from many of our 1,041 classrooms in 32 states. You
will learn more about JAG Model applications you may not be familiar with, such as our Middle School, MultiYear High School, Alternative Education, Senior Year, Out-of-School and the College Success Program applications. We are growing in all of these categories, which increases opportunities for you, your colleagues,
and the youth we serve.
Joining us from our Board of Directors this year will be:
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Mark Butler, Commissioner of the Georgia Department of Labor
Larry Caruso, Executive Director of Jobs for Kentucky's Graduates and retired Senior HR
Executive for GE.
Carolyn Warner, Founder and President of Corporate Education Consulting, Inc. Carolyn
served as Arizona Superintendent of Public Instruction for 12 years and brought JAG to Arizona.
This is the “Family Reunion” of Jobs for America's Graduates. Here you will see old friends and meet new
ones as well. As you can see all around you, the individuals in our organization are deeply committed to
helping young people succeed in school and on the job.
We welcome you to learn, enjoy, and “recharge your batteries” to excel once again, in helping the young
people of JAG succeed.
Kenneth M. Smith
President and Chief Executive Officer
Jobs for America’s Graduates, Inc.
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Brian Schoch, National Faculty Member
Brian is a skilled leader of professional development workshops and dynamic
keynote speaker; having worked with teachers throughout the country and Ohio
for the past eight years. He is currently a high school business teacher with the
New Albany-Plain Local School District, near Columbus, Ohio. Brian formerly
taught high school business, marketing, and technology courses in Columbus
(OH) Public Schools.
At the Buck Institute for Education (BIE), our highest priority
is to help teachers prepare students for successful lives. We do
this by showing teachers how to
use Project Based Learning in all
grade levels and subject areas.
As a mission-driven nonprofit organization, BIE creates, gathers,
and shares high-quality PBL instructional practices and products
and provides highly effective services to teachers, schools, and
districts.
For teachers, BIE offers professional development on how to
design, assess, and manage projects that engage and motivate
students. For schools, BIE helps
bring coherence to PBL practices
across grade levels and subject
areas, and supports the creation
of school-wide processes and
structures to support PBL. For
districts, BIE offers unrivaled service and expertise in creating and
sustaining district-wide PBL initiatives. The exponential increase in
demand for its services and products speak to BIE’s ability to help
educators around the world provide a better education for all students.
In addition to teaching and training, Brian was integral in developing and sustaining the Ohio Pathways website, a resource featuring PBL resources as well as
integrated academic and career-technical standards.
He earned his bachelor’s degree in Business from Miami University (Oxford, OH)
and his master’s degree in Education from The Ohio State University, while
working at Ohio State’s Center on Education and Training.
BIE.org
BIE.org/resources PBLU.org
33rd Annual National Training Seminar
Wednesday—July 13, 2016
All Day
NTS Headquarters ............................................................................................. Cancun
10:30 am—1:00 pm Registration ............................................................................. Fiesta 5-6 Lobby
1:00 pm
Opening Awards Session .................................................................................. Fiesta 5
Opening Awards Session Highlights
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Welcome to NTS 2016
Special Guests
Kenneth M. Smith, President/CEO, JAG
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Why Project Based Learning?
Brian Schoch, BIE National Faculty
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JAG-Florida—NTS 2016 Host State
Ken Smith
Heather Beaven, President/CEO
Jobs for Florida’s Graduates
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Theme: “JAG—Delivering on the Promise!”
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Awards and Recognition
Jim Koeninger, Ph.D., JAG Executive Vice President
Brian Schoch
- Outstanding Specialists
- Peak Performers: Programs
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Remarks: “Innovation for Education”
Ted Dintersmith, Executive Producer, Author, &
Philanthropist
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Announcements
Ted Dintersmith
3:00
Break
3:15
Film: “Most Likely to Succeed” ···························································· Fiesta 5
Ted Dintersmith, Executive Producer
5:00
VIP Reception (Invitation Only) .................................................................. Yucatan 1-3
Invitees:
Co-Hosts: JAG-Florida and Jobs for America’s Graduates Board of Directors
Board Members—Local, State and National; Corporate Partners
Council of State Affiliate Representatives; Nationally Certified Trainers
School Administrators; JAG National Staff; and Special VIP Guests
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2016 Outstanding JAG Specialists
145 Specialists are receiving $24,300 in Monetary Awards provided by donations from
JAG Board members and Strategic Partnerships LLC.
Alabama - 3
Angela Dawson
Whitney Geohagan
Linda Quigley
Arizona - 4
Holly Gorman
Sommer Meza
Wendy Paez
William Roberts
Arkansas - 7
Linda Black
Kathy Clark
Brenda Early
Dr. Mary Jacob
Barbara Milner
Karen Pervis
Terry Watson
Indiana -14 (continued)
Jody Robinson
Christine Shaffer
Patricia Thacker
Jordan Wilsey
Brenda Yocum
Iowa - 7
Teresa Bowlin
John Gianforte
Rebecca Leinaar
Cara Rypka
Cynthia Safford
Craig Sharp
Erin Whipple
Florida - 3
Corrliss Marayne
Michelle McNab
Nicole Miller
Kansas - 20
Carol Arnold
Jordan Boyles
Patrick Dake
Ashley Ferguson
Jeremy Garcia
Melissa Gates
Danielle Geronymo
Carrie Goodheart
Mary Guerra
Kipp Keffel
Brad Lingafelter
Nidia Lopez
Alexandria Macias
Traci Martinez
Aaron Novack
Connor Phillips
Will Ponder
Elise Potocnik
Samantha Wilkerson
Danelle Wolfe
Georgia - 2
Barry Jenkins
Dr. Cynthia Lovett
Kentucky - 2
Marcie Hanson
Mike Rogers
California - 2
Janelle Charles
Jackie Taylor
Connecticut - 2
Emily Carver
Justine Meyer
Delaware – 3
Maurice Floyd
Randle Holmes
Desiree Moore
Indiana - 14
Ray Davis
Andrea Freeze
Melissa Fritz
Audrey Harbison
Larry Keilman
Whitney Mathews
Elizabeth Moffett
Derek Morgan
Jammie Prezzy
Louisiana - 12
Jeff Boren
Tyrella Bushell
Johnie Crochet
Ann DeClouette
Eric DuBuisson
Alisha Ferrington
Alice Guess
Reginald Johnson
Paula Kircher
Louisiana - 12 (continued)
Tarleisha Miles
Tammie Santos
Lisa Thomas
Maine - 7
Dave Berrang
Skip Bessey
Dee Butler
Cal Dorman
Brian Heal
Tara Poole
Bethany Sevey
Michigan - 2
Carolyn Miller
Dana Venhuizen
Minnesota—1
Becky Clark
Mississippi - 4
Nancy Fortenberry
Marie Harris
Penny Potts
Bettye Sims-Hawkins
Missouri - 5
Butler B’ynote’ III
Kelvin Carter
Wendy Czerwonka
Erica Dement
Jana Loftis
Montana - 5
Susan Atkinson
David Bratsky
Annawyn Griffin
Michelle Mitchell
Janice Rorvik
New Mexico—3 (continued)
Katryn Fraher
Celeste Parrish
Nevada - 6
Trisha Jackson
Chad Kapanui
Jamie Madeiros
Lysette Perez
Maria Romero
Jourdan Rowbottom
Ohio - 6
Vanessa Ackley
Nicole Edwards
Gerry Hartman
Diane McGrew
Soni Morris
Kelly Thomas
South Carolina - 3
Gail Blake
Anson Cunningham
Oscar Neely
South Dakota - 2
Shyloe Bordeaux
Tana Langdeaux
Tennessee - 3
Chana Lymon
Sarah Seavers
Mikki Williams
Virginia - 2
Rebecca Mullin
Sherri Rickman
Virgin Islands-1
Josette Illis
New Hampshire - 2
Nick Resca
Seth Window
Washington – 4
Laurie Beaver
Jerry Fong
Geri Prader
Cathy Wagner
New Jersey - 3
Keith Benson
Elizabeth Clark
Dr. Ruth Patterson
West Virginia - 2
Kalyn Obiozor
Marvin Vaughn
New Mexico - 3
Marivic Cunanan
Wisconsin - 2
Quincy Neri
Kim Shrake
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Workshop Series A • 3:30–5:00 pm
Film: “Most Likely to Succeed!”
Ted Dintersmith
Executive Producer & Author
Storyline
After a 25-year career in venture capital, Ted Dintersmith is now
committed to creating national change through initiatives at the intersection of innovation, education and film. He is the originator of
the documentary “Most Likely to Succeed”, and an executive producer of “The Hunting Ground” (both films premiered at Sundance,
2015). Ted served as part of the delegation representing the U.S. at
the United Nations General Assembly, where he focused on global
education and entrepreneurship; is a partner emeritus with Charles
River Ventures; and has served on the board of the National Venture Capital Association, chairing its Public Policy Committee. He
earned a Ph.D. in engineering from Stanford and an undergraduate
degree in physics and English from the College of William and
Mary.
The current educational system in the United States was developed a century ago during the rise of
the industrial age and was once the envy of the world. However, the world economy has since transformed profoundly, but the US education system has not. Schools are attempting to teach and test
skills, when mastered, that still leave graduates woefully unprepared for the 21st Century. After presenting this problem, the documentary focuses on the story of a school in San Diego that is completely rethinking what the experience of going to school looks like. As we follow students, parents
and teachers through a truly unorthodox school experience, the audience is forced to consider what
sort of educational environment is most likely to succeed in the 21st century?
In the U.S.
66% of kids
experience academic
difficulties.
“There is something special that
permeates the film. It is
something that educators might
recognize from their own
experiences—a sense of hope.”
National Math + Science Initiative
85% of current jobs
require some
or more college
or post-secondary
education
“The 21st Century is going to be
all about building, creating, and
innovating. This remarkable film
shows a path of how we can
empower all of our children
to do that.”
Sal Khan, Khan Academy
Our School
System Was
Designed in
21
Today, education
ranked only
18th out of 23
industrialized countries
“...a smart and engaging
look at education in
21st century America.”
The Hollywood Reporter
1893.
“This movie brilliantly tells a story
every community needs to hear. It
shows us how reinventing our approach to education can make every
student an independent lifelong
learner fully prepared for today’s
challenges and opportunities.”
Mark Lang, Charter Partners Inst.
Only 1 in 4
high school students
graduate college-ready
in English, Math
and Science
Today more than ever, we prize academic achievement, pressuring our children to get into the “right” colleges, have the highest GPAs, and pursue advanced degrees. But while students may graduate with credentials, by and large they lack the competencies needed to be thoughtful, engaged citizens and to get
good jobs in our rapidly evolving economy. Our school system was engineered a century ago to produce a
work force for a world that no longer exists. Alarmingly, our methods of schooling crush the creativity and
initiative young people need to thrive in the twenty-first century.
In Most Likely to Succeed, bestselling author and education expert Tony Wagner and venture capitalist
Ted Dintersmith call for a complete overhaul of the function and focus of American schools, sharing insights and stories from the front lines, including profiles of successful students, teachers, parents, and
business leaders.
….A must read for JAG Managers, Specialists, Educators and Administrators who wish to equip their students for the 21st century. Let’s prepare our young people for “The Innovation Era!” JAG is introducing a
powerful enhancement to the JAG Model to do so—Project Based Learning! Attend all possible PBL workshops at NTS 2016!
T
he entire JAG organization deeply mourns the
loss of US Senator George Voinovich, who
also previously served as Governor of Ohio,
Mayor of Cleveland, and as a great leader and Chair of
the JAG Board of Directors.
Governor Voinovich led JAG’s largest State Affiliate
ever in Ohio. At the time, Jobs for Ohio Graduates
operated in 350 schools, serving more than 23,000
youth, with the largest state appropriation in our
history - $12 million – which further leveraged significant local funding from schools, workforce boards, and
others.
As Governor of Ohio, US Senator, and in retirement,
Voinovich was relentless in advocating for JAG. As
late as two weeks before his passing, he was on the
phone “making the case” for Jobs for America's
Graduates to Governors and other state leaders.
George V. Voinovich
July 15, 1936 — June 12, 2016
Senior Fellow, Cleveland State University—2011
U.S. Senator—1999 to 2011
Visiting Professor, Ohio University—1998
Chairman, National Governors Assn—1997-1998
65th Governor of Ohio—1991 to 1998
JAG Chairman of the Board—1996 to 1998
54th Mayor of Cleveland—1980 to 1989
Lieutenant Governor of Ohio—1979
Ohio State Representative—1967 to 1971
Assistant Attorney General of Ohio—1963
Married Janet Allan—1962
Ohio State University College of Law—1961
B.A. in Government, Ohio University—1958
Born in Cleveland, Ohio—July 15, 1936
A favorite – and completely true – story concerns his
actions at a National Governors Association meeting
some years ago when he served as our Chair. A couple of Governors clearly had been difficult to reach
about JAG. As a meeting broke up and they headed
for the men’s room, Governor Voinovich immediately
surged in front of them, blocked their entrance, folded
his arms and said, “Let’s talk about JAG.” The Governors quickly agreed to talk with him about JAG – if, he
would just let them proceed to their destination, first.
Having worked with George Voinovich for more than
2½ decades, we also knew him as a genuine public
servant. As Mayor, he turned Cleveland around after
some of its most difficult days. As Governor, he
brought Ohio to a new level of economic and individual
success. He served as a great leader in the US Senate, highly respected and personally engaged with
leaders from both parties.
America and Jobs for America's Graduates are both so
much better off having had George Voinovich as one of
its leaders.
JAG National Board Meeting
Jackson, Mississippi • March 31 to April 1, 2016
Press Conference: Governor Phil Bryant (podium); l-r: Chris Masingill, Delta Regional
Authority; Leo Denault, Entergy; JAG-Mississippi Students, Specialists and Managers
L-R: Ken Smith, JAG President; Louisiana Governor John Edwards and his wife, First
Lady Donna Edwards; Mississippi First Lady Deborah Bryant and Governor Phil Bryant;
and, Chris Masingill, Federal Co-Chairman, Delta Regional Authority.
R-L: Larry Caruso (KY);
Cathy Olesen; Governor
Bryant (MS); 2016
Smith Scholar Austin
Vardaman; Bettye Hawkins, MS Specialist;
Mark Nicholls, JAG
Board Member; Jim
Koeninger, JAG Staff
Member
←
Governor John Engler,
President,
Business Roundtable
23
24
Assistant Secretary for Civil Rights
Joe Leonard, Jr., Ph.D.
Agriculture Secretary Tom Vilsack swore in Dr. Joe Leonard, Jr., as Assistant Secretary for Civil Rights on April 6, 2009. Nominated by President
Barack Obama and confirmed by the U.S. Senate on April 2, 2009, Assistant Secretary Leonard has a strong academic, legislative and working history in civil rights.
Under Assistant Secretary Leonard’s leadership, USDA was able to accomplish several historic accomplishments. To address long-standing allegations of past discrimination, Assistant Secretary Leonard spearheaded an
effort to settle large-scale class-action lawsuits with Native American and
African American farmers and ranchers and established a voluntary claims
process for women and Hispanic farmers and ranchers, which provided
payments of more than $2.5 billion combined and over $118 million in debt
forgiveness. Notably, during Dr. Leonard’s tenure, there has been an increase in civil rights trainings within USDA nationwide, a 90% decrease in
farmer complaints nationwide, a 12% increase in the number of AfricanAmerican farmers and a 21% increase in the number of Hispanic farmers in
the United States.
Additionally, in 2013, the Office of the Assistant Secretary for Civil Rights (OASCR) provided unprecedented protections
for Gender Identity and Gender Expression for conducted programs at USDA. And, more recently, in 2014, OASCR
issued a Departmental regulation prohibiting discrimination on the basis of National Origin affecting persons with limited
English proficiency in assisted and conducted programs.
Under Secretary Vilsack’s leadership, and the tremendous efforts of the Office of the Assistant Secretary for Civil Rights,
USDA has made a comprehensive cultural transformation. USDA’s Senior Executive Service (SES) now exceeds the
government-wide workforce in 9 out of 10 diversity categories. Most notably, the percentage of minorities and women in
the SES have increased by 88% and 38%, respectively. These achievements have earned USDA recognition as one of
the most diverse groups of executives in the entire federal government.
Before joining USDA, Assistant Secretary Leonard served as Executive Director of the Congressional Black Caucus
(CBC) under the leadership of Representative Carolyn Cheeks Kilpatrick (D-MI). While at the CBC, Leonard managed
the daily activities of the Caucus and helped guide the legislative policy for its 43 congressional members.
Prior to his role at the CBC, Assistant Secretary Leonard served as the Executive Director of the Black Leadership Forum, an umbrella organization of 32 member groups that together work to develop and implement progressive public
policies for social change. He has also served as the Washington, DC Bureau Chief of the Rainbow/ PUSH Coalition
and Director of the Arthur Fleming Institute of the Center for Policy Alternatives.
Assistant Secretary Leonard is a native of Austin, TX. He holds a Ph.D. in American history with a specialization in civil
rights history from Howard University, Washington, DC; an M.A. degree from Southern University, Baton Rouge, LA; and
a B.A. degree from Huston-Tillotson University in Austin, Texas. Assistant Secretary Leonard and his wife, Dr. Natasha
Cole-Leonard are proud parents of a 13-year-old son, Cole.
5:00 pm
6:00
VIP Reception—By Invitation ........................................................... Yucatan 1-3
Co-Hosts: JAG-Florida and Jobs for America’s Graduates Board of Directors
Invitees: Board Members—Local, State and National; Corporate Partners
Council of State Affiliate Representatives; Nationally Certified Trainers
School Administrators; JAG National Staff; and Special VIP Guests
Awards Dinner .......................................................................................... Fiesta 5

Welcome and Special Guests
Kenneth M. Smith, President, JAG

Special Remarks

Speaker:
Dr. Joe Leonard
Assistant Secretary for Civil Rights
U.S. Department of Agriculture

Ken Smith
Jim Koeninger, Ph.D.
JAG Executive Vice President
“5-of-5” National Recognition
- 287 JAG Model Programs
- 20 State Regions
- 17 States
Dr. Joe Leonard
Peak Performers—States
High Performer Awards

Closing Remarks

Announcements
Special Request
Mr. Dintersmith would like to meet with the CSA Representative from the following states:
Alaska, Iowa, Kentucky, Minnesota, Mississippi, New Hampshire,
North Dakota, Utah, Virginia, Washington State, and West Virginia.
A location will be announced at the close of the Awards Dinner.
Thank you for reserving 15-20 minutes following the Awards Dinner.
25
26
Thursday—July 14, 2016
8:30—10:00 am Workshop Series B
#
Description
Presenters
Room
B-1
Fundamentals of Project Based Learning
Jenn Beal, Iowa JAG,
Karey Webb, JAG
National Trainer
Fiesta
1&2
B-2
Demonstration & Development of PBL—Character Development
Lead: Missy Boutwell
Team: Erin Whipple;
Tim Dolson; Amy Kennel
and Jeremy White
Fiesta
3&4
Welcome to a crash course in Project Based Learning! Walk through the eight
essential project design elements to implement a Gold Standard PBL according to
the Buck Institute for Education. This workshop is modeled after the PBL 101
training, where we will condense a three-day workshop into a 90-minute seminar that
will break down a project into bite-sized pieces. Don’t let this process feel
overwhelming, learn the fundamentals to bring your curriculum to life using Project
Based Learning.
Would you be interested in an interactive and engaging way to get to know your
students and launch an amazing school year? Learn from experienced Specialist,
Missy Boutwell, as she provides a demonstration of one of her successful ProjectBased Learning experiences. This workshop will be tailored to the interest of
attendees and is designed to allow your PBL to take shape. Experienced Specialists
will assist by sharing their step-by-step process from an established project; while
you take control of accommodations specific to your students and community needs.
Walk away with not only ideas for future projects, but also a framework for a BIE-PBL
*Iowa JAG Specialists
B-3
Can Cell Phone Addiction Improve College & Career Readiness Skills?
Gerald Meggett, Jr.
Co-Founder
Students check their phones over 150 times a day and are consuming media on
average for 53 hours a week (social media, gaming, videos, etc.). Almost 50% of kids MyQVO.com
receive their 1st cell phone at age 7 and 89% of teens are on at least one social
media site. 97% of boys and 94% of girls are gamers (including mobile/phone
games). American boys and girls on average invest 10,000 hours (playing video
games by the time they turn age 21). In this hyper digital age, 50% of students
report being chronically disengaged with school. The big question is "Can Cell Phone
Addiction Improve College and Career Skills?"
Fiesta
7
B-4
The A-R-T of Leadership
Paul Booden, President,
Prepare-Act-Become,
LLC and JAG National
Trainer
Fiesta
8
N. Eric DuBuisson,
JAG Specialist
Salmen High School
Louisiana-JAG
Fiesta
9
Leadership applications with universal application will be covered in this session.
Leadership is the ability to influence those with whom we interact. It is not about
Title, Length of Service, Who You Know, or Being in the Right Place. Everyone who
interacts with others, disregarding level, can apply these principles to guarantee their
success. The ART of Leadership will be learned and applied during the session.
Participants will be challenged to apply the principles while attending NTS 2016.
Delegates will see positive outcomes before they leave Disney’s Coronado Springs!
B-5
Lesson Planning the JAG Curriculum
"Lesson Planning the JAG Curriculum" is a three-peat presentation of Mr.
DuBuisson's formula for creating comprehensive lesson plans. JAG-National will
provide a limited number of flash drives that contain updated copies of his lesson
plans from the past year.
27
8:30—10:00 am
Workshop Series B
#
Description
Presenters
Room
Running in Place about Race: The Importance of Multicultural Education Carlisa Russell, JAGFlorida, Florida Atlantic
& the Connection to Teacher Efficacy, Advocacy & Anti-Racism
Monterrey
1
This workshop will be an introduction to multicultural education and enhancing teacher
efficacy through anti-racism and social justice practices. This workshop will be
designed to engage Treasure Hunters and JFG Managers to work with and advocate
for marginalized students and communities.
University, Broward
Community College,
Broward County Public
Schools
B-7
How to Build Your Team TALLER!
Sarah M. Vincent,
Manager, Region 5
Staff, JAG-Indiana
Monterrey
2&3
B-8
Tyson Foods & JAG: “Winning Together!”
Megan Cherry
Senior Talent
Acquisition Manager,
Tyson Foods
Rashad Delph
Director, Talent
Acquisition, Tyson
Foods
Yucatan
1
B-9
Enhancing the Middle School Curriculum—Through a Creative &
Interactive Approach
Natoya Campbell,
Middle School
Coordinator, JAGArizona
Yucatan
2
Donna Custard,
President, New Jersey
Chamber of Commerce
Foundation
Yucatan
3
B-6
Utilizing team members’ strengths, experiences, and perspective; Region 5 JAG
Indiana continues to strive towards new heights. Not wanting to remain stagnant, the
team looked where improvements could be made and the program(s) could progress.
Hear from the management staff on recruitment strategies, curriculum model, lesson
plans, training opportunities along with professional development to help the needs of
staff. Specialists will discuss how healthy self-care, personal SMART goals, and
enhancing their careers/education is built into the team and in-turn taught to the
students. Preserving health, prioritizing family, and serving youth has made a
“TALLER” (stronger, more durable) team.
With 113,000 Team Members and over 100 locations across the U.S., Tyson Foods
offers opportunities for individuals from all different backgrounds who want a place
where they can begin their career. With the JAG program and the incredible resources
that are offered to students, we believe that we have a great opportunity to partner
together and win together. In this session, we will learn more about Tyson Foods, the
business that we are in and what we stand for, why the agriculture industry is so
important and the challenges we are facing and areas of opportunities for us to partner
together and win.
Attendees will be exposed to curriculum, activities and programs that may be
implemented with the 6th through 8th grade population. Presenters will deliver
information in a creative, fun and unique manner. Workshop attendees will leave the
workshop with valuable and tangible information that may be implemented in the
classroom. Workshop will cover the following topics; College and Career readiness,
alleviating stress during standardized testing, money management and much more!
Attendees, please dress comfortably and wear something that identifies your school
and shows your school spirit.
B-10 Hands-On, Interactive, Structured Learning Activities for Multi-Year JAG
Programs
The New Jersey Chamber of Commerce Foundation will present multiple, hands-on
games that simulate processes in the ultra-competitive worlds of college admissions
and employment. Developed in partnership with the business community as well as
educators, these games reinforce JAG’s Competency-Based Employability Skills
Curriculum in a fun, collaborative structure that engages students with varied learning
styles. Students participate in teams and individually to develop college and career
readiness, financial literacy, time management, situation judgement, interview
preparation and much more. All participants will receive a free mini-activity to use with
the students and a discount coupon.
28
10:30—12:00 noon Workshop Series C
#
Description
Presenters
Room
Jenn Beal, Iowa JAG,
Karey Webb, JAG
Welcome to a crash course in Project Based Learning! Walk through the eight
National Trainer
essential project design elements to implement a Gold Standard PBL according to the
Buck Institute for Education. This workshop is modeled after the PBL 101 training, where
we will condense a three-day workshop into a 90-minute seminar that will break down a
project into bite-sized pieces. Don’t let this process feel overwhelming, learn the
fundamentals to bring your curriculum to life using Project Based Learning.
Fiesta
1&2
Lead: Amy Kennel
Team: Tim Dolson;
Erin Whipple; Jeremy
White; and Missy
Boutwell.
Fiesta
3&4
C-1
Fundamentals of Project Based Learning
C-2
Demonstration and Development of PBL-Service Learning
Are you “over” the traditional community service ventures like a canned food drive or
picking up trash? How do you achieve true Service “Learning”? Utilizing PBL to connect
service to JAG competency attainment not only makes sense but can be easier than you
imagine. Open your heart and mind to the possibilities that experienced Specialist Amy
Kennel will provide. This workshop will bring service learning to life!
Join this workshop that will be tailored to the interest of attendees and is designed to
allow your PBL to take shape. Experienced Specialists will assist by sharing their step-bystep process from an established project; while you take control of accommodations
specific to your students and community needs. Walk away with not only ideas for future
projects, but also a framework for a BIE PBL to get started this school year.
C-3
Critical Skills for Digital Learners
Brittany Ferguson
Senior Implementation
Responsible financial decision-making; navigating online privacy; engaging in healthy
relationships; understanding careers and entrepreneurships—these extra-academic skills Manager, EverFi
have been shown to be vital in determining a student’s success in preparing for college
and a career, and are central to JAG areas of focus. Participants will learn how to put
EverFi’s no cost, dynamic software courses to work in their schools to address these
critical areas, and to implement them within existing curricula, thus taking a holistic,
integrated instructional approach.
Fiesta
7
C-4
Middle School Curriculum—“Believing the College Dream”
Fiesta
8
ECMC, a JAG partner, developed “Believing the College Dream” to help middle school
students and their families by: (a) showing them that going to college is in their grasp; (b)
helping them believe in themselves and their ability to succeed in school; (c) teaching
them how to identify people they can trust to support their journey in education; (d) giving
families and communities tools, information and the college-bound attitude they need to
support their children. This middle school curriculum is “FREE” for JAG Specialists to use
in opening the door to higher education for college hopefuls. ECMC believes it’s never
too late to inspire young people with the promise of college. JAG Middle School
Specialists—are you talking to your middle schoolers now? “Believing the College
Dream” is a valuable resource for the JAG National Network.
C-5
Presenters:
Vicki Whebbe
March Kessler
Steven Baumann
Johnnie Hill-Marsh
Adrelle Pinkney
ECMC Student
Success, Educational
Credit Management
Corp. (ECMC)
Building a College Success Program: An Extension of the JAG Model Craig Larrabee,
Maine's College Success Program, one-year old, is now on seven Maine campuses and President, Mike LeVert
is supported financially through state appropriations, colleges, and private funders. Come & Dwight Littlefield
JAG-Maine
learn from the Maine team how they got this program started, what they've learned
working with college students on campus, and where the program is headed.
Fiesta
9
29
10:30—12:00 noon Workshop Series C
#
Description
C-6
Preparing to Win: A Strategic Approach to Job Placement in the
Service Industry
Chris Stewart
Regional HR Manager
In the fast-paced service industry there are common qualities which lead to hire and McDonald’s USA LLC
promotion. Understand what those qualities are and how you can prepare your
graduates for successful placement and growth in the service industry. In addition
to the keys of building long-term mutually beneficial relationship with organizations
for job placement partnerships.
Monterrey
1
C-7
Can Cell Phone Addiction Improve College and Career
Readiness Skills?
Monterrey
2&3
Students check their phones over 150 times a day and are consuming media on
average for 53 hours a week (social media, gaming, videos, etc.). Almost 50% of
kids receive their 1st cell phone at age 7 and 89% of teens are on at least one
social media site. 97% of boys and 94% of girls are gamers (including mobile/phone
games). American boys and girls on average invest 10,000 hours (playing video
games by the time they turn age 21). In this hyper digital age, 50% of student
report being chronically disengaged with school. The big question is "Can Cell
Phone Addiction Improve College and Career Skills?"
C-8
‘Fake It Until You Make It!’ Better Yet, ‘Fake It Until You Become
It!’
This workshop is a take-off of Amy Cuddy’s Ted Talks video, ‘Your body language
shapes who you are’. The workshop is designed to empower specialists to become
an advocate for themselves, to believe in themselves and to be confident in working
within the JAG program. JAG Specialists wear multiple hats and often they have
limited, or no, experience with certain topics. The workshop is designed to show
specialists how, with limited or no experience, one must ‘fake it until they make it’.
In other words, Specialists must profess to know their jobs until they gain the
experience, the tools, and the knowledge they need to be successful in JAG.
C-9
Global Teen Wealth
How often do we get the chance to interview 15 super successful entrepreneurs
and implement their strategies to help ourselves prosper? Join us for a session on
how to achieve both physical, emotional and financial success. Find out how to
empower yourself and your teens to make the most out of every day while inspiring
others around you.
C-10 The Speaker’s Art
From a lifetime of public speaking–from a teen-age stump speaker for political
candidates in her native Oklahoma, to a successful public servant, to a business
owner and acclaimed author & speaker–Carolyn Warner has honed her craft in
every imaginable venue. In this dialogue with JAG Specialists, she shares her
“tricks of the trade”–from mental, physical and research preparation to platform
techniques & strategies, and even talks about the different challenges faced by
speakers. “Nobody is ever too well-prepared,” according to Carolyn. “If you look like
you’re completely relaxed but focused, and everybody in your audience believes
you know precisely what you’re doing and that you’re enjoying it as much as they
are, that means you have done your job. No matter if it’s an audience of one, one
hundred, or one thousand, they are giving you the most precious gift they have–
their time–&you have the responsibility of making sure that they have invested well.
Presenters
Gerald Meggett, Jr.
Co-Founder
MyQVO
Room
Curtis Goss, Manager
WorkOne Region 5
JAG-Indiana
Yucatan
1
Brandi England, Founder,
Global Teen Wealth &
Evan Oglesby, Former NFL
Player & Co-Founder of Global
Teen Wealth
Yucatan
2
Carolyn Warner, Professional
Speaker, Former Arizona State
Superintendent, JAG National
Board Member and Treasurer
Yucatan
3
Ms. Warner’s biographical
sketch is posted on page 38.
30
Fabrice Homidas
Jobs for Florida’s Graduates
2016 Graduate--Oak Ridge High School
Special Presentation: “Shining Boy”
Byron V. Garrett
Director, Educational Leadership and Policy, Microsoft
One of the most compelling voices of our time, Byron V. Garrett is
Chairman of the National Family Engagement Alliance (NFEA); a
nonprofit dedicated to transforming education through meaningful
family engagement. Byron serves as the Director of Educational
Leadership & Policy for Microsoft and a consulting author for Scholastic. Currently, he serves on the Advisory Board for The Lincoln
University in Pennsylvania, is a trustee for the Guyana Foundation
and the CeCe Peniston Youth Foundation and was recently named
to The Root 100 which recognizes emerging and established African
-American leaders under 45 who are making extraordinary contributions.
Throughout his career, he has been a visionary agent of change promoting the idea that everyone has an obligation and opportunity to
serve the best interests of our nation’s most precious resource—
children. Byron is a former columnist for Parenting, where he wrote
“Parent University” monthly and served on their Editorial Board.
Byron served as a lead strategist and planner for the America’s Promise Alliance which featured Vice President Joe Biden. The former CEO of the National PTA, Byron has a unique combination of experience from
both the non-profit and governmental sectors, having served as the first Chief of Staff for the Office of
Public Affairs at U.S. Customs and Border Protection (an agency of the U.S. Department of Homeland
Security). Prior to this, Garrett served as National Program Leader for the National 4-H Headquarters at the
U.S. Department of Agriculture for the program’s seven million
participants and 90,000 clubs. While at USDA he was appointed
by The White House as co-convener of the Helping America’s
Youth initiative, an interagency effort to address challenges facing
youth and to promote successful solutions.
Earlier in his career, Garrett spent a decade in Phoenix as an education advocate and community leader. He served as Policy Advisor for Faith and Community Initiatives for then Governor Janet
Napolitano (former U.S. Secretary of Homeland Security); prior to
that role, he was the Director of the Governor’s Division for Community and Youth Development, where he administered multiple
boards and commissions. A former K-8 charter school principal,
Byron has been a guest on the Today Show, MSNBC, Fox and the Dr. Phil Show, and featured in a number
of publications, such as the Wall Street Journal, USA Today, and JET Magazine. Ebony named Garrett to
its “Power 150,” an annual list of “The Most Influential Black Americans.”
31
All Day
NTS Headquarters ················································································Cancun
7:00 am
CSA Business Meeting and Breakfast ....................................................... Coronado C
8:30
Workshop Series B ········································································ Pages 26-27
10:00
Break
10:30
Workshop Series C ········································································ Pages 28-29
12:00 n
Awards Luncheon ....................................................................................... Fiesta 5 & 6
For CSA Only—Presiding: Kenneth M. Smith, President, JAG

Opening Remarks and Introductions
Presiding: Kenneth M. Smith, JAG President

Special Presentation: “Shining Boy”
Fabrice Homidas, Jobs for FL Graduates
2016 Graduate--Oak Ridge High School

“Preparing Students for a World that Does
Not Exist!”
Fabrice
Homidas
Byron Garrett, Director, Educational Leadership
and Policy, Microsoft

Jim Koeninger, Ph.D., JAG Executive Vice President
Awards:
- Top 10 State Scholarship Recognition
- High Performer Awards

Byron
Garrett
Closing Remarks and Announcements
2:00 pm
Workshop Series D ········································································ Pages 32-33
3:30
Break
4:00
Workshop Series E ········································································ Pages 34-35
5:30
Adjourn
Dinner on Your Own
32
2:00—3:30 pm
Workshop Series D
#
Description
D-1 PBL for Managers
What’s all this talk about PBL?
Jump aboard the PBL Bus to begin the journey managing Project-Based Learning.
 First stop… How to motivate and inspire a Specialist who is curious to try PBL
 Next stop… Managing project partners
 On to… Evaluating quality projects
 Moving on to… Differentiating PBL by grade level
 Final stop… Sharing finished PBLs between Specialists
Hold on tight and enjoy the ride!
D-2 Demonstration & Development of PBL—Employability Skills
How do you rejuvenate and recharge the mundane nature of cover letters, resumes, applications,
references and interviews? Project Based Learning, of course!! PBL is a natural fit to spice up this
important core component of the JAG Model. Jeremy White will share his expertise through a
demonstration of a successful employability skills PBL. Join this workshop that will be tailored to
the interest of attendees and is designed to allow your PBL to take shape. Experienced Specialists
will assist by sharing their step-by-step process from an established project; while you take control
of accommodations specific to your students and community needs. Walk away with not only ideas
for future projects, but also a framework for a BIE PBL to get started this school year.
D-3 Supersize your PBL through Employer Engagement
“Supersize Your PBLs” walks Specialists through small, medium, and large projects and shows
them how to supersize their PBLs with business partners, employers, and community mentors.
Specialists will be shown three program-tested PBL case studies and given PBL packets feature
small, medium, and large PBL lesson plans and resources. Small – Work Ethics Challenge: See
how John Deere mentors challenged students to demonstrate the value of work ethics: Ambition,
Attendance, Appearance, Attitude, Appreciation, Acceptance, and Accountability. Specialists will
receive step-by-step instructions for each work ethics challenge as well as ideas for right-sizing the
PBL for their own programs. Medium – Motivate 2 Graduate: What can we do to help more
students graduate? iJAG students considered this driving question as they studied the school's drop
-out problem, brainstormed solutions, and executed a dropout prevention strategy for school – with
support from Principal Financial Group and local organizations including Job Corps, Des Moines
Area Transportation, Lions Club, and Children and Families of Central Iowa. Large – Puppy Jake
Foundation: Students worked with the Puppy Jake Foundation, an organization that provides
service dogs to veterans, to identify some of their fundraising and marketing needs. With the
support of Nationwide Insurance, students held a fundraising event, produced a Puppy Jake
Foundation commercial, and launched their campaign at an Iowa Barnstormers game at Wells
Fargo Arena. Whether the PBL is small, medium, or large – Specialists will also learn how to
supersize their PBLs with best practices for: • Recruiting business partners, employers, and
community mentors; • Right-sizing PBLs for your students and community; and • Developing longlasting relationships through PBL. Handouts to follow will include: 3 case studies (small, medium,
and large), "SUPERsize" tip sheet, and PBL lesson packet.
D-4 Can Cell Phone Addiction Improve College and Career Readiness Skills?
Students check their phones over 150 times a day and are consuming media on average for 53
hours a week (social media, gaming, videos, etc.). Almost 50% of kids receive their 1st cell phone
at age 7 and 89% of teens are on at least one social media site. 97% of boys and 94% of girls are
gamers (including mobile/phone games). American boys and girls on average invest 10,000 hours
(playing video games by the time they turn age 21). In this hyper digital age, 50% of student report
being chronically disengaged with school. The big question is "Can Cell Phone Addiction Improve
College and Career Skills?"
Presenters
Room
Jenn Beal, Iowa
JAG, and Karey
Webb, JAG
National Trainer
Fiesta
1&2
Lead: Jeremy
White
Team: Erin
Whipple; Tim
Dolson; and
Missy Boutwell*
Fiesta
3&4
*Iowa JAG
Specialists
Amy Kennel,
Specialist, IowaJAG
Fiesta
7
Gerald Meggett,
Jr., Co-Founder
MyQVO
Fiesta
8
33
2:00—3:30 pm
Workshop Series D
#
Description
Presenters
Room
Brittany Ferguson,
Senior
navigating online privacy; engaging in healthy relationships; understanding careers and
entrepreneurships—these extra-academic skills have been shown to be vital in determining a Implementation
student’s success in preparing for college and a career, and are central to JAG areas of focus. Manager, EverFi
Participants will learn how to put EverFi’s no cost, dynamic software courses to work in their
schools to address these critical areas, and to implement them within existing curricula, thus
taking a holistic, integrated instructional approach.
Fiesta
9
D-5
Critical Skills for Digital Learners. Responsible financial decision making;
D-6
Preparing to Win: A Strategic Approach to Job Placement in the Service
Industry. In the fast-paced service industry there are common qualities which lead to hire
Chris Stewart
Regional HR Mgr.
and promotion. Understand what those qualities are and how you can prepare your graduates McDonald’s USA LLC
for successful placement and growth in the service industry. In addition to the keys of building
long term mutually beneficial relationship with organizations for job placement partnerships.
Monterrey
1
D-7
Career and Job Attainment Competencies: Projects Using Online Tools Karen Purvis, JAG
and Resources. This workshop will present online tools and projects to develop, practice Specialist
Monterrey
2&3
and refine the JAG career and job attainment competencies. These projects and online tools
and resources equip students with the strategies and skills/education required for the
opportunities in their future careers. Learning strategies to engage all of your students in the
learning process and put into practice the skills that are needed for their future success. Take
their classroom learning out into the real world to use now and in their future. Example
projects - Job Search and Career Action Plan (including e-portfolio). The main online tools and
resources presented are: Kuder (Career and College planner), Occupational Outlook
Handbook, O*Net, Discover Arkansas, OWL (Purdue Online Writing Lab), ACT Career Ready
101, Google Classroom.
D-8
A Winning Way with WIOA. Indiana has been operating in-school and out-of-school
Brianna Morse,
Associate Director of
JAG models since 2006 using federal and other funding for program services and staff. The
updated Workforce Innovation and Opportunity Act provides new and exciting opportunities to Strategic Initiatives &
expand the curriculum and emphasis on work-based learning to align with the WIOA program Laura Phillips, Youth
elements in entrepreneurial skills training, financial literacy and work experience. Additionally, Program Manager,
JAG-Indiana
Indiana ties the JAG model metrics with expected WIOA outcomes for education and
employment. Learn how Indiana structures its JAG programs, implements innovative
curriculum, leverages multiple funding sources and meets JAG’s 5 of 5 metrics with the
hardest to serve youth!
Yucatan
1
D-9
Tyson Foods & JAG: “Winning Together!” With 113,000 Team Members and over
Megan Cherry
Senior Talent
Acquisition Manager,
Tyson Foods
Rashad Delph
Director, Talent
Acquisition, Tyson
Foods
Yucatan
2
Evan Oglesby,
Former NFL Player &
Co-Founder of Global
Teen Wealth, &
Brandi England,
Founder, Global Teen
Wealth
Yucatan
3
100 locations across the U.S., Tyson Foods offers opportunities for individuals from all
different backgrounds who want a place where they can begin their career. With the JAG
program and the incredible resources that are offered to students, we believe that we have a
great opportunity to partner together and win together. In this session, we will learn more
about Tyson Foods, the business that we are in and what we stand for, why the agriculture
industry is so important and the challenges we are facing and areas of opportunities for us to
partner together and win.
D-10 Teen Entrepreneurs. JAG participants know the importance of empowering youth. You
now have access to a program that helps them build their own self worth through an
entrepreneur program leading to a lifetime of financial freedom. These tools are now available
for all teens through Global Teen Wealth. Find out how to empower yourself while inspiring
future generations. We finish off this session with fun interactive activities from our Fit Kids,
Healthy Teens program... lots of laughs and prizes to be won.
34
4:00—5:30 pm Workshop Series E
#
E-1
Description
PBL for Managers
What’s all this talk about PBL?
Jump aboard the PBL Bus to begin the journey managing Project Based Learning.
First stop… How to motivate and inspire a Specialist who is curious to try PBL
Next stop… Managing project partners
On to… Evaluating quality projects
Moving on to… Differentiating PBL by grade level
Final stop… Sharing finished PBLs between Specialists
Hold on tight and enjoy the ride!
E-2
PBL Mashup
Now that you’ve been introduced and heard a variety of different project ideas, let’s
explore the logistics of implementing PBLs in your classroom.
1.
2.
3.
4.
5.
What are the benefits and challenges associated with using PBL?
How can you create project opportunities through community partnerships?
How can you acquire appropriate resources for implementation?
How do you create buy-in for PBL?
How do you accurately assess student learning?
Presenters
Room
Laurie Phelan, Iowa JAG,
and Karey Webb, JAG
National Trainer
Fiesta
1&2
Amy Kennel, Erin Whipple,
and Jenn Beal
Fiesta
3&4
*Iowa JAG Specialists and
Manager
Bring your questions on PBL and join us for a group discussion.
E-3
Lead: Tim Dolson
Are your students conscious of the importance of leading a healthy lifestyle, but lack Team: Jeremy White and
Missy Boutwell, iJAG
execution on making positive decisions for their future? Through a quality project,
students are able to create healthy habits that will lead to their overall long term
success. Tim Dolson, expert Specialist, on healthy lifestyle projects will provide
strategies to students to be the best version of themselves.
Demonstration and Development of PBL--Healthy Lifestyles
Fiesta
7
Join this workshop that will be tailored to the interest of attendees and is designed to
allow your PBL to take shape. Experienced Specialists will assist by sharing their
step-by-step process from an established project; while you take control of
accommodations specific to your students and community needs. Walk away with
not only ideas for future projects, but also a framework for a BIE PBL to get started
in 2016-2017.
E-4
Successful High School Transition Toolbox for 8th Grades
Natoya Campbell,
In this workshop, best practices will be presented for developing an environment that Coordinator, JAG-Arizona
supports and celebrates successful high school transition from 8th grade to 9th grade.
Attendees will brainstorm best practices as a group, while leaving with valuable
timeliness, documents and activities for their transition toolbox.
Fiesta
8
E-5
Innovation in Learning Job Skills: Using Underwater Robotics to
Teach Job Skills
Fiesta
9
Specialists will get a brief overview of the SEAperch program, an underwater
robotics project designed to teach students basic engineering and mechanical
principles. Using this curriculum combined with JAG curriculum, students at the
Academy 360 in Chesterfield County explored career opportunities as well as
learning basic electronic skills, teamwork, and innovation. This workshop will focus
on using project based learning to teach innovative methods to teaching students
STEM related career opportunities.
William “Ike” Tucker,
Teacher, Social Studies,
JAG-Virginia
35
4:00—5:30 pm
Workshop Series E
#
Description
Presenters
E-6 Lesson Plans, A Closer Look
N. Eric DuBuisson, JAG
"Lesson Plans, A Closer Look," will examine several specific lessons created by Mr. Specialist, Salmen High
DuBuisson. Special attention will be given to "Speed Interviewing." Prior attendance School, JAG-Louisiana
in Mr. DuBuisson's workshop, "Lesson Planning the JAG Curriculum," is
recommended but not required.
E-7 Managing Project Based Learning Curriculum
Region 5 of JAG Indiana has begun climbing the ropes of Project Based Learning
and developing curriculum to support its success. Learn how the JAG Manager,
Coordinator, and Specialist(s) came together to develop guidelines, calendars, and
project ideas that would support their individual JAG programs. At least three
examples of PBL will be given, the process, and the end result. Time will be allotted
for guests to ask questions and brainstorm ideas in order to begin implementing
projects upon their own return home. JAG Manager and/or Coordinator will present
on how ideas were established, what the needs of the community were for each
program area, and how staff were empowered to build the JAG National
Competencies uniquely within the designated PBL in order to accomplish the overall
goal of sustainment.
E-8 Effective Collaboration between JAG, School Administration and
Corporation
Presenters will share proven methods for JAG and school systems to work together
effectively in order to benefit students. Areas covered will include each presenters
role in the partnership and how JAG can enhance each position and vice versa.
Attendees will have the opportunity to participate in a Q&A session.
E-9 Work-based Learning and Community Partnerships
In this interactive presentation, I will demonstrate the importance of building
relationships and community partners with the objective of developing job
opportunities and paid internships. Instruction on using sales based models to
approach local organizations to create opportunity for JAG students. I have built
relationships and have created dozens of paid internships including 14 paid
internships for just JWG kids with Columbia Bank and CFM Consolidated
Manufacturing.
E-10 Hands-On, Interactive, Structured Learning Activities for MultiYear JAG Programs
The New Jersey Chamber of Commerce Foundation will present multiple, hands-on
games that simulate processes in the ultra-competitive worlds of college admissions
and employment. Developed in partnership with the business community as well as
educators, these games reinforce JAG’s Competency-Based Employability Skills
Curriculum in a fun, collaborative structure that engages students with varied
learning styles. Students participate in teams and individually to develop college and
career readiness, financial literacy, time management, situation judgement, interview
preparation and much more. All participants will receive a free mini-activity to use
with the students and a discount coupon.
Sarah M. Vincent,
Manager, Region 5 Staff,
JAG-Indiana
Room
Monterrey
1
Monterrey
2&3
Brenda Yocum, Specialist;
Wendy Ternieden,
Guidance Counselor; Lukas
Schoenhals, Teacher; &
Jana Vance-Supt., JAG &
Rochester Community
School Corporation
Yucatan
1
Chris Sieg, JAGWashington Coordinator
Yucatan
2
Donna Custard, President,
New Jersey Chamber of
Commerce Foundation
Yucatan
3
36
Friday—July 15, 2016
8:15—9:45 am
Workshop Series F
#
Description
F-1 Demonstration and Development of PBL: 21st Century Skills
Are your students conscious of the importance of leading a healthy lifestyle, but lack execution on
making positive decisions for their future? Through a quality project, students are able to create
healthy habits that will lead to their overall long term success. Erin Whipple, expert Specialist, on
healthy lifestyle projects will provide strategies to students to be the best version of themselves.
Join this workshop that will be tailored to the interest of attendees and is designed to allow your PBL
to take shape. Experienced Specialists will assist by sharing their step-by-step process from an
established project; while you take control of accommodations specific to your students and
community needs. Walk away with not only ideas for future projects, but also a framework for a
BIE PBL to get started in 2016-2017.
F-2 PBL Mashup
Now that you’ve been introduced and heard a variety of different project ideas, let’s explore the
logistics of implementing PBLs in your classroom.
1. What are the benefits and challenges associated with using PBL?
2. How can you create project opportunities through community partnerships?
3. How can you acquire appropriate resources for implementation?
4. How do you create buy-in for PBL?
5. How do you accurately assess student learning?
Bring your questions on PBL and join us for a group discussion.
Presenters
Lead: Erin Whipple,
Iowa JAG
Jenn Beal, Tim Dolson,
Jeremy White, and
Missy Boutwell
Linda Barr Williams,
West Florence High
The State Career Associations has played an important role in JAG Programs in South Carolina.
This workshop will teach you how to get started and be successful in your State Career Association. School, JAG-South
Carolina
Participants will learn the following:
 Purpose and function of a State Career Association
 Role of officers and their job descriptions
 Procedures for selecting delegates to represent your state at national and local conferences
 Eligibility and election process for state officers
 Identification of key Task Force members that reinforce and supports your association
Star bursting questions will be answered as to Where, How, When, and Why you should start your
State Delegate Career Association!
Used by tens of thousands of teams around the world, including NASA, Samsung, ebay, airbnb,
BuzzFeed and Dow Jones, Slack is making working lives simpler, more pleasant, and more
productive. Imagine all your team communication in one place, instantly searchable, available
wherever you go. That's Slack. Communication is the essential activity of the information economy,
and keeping that communication efficient is the essential challenge. In survey after survey,
knowledge workers report email and meetings as their biggest drains on productivity. Named by Inc.
Magazine as their 2015 Company of the Year, Slack Technologies has created a free on-line
communication platform that strives to streamline communication and eliminate productivity drains.
This workshop will demonstrate how Slack has made communication for Jobs for Michigan’s
Graduates’ statewide network simple and exciting, while also showing how Slack can be
implemented within your own JAG Network.
F-5 #INB: Interactive Note Book
#INB will help Specialists ease into using interactive notebooks in the JAG classroom. I'll focus on:
~How I use a sequential/combination interactive notebook to capture resources, note taking and
reflections. ~ Top 20 frequently asked questions including how to get started. ~ Planning &
implementing INB in your JAG classroom.
Fiesta
1&2
Team: Karey Webb,
JAG National Trainer
and Amy Kennel, Iowa
JAG
F-3 Gear Up and Let’s Begin a State Career Association
F-4 Simplified Communication Across Statewide Networks: Slack
Room
Fiesta
3&4
Fiesta
7
Beth Vander Ark,
Operations & Training
Supervisor, & Jan
Ennis, Director of
Operations, JAGMichigan
Fiesta
8
Rebecca Mullin, Job
Specialist, Petersburg
High School, JAGVirginia
Fiesta
9
37
8:15—9:45 am
Workshop Series F
#
F-6
Description
Budgeting for Real Life in Middle School
A semester long reality check that explores time sheets and take home pay. Students are
"paid" daily for being in school. They research local housing trends and other required
monthly bills. Eventually students choose a house to live in and transportation needed.
Other topics covered include rental agreements, roommate agreements, leave slips, monthly
bills, and checking accounts. If time allows, I can also talk about some of the other projects
that the middle school students have enjoyed.
F-7
Fantastic Teaching: Fish are Smart Too!
F-8
Be a JAG Specialist Survivor
Janice Rorvik,
Career Specialist,
Nashua High
School, JAGMontana
Cynthia Safford,
Education
In a world of starfishes, how do you reach the snail? In this workshop, specialists will face
Specialist, Iowatheir own learning challenges, explore different learning styles, and examine how even
JAG
Hollywood understands the importance of learning styles. Get on your feet and explore the
teaching methods our students will thrive on. Can you master an activity if your strengths are
taken away? See for yourself! Help our students understand their own learning styles, while
exploring the many ways you can increase their retention of information through fantastic
teaching! You may just discover something about your own abilities along the way!
This workshop will offer new and less experienced specialists some tips and tricks to use
alongside the JAG curriculum in the classroom with the ultimate goal: to outwit, outplay and
outlast. This fun interactive workshop will offer activities to give you information to start the
school year without being voted off the island. Workshops participants will compete in
immunity challenges earn rewards and form alliances to aid in being crowned the Sole
Survivor of your classroom.
F-9
Presenters
Microsoft: Empowered Educators, Inspired Students
There’s a TED Talk about motivation by Dan Pink who says “…that new operating system
for our businesses revolves around three elements: autonomy, mastery and purpose.
Autonomy: the urge to direct our own lives. Mastery: the desire to get better and better at
something that matters. Purpose: the yearning to do what we do in the service of something
larger than ourselves. These are the building blocks of an entirely new operating system for
our businesses.” What motivates your students? What motivates you?
F-10 Hands-On, Interactive, Structured Learning Activities for Multi-Year
JAG Programs
The New Jersey Chamber of Commerce Foundation will present multiple, hands-on games
that simulate processes in the ultra-competitive worlds of college admissions and
employment. Developed in partnership with the business community as well as educators,
these games reinforce JAG’s Competency-Based Employability Skills Curriculum in a fun,
collaborative structure that engages students with varied learning styles. Students
participate in teams and individually to develop college and career readiness, financial
literacy, time management, situation judgement, interview preparation and much more. All
participants will receive a free mini-activity to use with the students and a discount coupon.
Room
Monterrey
1
Monterrey
2&3
Christine Shaffer,
Twin Lakes High
School, JAGIndiana
Yucatan
1
Tony Franklin,
Partner Sales
Executive,
Microsoft
Yucatan
2
Donna Custard,
President, New
Jersey Chamber of
Commerce
Foundation
Yucatan
3
38
Imani Brutus
2016 Graduate
Kerby Collins
2016 Graduate
South Broward HS
South Broward HS
Jobs for Florida’s
Graduates
Jobs for Florida’s
Graduates
Plans on attending
the American Musical
& Dramatic Academy, a college conservatory for the perAttending Broward Colforming arts in New
lege majoring in CinemaYork City in 2017
tography.
President of Mentoring
Tomorrow’s Leaders and
Jobs for Florida’s Graduates Career Association.
The Honorable Carolyn Warner
Founder and Chairman, Corporate Education Consulting, Inc.
Treasurer, JAG Board of Directors
Dr. Carolyn Warner is Founder and Chairman of Corporate Education
Consulting, Inc. (CECi). Her firm offers advisement, speaking, seminar and
training services focusing on workforce/work place issues, education, leadership, women's issues and public/private partnerships. Warner delivers over
forty keynote presentations a year, both in the U.S. and abroad on education
and skills training related topics.
Warner served for twelve years as Arizona's elected State Superintendent of
Public Instruction, the first non-educator to hold that post. Increased accountability and the formation of business-education partnerships were hallmarks of
her administration. Under her leadership, Arizona had the nation's first sequential job skills identification initiative. She was then her party's nominee for
Governor, narrowly losing in an historic three-way general election. Warner serves as national Treasurer of Jobs
for America's Graduates, the nation's most successful school-to-work transition program.
In 1998, Warner received an honorary Doctorate from Northern Arizona University in recognition of her service to
education and the community. Among her numerous awards are Policy Leader of the Year by the National Association of State Boards of Education, the Racial Justice Award from the YWCA of the USA, and the Carl Perkins
Humanitarian Award from the Association for Career and Technical Education. She is the author of four books,
including the best-selling The Last Word, A Treasury of Women's Quotes.
Today Carolyn is sharing her thoughts on “Thinking Anew”. Drawing her inspiration from Abraham Lincoln’s
charge, “As our case is new, we must think anew and act anew,” Carolyn challenges Jobs for America’s leaders at every level, saying, “If we don’t ‘think anew’ about the challenges and opportunities to build greater support
and understanding for our JAG students, their schools, and their needs,’ we are essentially applying 20th century
answers to 21st century questions.”
Discussing what she calls the Three C’s of Opportunity - Crisis, Collaboration, and Convergence – Warner
describes how events and decisions – legislative, judicial and social – have combined to create a historic climate
for creating new allies for the work and the cause of Jobs for America’s Graduates. Welcome, Carolyn Warner!
39
All Day
NTS Headquarters ............................................................................................. Cancun
7:00 am
CSA Business Meeting and Breakfast....................................................... Coronado C
8:15
Best Practices Workshops—Series F ....................................................... Pages 36-37
9:30
Break
10:00
Closing Awards Brunch .............................................................................. Fiesta 5 & 6
12:00 n
Adjourn—”Safe Travels”
Safe Travels and have a GREAT 2016-2017 Program Year!

Welcome and Special Guests

Special Presentation: “A Graduate’s Journey”
Imani Brutus, Jobs for Florida’s Graduates
Attending Broward College--Cinematography

Keynoter: The Honorable Carolyn Warner
Author & Speaker; Founder & Chairman
Corporate Education Consulting
Former Arizona State Superintendent
JAG Board Treasurer

Special Presentation: “Blackface”

Remember:
The Honorable
Carolyn
Warner
Kerby Collins, Jobs for Florida’s Graduates
2017--American Musical & Dramatic Academy, NYC
Jim Koeninger, Ph.D.,
JAG Executive Vice President

Imani
Brutus
Kerby
Collins
Closing Remarks
The Class of 2017 follow-up period concludes on May 31, 2017. We will gather again
in mid-July of 2017 to recognize outstanding performance of those that achieve
extraordinary outcomes for the Class of 2017.
Class of 2017 Goal: Be the first to achieve the “5-of-5”!
Recognition! A WIN-WIN for GRADUATES!
40
Congratulations—2016 Smith Scholars!
The JAG Governance and Scholars Committees announced the 2016 Smith Scholars who were
awarded $1,000 scholarships.
Smith Scholar
State
Destination
Career
Saada Abdi
MN
Hennepin Technical College
Registered Nurse
Kaylee Brewster
MT
University of Mary
Occupational Therapist
Jalen Bullock
IN
Ball State University
Registered Nurse Anesthetist
Austin Czichilski
IN
Ancilla College
Nursing
Chanc Daughtery
IN
Ohio Technical College
Automotive Fabrication
Jakaysia Dozier
SC
Francis Marion University
Finance Manager
Julia Gardner
AR
University of Central Arkansas
English Teacher
Brea Henderson
LA
University of LA at Monroe
Dental Hygiene
Isabella Henderickson
TN
University of Alabama
Surgeon
Zakeya Herring
CT
University of Connecticut
Registered Nurse
Kyla Horn
KY
Morehead State University
Strategic Communications
Lacey Howard
AR
Rich Mountain Community College
Nursing
Christen Johnson
LA
Nicholls State University
Travel Nurse Neonatal
Tehya Long
GA
Dalton State University
Elementary School Teacher
Alexis Neal
GA
Young Harris College
Pediatric Nursing
Laura Schwab
KS
University of Kansas
Psychology/Social Worker
Candance Smith
LA
University of LA at Monroe
Pediatrician
Veronica Smith
MT
Great Falls College Montana State U.
Nursing
Elijah Tribbett
IN
Le Cordon Bleu of Auguste Escoffier
Executive Chef
Alyssa Turner
LA
Northern State University
Veterinarian Technician
Austin Vardaman
MS
University of Mississippi
Business Management/Law
Emily Waller
KY
University of Pikeville
Dentistry
Taytum Widseth
MT
University of Great Falls
International Radiologist
A special thanks to the Board’s commitment to regularly donate to the Scholarship Fund as well as those who want to
help JAG graduates overcome their challenging backgrounds and pursue their dream to be a collegiate graduate to
achieve their career goals.
A special thanks to JAG-Financial Contributors!
41
42
Special Appreciation
We are most appreciative of our corporate sponsors who are conducting
best practices workshops. Demonstrate your support of our corporate
sponsors by participating in their workshops and learning more about the
career opportunities with their companies. Introduce yourself to our
corporate sponsors during general sessions, meals, and breaks and
express your appreciation for their investments in
Jobs for America’s Graduates and the National Network!
ECMC (C-4)
March Kessler, Director, Student Success
Vicki Whebbe, ECMC Student Success Program Director
Steven Baumann, Believing the College Dream Faculty
Johnnie Hill-Marsh, Believing the College Dream Faculty
Adrelle Pinkney, Believing the College Dream Faculty
McDonald’s (C-6, D-6)
Chris Stewart, Regional Human Resource Manager
Microsoft (Awards Luncheon)
Byron Garrett, Director, Educational Leadership and Policy
MyQVO (B-3, C-7, D-4)
Gerald Meggett, Jr., Co-Founder and CEO
Tyson Foods (B-8, D-9)
Megan Cherry, Senior Talent Acquisition Manager
Rashad Delph, Director, Talent Acquisition
43
44
2015 National Student Leadership Academy Highlights
45
University
2016 Pre-NTS Courses and Faculty







JAG 101 New Specialist Training—Professor Jenny Powell (AK, AL, FL, IN, KY, LA, MI, MN, MO, NJ)
JAG 101 New Specialist Training—Professor Julie Ray, Ed.D. (MS, SC, SD, TN, VA, WA, WI, WV)
JAG 110 Advanced Specialist Training—Professors Paul Booden; Jenn Beal, Erin Whipple,
and Tim Dolson
JAG 200 Management Development Institute (MDI)—Professors Penson Bartlett
and Sherrye Haney
JAG 310 Project Based Learning (PBL) Train-the-Trainer Workshop--Professors Brian
Schoch, BIE National Faculty; Karey Webb and Jenn Beal
JAG 400 JAG Out-of-School Training Academy—Professors Chris Canova and John
McConnell
JAG 520 JAG Council of State Affiliates Management Seminar and Business Meeting
Professors Jim Koeninger, Ph.D.; Laurie Phelan, Amy Kennel, Jeremy White & Missy Boutwell;
Craig Larrabee, Mike LeVert, and Dwight Littlefield; Ken Smith and Janelle Duray
46
JAG University Course Catalog
Monday—July 11, 2016
All Day
Headquarters....................................................................................................... Cancun
8:00 am
JAG 520 CSA Management Seminar and Business Meeting .................... Fiesta 3 & 4
8:30
JAG University Courses
Presiding: Jim Koeninger
Faculty Members: Professors Jim Koeninger, Ph.D., JAG Executive Vice President
Visiting Professors: Laurie Phelan, President, Iowa-JAG, Amy Kennel, Jeremy White and
Missy Boutwell, Iowa-JAG; Craig Larrabee, Mike LeVert and Dwight Littlefield, JAG-Maine;
Ken Smith and Janelle Duray, JAG
Breakfast (On Your Own)
JAG 101 New Specialist Training ............................................................... Monterrey 1
Faculty Member: Professor Jenny Powell, JAG National Trainer
Students: AK, AL, FL, IN, KY, LA, MI, MN, MO, NJ
JAG 101 New Specialist Training ........................................................... Monterrey 2&3
Faculty Member: Professor Julie Ray, Ed.D., JAG National Trainer
Students: MS, SC, SD, TN, VA, WA, WI, WV
JAG 110 Advanced Specialist Training .................................................... Yucatan 2&3
Faculty Member: Professor Paul Booden, JAG National Trainer
PBL Visiting Professors: Jenn Beal, Erin Whipple, and Tim Dolson; JAG-Iowa
JAG 200 Management Development Institute .............................................. Yucatan 1
Faculty Members: Professors Penson Bartlett and Sherrye Haney, JAG-Maine
JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop ..... Fiesta 1&2
Faculty Members: Professor Brian Schoch, Buck Institute for Education (BIE)
PBL Visiting Professors: Karey Webb, JAG National Trainer, and Jenn Beal, Iowa JAG
JAG 400 JAG Out-of-School Training Academy ......................................... Fiesta 7&8
Faculty Members: Professors Chris Canova & John McConnell, JAG-Ohio & JAG National Trainers
10:00
Break
10:15
JAG University Courses (continued)
12:00 n
Luncheon...................................................................................................... Fiesta 9&10
1:00 pm
3:00
Break
3:15
5:30
Adjourn and Dinner on Your Own
Tuesday—July 12, 2016
All Day
Headquarters ...................................................................................................... Cancun
7:00 am
JAG 520 CSA Management Seminar and Business Meeting .................... Fiesta 3 & 4
8:30
Faculty Members: Professors Jim Koeninger, Ph.D., JAG Executive Vice President
Visiting Professors: Laurie Phelan, President, Iowa-JAG, Amy Kennel, Jeremy White and
Missy Boutwell, Iowa-JAG; Craig Larrabee, Mike LeVert and Dwight Littlefield, JAG-Maine;
Ken Smith and Janelle Duray, JAG
JAG 101 New Specialist Training ............................................................... Monterrey 1
JAG 101 New Specialist Training ........................................................... Monterrey 2&3
JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop ..... Fiesta 1&2
JAG 400 JAG Out-of-School Training Academy ......................................... Fiesta 7&8
10:00
Break
10:15
12:00 n
Luncheon ..................................................................................................... Fiesta 9&10
1:00 pm
3:00
Break
3:15
5:30
Adjourn and Dinner on Your Own
47
48
All Day
Headquarters ...................................................................................................... Cancun
7:00 am
Council of State Affiliates Business Meeting .............................................Fiesta 3 & 4
8:15
JAG 101 New Specialist Training ...............................................................Monterrey 1
JAG 101 New Specialist Training .......................................................... Monterrey 2&3
JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop ......Fiesta 1&2
JAG 400 JAG Out-of-School Training Academy ..........................................Fiesta 7&8
10:00
Break
10:15
JAG University Graduation Ceremony Breakfast ............................................. Fiesta 6
Recognition of Workshop Participants and Professors
 JAG 101 New Specialist Training—Professors Jenny Powell & Dr. Julie Ray

JAG 110 Advanced Specialist Training—Professors Paul Booden, Jenn Beal, Erin
Whipple, & Tim Dolson

JAG 200 Management Development Institute—Professors Penson Barlett & Sherrye
Haney

JAG 310 Project Based Learning (PBL) Train-the-Trainers’ Workshop—Professors
Brian Schoch, Karey Webb & Jenn Beal

JAG 400 JAG Out-of-School Training Academy—Professors Chris Canova & John
McConnell

JAG 520 JAG CSA Management Seminar—Professors Ken Smith, Janelle Duray, &
Dr. Jim Koeninger
Indiana
Iowa
Kansas
Louisiana
JAG University
Library
49
50
It’s a Tough Job Market for the Young Without
College Degrees
By PATRICIA COHENMAY 10, 2016
Vynny Brown at his home in Houston. He
would like to apply for a management position at the restaurant he works for, but
college experience is required. Credit Sarah Lim for The New York Times
For seniors graduating from the University
of Michigan this month, employers have
been lining up since the fall to offer interviews and boast of their companies’ benefits. Recruiters would ask when their competitors were coming, said Geni Harclerode, the university’s assistant director
of employer development, and then
they’d say: “Well, we want to come the
week before.”
“This has been one of our largest seasons of hiring,” she said. “The job market has been very good.”
The outlook for many high school graduates is more challenging, as Vynny Brown can attest. Now 20, he
graduated two years ago from Waller High School in Texas, and has been working for nearly a year at Pappasito’s Cantina in Houston, part of a chain of Tex-Mex restaurants. He earns $7.25 an hour filling takeout
orders or $2.13 an hour plus tips as a server, which rarely adds up to more than the minimum, he said. He
would like to apply to be a manager, but those jobs require some college experience.
“That is something I don’t have,” said Mr. Brown, who says he cannot afford to go to college now. “It’s the
biggest struggle I’ve had.”
Most young workers have the same problem as Mr. Brown. Only 10 percent of 17- to 24-year-olds have a college or advanced degree, according to a new study by the Economic Policy Institute, although many more of
them will eventually graduate.
And for young high school graduates, the unemployment rate is disturbingly high: 17.8 percent. Add in those
who are underemployed, either because they would like a full-time job but can only find part-time work, or
they are so discouraged that they’ve given up actively searching, and the share jumps to more than 33 percent.
Younger workers have always had a tougher time finding a job than their older, more experienced counterparts. Even so, the economic recovery has progressed more slowly for young high school graduates than for
those coming out of college.
51
Among 17- to 24-year-olds, just over 10 percent have completed college or achieved an advanced degree.
“It’s improved since the recession, but it’s still pretty poor,” said Elise Gould, a senior economist at the Economic Policy Institute, who noted the average hourly wage for high school graduates had declined since
2000 despite increases in the minimum wage in some places.
Ms. Gould is part of a growing chorus of economists, employers and educators who argue more effort needs
to be put into improving job prospects for people without college degrees.
“Without question we have failed to pay attention to and invest in opportunities for young people who are
not on a path to go to four years of college,” said Chauncy Lennon, the head of work force initiatives at
JPMorgan Chase, which has started a $75 million program to design and deliver career-focused education in
high schools and community colleges.
For high school students, a four-year college education is frequently held out as the only viable option, precisely because job opportunities and wages are so much better upon graduation. But many who sign up never finish. “The most common reason they fail to complete is that they need to start earning a living to support their families,” Mr. Lennon said.
Vocational, career and technical high schools have often been stigmatized as a last resort for underachievers.
At the same time, educators and administrators in some places have been criticized for steering minority students toward them in lieu of academic programs.
The initiative sponsored by Chase is aimed at repairing that reputation. Although some traditional middleskills opportunities for construction and clerical workers are shrinking, Mr. Lennon said, others are growing.
In health care, for instance, radiology and phlebotomy technicians are needed; in advanced manufacturing
and aviation, mechanical maintenance workers are in demand.
52
The initiative sponsored by Chase is
aimed at repairing that reputation. Although some traditional middle-skills opportunities for construction and clerical
workers are shrinking, Mr. Lennon said,
others are growing. In health care, for
instance, radiology and phlebotomy
technicians are needed; in advanced
manufacturing and aviation, mechanical
maintenance workers are in demand.
He added that vocational schools should
no longer be thought of as dead ends,
since they can serve as steppingstones to
associate degrees at community colleges
or to enrollment at four-year institutions.
Issac Cordoso, who is graduating from Medford Vocational Technical High School in Massachusetts in June,
already has a job lined up as an electrical apprentice, earning $12 an hour.
Isaac Cordoso is studying electrical work at Medford Vocational Technical High School in Medford, Mass.
Credit Scott Eisen for The New York Times “I went into vocational school with my heart set on the automotive
program, but I fell in love with electrical and saw a bigger future for myself,” Mr. Cordoso, 17, said.
He is also applying for a coveted spot as an apprentice with the local electrical union, where the starting pay
is $18.25 an hour. As an apprentice, he could work while training to become a journeyman, a position with an
hourly wage of $28. Most of Mr. Cordoso’s classmates also have jobs waiting for them, he said.
Stefanie A. DeLuca, a sociologist at Johns Hopkins University, is the co-author of a study of low-income African-American millennials in Baltimore titled, “Coming of Age in the Other America.” She agrees there is a
pressing need for more targeted, streamlined vocational programs in high schools and at community colleges.
“They’re looking for jobs,” Dr. DeLuca said of the youths she interviewed. “They want a quick launch.”
Still, low wages combined with rising housing costs make it tough to get ahead. “They’re juggling a job at Potbelly and a security job and working 60 hours a week and it’s still not enough,” she said.
Despite the improving job market, what particularly troubled Martha Ross, a researcher at the Brookings Institution in Washington, were the 3.2 million disadvantaged youths between 16 and 24 who were not in
school and did not have a job.
53
“The size of that population was bigger than I expected,” said Ms. Ross, who is the co-author of a paper on
youth employment across the country. Although metropolitan areas can vary widely, the report found, in
some communities, young blacks and Latinos are three to five times more likely than whites to fall into this
group.
If things are tough for high school graduates, for those without a high school diploma, the job hunt can be
grim. Adam McKinley, 18, said he dropped out of his high school in Baltimore last year because he needed to
work full time. He worked briefly at Dunkin’ Donuts and has searched for jobs at coffee bars and restaurants,
hotels and warehouses. Because many of the applications were online, Mr. McKinley said he did not know
why he never heard back.
“It’s extremely frustrating,” he said. “You have no idea what’s going on.”
54
Let's end our dropout epidemic
April 30, 2014
Four successive U.S. presidents have set similar national goals to
end the high school dropout crisis, only to see deadlines come and
go without much progress. Until recently.
After 30 years of flat-lining graduation rates since the early 1970s,
and more than 1 million students dropping out of high school every
year, significant progress has been made over the last decade.
Graduation rates have risen from 71% in 2001 to 81% in 2012.
Gains have been so strong since 2006 that, for the first time, the
nation has crossed the 80% threshold and is on pace to meet its
90% high school graduation rate goal by the Class of 2020.
Progress has been driven within the very populations that had the furthest to climb — with 15 percentage
point gains among Hispanics and 9% point gains among African-Americans. The number of "dropout factories"— those schools graduating 60% or fewer of their students — has declined by nearly 650 schools, with
1.2 million fewer students attending them.
The gains over the last decade translated into 1.7 million more students graduating, instead of dropping out.
Reaching the national goal by the Class of 2020 — those students in the sixth grade today — would mean an
additional 2 million students would graduate from current levels, with huge consequences for them, our
economy and civic life.
High school graduates earn $1 million more over their lifetimes than dropouts. As former West Virginia Gov.
Bob Wise's Alliance for Excellent Education reports, reaching the 90% goal for just one high school class
would create as many as 65,700 new jobs and boost the national economy by as much as $10.9 billion.
What's more, high school graduates are more likely to vote and volunteer. Dropouts are far more likely to be
poor, unemployed, incarcerated and absent from the civic lives of their communities than graduates. The
stakes are high.
So what will it actually take to reach the 90% goal? America cannot reach its goal without closing the opportunity gap. Graduation gaps between low-income students and their middle- to higher-income peers reach
nearly 30 percentage points in some states. The majority of states must significantly close these gaps for the
nation to reach its goal. A similar challenge is represented by how we educate students with disabilities, who
represent 13% of all students. In Nevada, graduation rates for students with disabilities are at 24%, while in
Montana rates equal 81%. The fact that some states are doing much better for low-income students and
those with disabilities means that this is not an unfixable problem of poverty or ability.
While school reform in big cities has driven up graduation rates and resulted in 200 fewer dropout factory
high schools, another wave of reform must drive up rates well above the 50s and 60s in urban areas and
among men of color whose graduation rates languish behind all others. Big states, such as California, which
has 14% of all students and 20% of low-income students, will need to continue to make significant progress as
well.
55
Progress is possible and hope abounds. The dropout crisis went from a "silent epidemic" a decade ago to a
top national and state priority. Better data and strong accountability for increasing graduation rates played
key roles.
School reforms, including higher expectations, more personalized learning environments, leadership from
administrators and teachers in the lower-performing schools, early warning systems that identified patterns
of attendance, behavior and performance in reading and math that signaled trouble and high quality alternative schools all have made a difference. Supports for students — from parents, counselors, mentors, tutors
and national service corps members — helped create a culture where "every student counts."
States such as Tennessee, urban school districts such as New York and Chicago and rural districts such as
Washington County, Md., all have seen significant gains in high school graduation rates. The poster school for
"Dropout Nation" — Shelbyville, Ind. — raised its graduation rate from the low 70s in 2005 to 93% by 2013.
The greatest gains in all these examples and nationally have come since 2006, when graduating from high
school became more challenging, with more course credits, AP courses and exit exams required to graduate.
Progress has been about rising to a standard of excellence.
America has significant social and economic issues to address and our trust in institutions and one another is
at historic lows. Progress in improving student achievement and graduation rates could boost the life prospects for millions of young people and restore our nation's confidence that we can tackle our greatest challenges.
Robert Balfanz is director of the Everyone Graduates Center at Johns Hopkins University, and John Bridgeland
is CEO of Civic Enterprises; they are co-authors of "Building a Grad Nation: Progress and Challenge in Ending
the High School Dropout Epidemic." Write to them at Civic Enterprises, 1101 14th Street NW, Suite 1260,
Washington, D.C. 20005; website: www.civicenterprises.net
The economic benefits of increasing the high school graduation rate for public school students in the USA
(based on the Class of 2013) to 90% would have:
 Increased 65,150 New Jobs
 Increased Annual Earnings by $7.2 Billion
 Increased Auto Sales by $800 Million
 Increased Home Sales by $16.8 Million
 Increased Annual Spending by $5.3 Billion
 Increased State/Local Tax Revenue by $700 Million
 Increased Federal Tax Revenue by $1.1 Billion
Increased Annual Gross Domestic Product by $11.5 Billion
The best economic stimulus package is a high school diploma.
Earnings. The more you learn, the more you earn! High school graduates earn a national average of $8,000
more annually compared to high school dropouts. High school graduates are also less likely to be periodically
unemployed, on government assistance, or in and out of the prison system compared to high school dropouts.
http://impact.all4ed.org/#national/increased-investment/all-students
56
57
58
Enabling Students to Navigate Risks
I recently heard three news stories, each a narrative about students “acting out” both on and off the campus.
What do these stories have in common?
A skateboarder was hit and killed by a train at a railroad crossing when he tried to beat the train while riding
across the tracks.
Parents of a 19-year old student negotiated with a local community college to pay a fine to keep him enrolled
after he painted graffiti all over a building.
A Sigma Alpha Epsilon fraternity member’s video went viral. The song lyrics were full of racist remarks about
African-Americans at Oklahoma University.
All three were pitiful examples of stories from a population of kids born since 1990. (These kids make up the
second half of the Millennials, and I call them Generation iY.) They’re all tragic examples of young people who
failed to factor in the consequences of poor decisions. They were unable or unwilling to comprehend the
weight of their actions—and later required someone to be responsible…for their irresponsibility.
photo credit: “Balancing on the Brink.” Eagle Peak
summit, Chugach Mountains, Alaska via photopin
(license)
Rewards and consequences are a huge part of life.
In fact, I could argue life is all about benefits and
consequences. Neurologists remind us that one of
the toughest parts of adolescence is the distorted
development of interpreting risky behavior. The
part of their brain that signals a reward for risky
behavior develops before the part of their brain
that signals the consequences for failing at risky
behavior. This is why a teen will attempt a ludicrous
stunt, like the ones I listed above: they can see the
benefits of their peers’ response, and cannot yet
see the price tag of failing. This allows someone who is 18 or older to still act like a “pre-adult.”
What Have We Done to Them?
Too often, these students have filled their minds with data from Google, YouTube, Netflix and social media
outlets, yet have not actually lived with outcomes from this information. Their experiences have often been
virtual ones. In short:
Their minds are filled with content without context,
and contexts without consequences.
This can disable a teen or twenty-something from maturing and being responsible. We never truly become
responsible until we are given responsibility…and, we take it. This means we navigate the consequences of
our decisions and actions. Failure to do this leads to immature behavior. Depending on a student’s tempera
59
-ment, it results in one of two extreme behaviors:
1.Low Risk – They become fearful young adults who run from risks. Having never been conditioned for responsibility, they fear encountering it. This is often because mom has unwittingly made them afraid. By doing
so much for her child, she’s developed a fearful, fragile adult. Too often, she’s rescued him or her, filled out
forms and negotiated conflict with a teacher or employer.
2. High Risk – They become young adults who live risky, even reckless lives, because they’ve never faced hard
consequences. Life’s been good, but not real…so they go out on a limb, party-hardy, slip into addictive behaviors and assume someone else will pay for it all. Once again, some adult has swooped in to save the day. As
long as this happens, growth will be stunted.
I just spoke to several fraternity advisors at a major university. They compared and contrasted life on campus
years ago when they were students, with life on campus today. They admitted that they had partied and got
drunk as collegians. In contrast, however, they described how their younger, fraternity brothers have gone to
a whole new level. They don’t merely get drunk—but absolutely plastered, to the point they have no sense of
self, and in fact, become violent, reckless, unable to stand up and out of control. They told me fraternities
pay $30,000 in fees for taxis in preparation for this state. Or, should I say, mom and dad pay this fee. After all,
we can’t expect a college student to be responsible, right?
What Can We Do?
Neither the low-risk student or the high-risk student is in a good place, and neither are balanced enough for
leadership responsibilities. To get them ready, we must introduce the very element from which they’ve been
protected.
Low Risk Students
These teens or young adults need to get past virtual experiences and given real responsibility. If parents or
teachers have prevented “real life” from happening, they need to be mentored in how to navigate risky ventures, and it must be “on-the-job” training. Calculate the risk yourself, but then, push them into the pool so
they can swim. Stay in communication, help them to make wise decisions, but be sure to actually lend them
responsibility for outcomes. Faculty advisors—let go and turn the event or the strategy over to them. Residence Life staff—let go and empower them to choose how the hall will embody accountability. Youth workers—let go and genuinely let the kids oversee the fundraiser. We must let them do it.
High Risk Students
These teens or young adults have a different temperament that’s responded to their good life with risky living. So—we must introduce equations into their lives. This means, we talk over big decisions ahead of them
(or behind them) and define how one choice leads to a specific benefit, but another choice leads to a negative consequence. Then, we must make sure we don’t remove those consequences. This does not mean we
throw them to the “wolves” without any support. It simply means we talk through outcomes, then let life
demonstrate it is full of equations. We must follow through and discuss both the perks and price of our choices. (Think: O.U. Sigma Alpha Epsilon fraternity aftermath, but with more mentoring discussions).
- See more at: http://growingleaders.com/blog/enabling-students-to-navigate-risks-part-1/
#sthash.l3968kfs.dpuf
60
School Suspensions Cost Taxpayers Billions
Date Published: June 01, 2016
UCLA Study: More Suspensions Lead to More Dropouts; Over a Lifetime, More Dropouts
Mean Reduced Tax Revenue, and Higher Costs for Crime, Welfare, and Health Care.
Press Release: The High Cost of Harsh Discipline and Its Disparate Impact
Contact Annette Majerowicz: (847) 977-4434.
Total Cost of 10th Grade Suspensions Exceed $35 Billion
LOS ANGELES – A groundbreaking research study released today shows that the overuse of harsh school discipline practices is not only harming student achievement, but also is costing taxpayers billions of dollars.
“The High Cost of Harsh Discipline and Its Disparate Impact,” released today by the UCLA Center for Civil
Rights Remedies at UCLA’s Civil Rights Project, is the first to quantify the economic cost of suspending students from school. It builds on a large body of research demonstrating that excessive school suspensions fail
to improve school learning environments or enhance academic achievement.
“Being suspended increases risk for dropping out of high school. That is a well-established fact,” said Dr. Russell W. Rumberger, co-author of the study and professor of education in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. “People without a high school diploma earn less, have
more health problems, and are more likely to get into trouble with the law. That means less tax revenue and
higher health care and criminal justice costs for all of us,” Rumberger added.
“Not only will school districts increase graduation rates and generate billions of dollars in economic activity if
they stop suspending so many students, the research also shows that reducing the racial discipline gap
makes good economic sense and will reduce social costs that hit communities of color the hardest,” added
Daniel J. Losen, director of the Center for Civil Rights Remedies at UCLA. “Schools don’t need to rely on suspension. There are many alternatives that teach good behavior and hold students accountable for their conduct while keeping them in school,” Losen said.
Using national longitudinal data that tracked a cohort of 10th graders, the researchers estimated that 10th
grade school suspensions result in more than 67,000 additional high school dropouts nationally.
Using different data sources, the study also estimated the costs and effects of school suspensions in California and Florida, reaching remarkably consistent conclusions. According to the study, California 10th grade
suspensions resulted in more than 10,000 additional high school dropouts. In Florida 9th grade suspensions
increased the number of dropouts by nearly 3,500.
The study uses estimates of the economic losses from high school dropouts from Clive Belfield of Queens
College. These estimates show that over the course of a lifetime, each additional dropout is responsible for
$163,000 in lost tax revenue and $364,000 in other social costs, such as health care and criminal justice expenses. Cumulatively, the total cost of the 67,000 additional dropouts caused by school suspensions nationally exceeds $35 billion.
61
“$35 billion seems like a huge number, but it’s actually a very conservative estimate. We looked at data from
just one cohort of 10th grade students. Multiply that with 10th grade cohorts from additional years and
costs will easily exceed $100 billion,” said Losen.
“The High Cost of Harsh Discipline and Its Disparate Impact,” joins other studies in observing a strong racebased discipline gap, in which students of color are far more likely to be suspended than are White students.
Reducing this discipline gap would not only promote equity and fairness, but also produce a strong fiscal return. The study noted that black students made up 13 percent of all 10th graders, but 25 percent of all suspended students. Black students represented 25 percent, or nearly $9 billion, of the $35 billion in economic
losses due to suspensions.
Citing examples from states and school districts across the nation, the study’s authors explain that sharp reductions in suspension are an achievable goal. California, for example, has reduced suspensions by nearly 40
percent since the 2011-2012 academic year by virtually eliminating suspensions for the minor infraction of
“disruption or defiance” and by taking other measures to promote alternatives to suspension. Richmond
County, Georgia, has reduced suspensions even further. Some individual schools have reduced suspensions
by more than 90 percent after introducing alternative discipline models.
Cutting suspension rates by 50 percent for just one cohort of students would result in economic savings of
$3.1 billion for California and $817 million for Florida, according to the study.
The authors encourage education reformers to consider the real cost of suspensions, as states submit new
accountability plans under the federal Every Student Succeeds Act. ESSA suggests designating school climate
one of the accountability factors and requires all states to review district data and address the overuse of
suspensions. States that actively pursue this federal requirement and reduce suspensions most aggressively
will reap the greatest economic benefits.
The study offers three core recommendations for policymakers, including California school district leaders
currently working to finalize their budgets and develop Local Control Accountability Plans to comply with the
state’s new Local Control Funding Formula.
 Include suspension rates as a key metric when evaluating school performance. Given the clear link between suspension rates and graduation rates, fewer suspensions should be considered an indicator of school
success. The California Board of Education recently supported this approach by including suspension rates as
part of the state’s Local Control Funding Formula evaluation rubric and accountability system.
 “Review and collect suspension data. In order to identify the most effective school discipline approaches,
schools and districts should collect and report information about suspension and expulsion, not only in total,
but also disaggregated by race, disability status, gender, and other categories.
 Direct resources toward effective discipline practices that keep children in school. The study demonstrates that investments in alternatives to suspension will pay for themselves many times over. However,
that initial investment is needed to implement alternative practices and ensure that teachers and administrators are trained in their use.
Make plans to send your delegation to the
National Leadership Awards Events
Omni Shoreham, Washington, DC • November 9-10, 2016
National Student Leadership Academy
Hilton Alexandria Mark Center • Alexandria, VA • November 10-13, 2016
Jobs for America’s Graduates
1729 King Street Suite 100
Alexandria, VA 22314
703.684.9479 (Tel)
www.jag.org

The program book can be downloaded here.

Transcription

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