Concurrent High School Students
Workplace Learning Connection
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- Provides job shadow and concurrent credit internship opportunities for high school students
- Partners with middle school schools to offer events
- Financial Literacy Fair
- STEAM Institute
- Speaker Events
- Tours
- Partners with high schools to offer events
- Next Step Finances
- Mock Interviews
- Speaker Events
- Career Fairs
- Career Discovery Tours
- Industry Led Events:
- Construction Apprentice Fair
- Build My Future
Location: Linn County Regional Center
Rubric for Evaluation- WLC
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | Workplace Learning Connection provides services to 6th – 12th grade students at all public and private schools in our seven county region. Each school is currently utilizing our services but some schools utilize the service more than others. |
| What are the services being offered by the resource? | Workplace Learning Connection offers career explorations services starting in middle school and continuing through high school. Our services include the following:
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| Are there known barriers or stigma that may prevent students from accessing the resource? | Our internship and job shadow programs require students to provide their own transportation if the district does not provide transportation. Most of our school districts do not provide transportation. We do offer virtual job shadows to overcome this barrier but our internship program does not have a virtual option. |
| Is there any data available regarding student perceptions/use of this resource? | We have over 30,000 student participants each year. As part of our job shadow and internship program, we collect student feedback after their experience. Here is the key data from FY23:
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| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | 2.5 | We try to place students in our experiences as close to their school as possible and are making efforts next school year to bring more programs to the school buildings and to recruit business hosts closer to each high school. |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | 3 | We provide promotional materials, signage and videos to all of our schools to use in presentations and on school TV’s. |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | 3 | Provide any recommendations for additional signage or wayfinding materials that may prohibit students from easily finding the resource. |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | 2 | We have students apply for job shadows and internships during specific application periods. We then try to place students in an experience within three months of their application. Each year, we improve this turnaround but this is definitely an area we could improve. |
| Does the resource offer an on-demand option for face-to-face and online students? | 2 | Students receive regular communication from us and have an assigned coordinator but we are not able to take on-demand requests but rather we can support on-demand questions. |
| Do students have the ability to easily self-schedule at a time convenient for them? | 2.5 | Our internship team utilizes Calendly to allow students to schedule their interviews and meetings at times that work for them. |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | 2 | We utilize our own application system and we are currently making improvements on the student dashboard side to give students great control of their experiences. |
| Are necessary print resources available in digital formats? | 3 | Ensure that all critical resources are available both in person and online. |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | N/A | How does the space foster student-student collaboration? This may be through specific programming, spatial design, in person, or online formats.
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| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in commonly spoken languages by Kirkwood ELLs? | 1 | Student applications and evaluations are only provided in English.
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| Does the resource use clear language and avoid jargon? | 3 | Are there words/phrases that might be confusing to students?
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| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | 3 | Every student is sent a survey right after their experience ends. The feedback is related to how the experience met their expectations, if they received timely communication and suggestions they have for improvement. |
| Is there a process for periodic reviews of the resource and ongoing improvement? | 3 | Our team reviews surveys every Friday and our internship team reviews the concurrent credit course every Thursday. |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | 2 | We rely heavily on our school partners to make sure students in their building are aware of the resources available to them. Since Kirkwood hired CCTC’s at multiple high schools, we have been able to set goals to target underserved students. |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | 2 | How does the resource ensure the environment is welcoming to underserved populations? |
| Are there events and activities that promote inclusivity? | 2 | We try to make sure our business volunteers represent the communities we serve but because we have limited volunteers, we cannot always ensure that this goal is met. |
| Are staff trained in cultural competence and inclusivity? | 2 | Staff have completed bias training but we could do a better job of making sure this is an ongoing topic. |
| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | 3 | We communicate through email, digital newsletters, text messages and phone calls to parents, students, teachers, counselors and administrators. We make sure participants have multiple communication methods. |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | 3 | We have a significant presence on social media in addition to traditional communication and promotional methods. |
| Does the resource market itself to students appropriately? | 2.5 | Are there opportunities to more effectively market this resource to students? This might include opportunities for collaboration, alternate channels of communication, etc. |
Benton and Iowa County Centers
Rubric for Evaluation
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | Iowa County Center (ICC) – Vast majority are concurrent or college credit in high school students (100+ daily). Some high school completion students, very few traditional and/or returning students.
Benton County Center (BCC) – Half of the building is leased by the Vinton-Shellsburg CSD for their alternative school students (20-30 daily). Some high school completion students, very few traditional and/or returning students. |
| What are the services being offered by the resource? | ICC- 3 Laptops for student use in commons area, 3 desktops in Testing Room
BCC – Testing area also within High School Completion Room Tutoring, student support, accommodations, and other supports provided by Student and Academic Support Coordinator Lynnette Stourac, Associate Director Mike Jacobsen and other staff on a lesser basis |
| Are there known barriers or stigma that may prevent students from accessing the resource? | ICC and BCC – none other than a hesitance to reach out for help, in general, from students |
| Is there any data available regarding student perceptions/use of this resource? | Student surveys are conducted in the fall and spring, with overall feedback good on supports and offerings. |
| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | 3 | ICC located directly west of Williamsburg Jr./Sr. High School and centrally located within the county.
BCC located in Vinton and, since last year, home to the VSCSD alternative school students. |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | 3 | Signage up outside rooms, written and verbally communicated to students. |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | 3 | Provide any recommendations for additional signage or wayfinding materials that may prohibit students from easily finding the resource. |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | 3 | 7:30-4, M-F with extended hours available at ICC |
| Does the resource offer an on-demand option for face-to-face and online students? | 3 | Staff always available to handle requests via phone, email, social media, or in-person |
| Do students have the ability to easily self-schedule at a time convenient for them? | 3 | Testing available by calling, emailing, or asking in-person.
Lynette and Mike both available virtually as well with Calendly. |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | 2 | Website updates have made progress including adding programs of study for both counties. More room for improvement here, however. |
| Are necessary print resources available in digital formats? | 2 | Website updates have made progress, including adding programs of study for both counties. More room for improvement here, however. |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | 2 | Physical space is limited but adequate in both county centers. |
| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in commonly spoken languages by Kirkwood ELLs? | 2 | Programs of study available in Spanish. Signage and website resources in English.
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| Does the resource use clear language and avoid jargon? | 3 | Acronyms spelled out and concise, yet thorough, language is always the goal. |
| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | 2 | Surveys and informal formative assessments throughout the year. |
| Is there a process for periodic reviews of the resource and ongoing improvement? | 2 | Surveys and informal formative assessments throughout the year. |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | 2 | Striving to provide the best for all students, especially underserved populations, via in-person outreach, social media, events in schools, and other means is a top goal but always room for improvement here. |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | 2 | Surveys and informal formative assessments throughout the year. |
| Are there events and activities that promote inclusivity? | 1 | Indirectly but not in an overt or direct way |
| Are staff trained in cultural competence and inclusivity? | 3 | Yes |
| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | 3 | Physical signage, verbal reminders (especially at beginning of semesters), written handouts, social media |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | 2 | Student and faculty are made aware of events through email, verbally in-person, and social media but room for improvement as far as an actual “strategy” is concerned |
| Does the resource market itself to students appropriately? | 2 | Conveying info to our school district partners has improved but still an area for improvement. |
Resources we identified but were not able to fully evaluate:
Southeast Iowa STEM Hub
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- Serves K-12 students
- Offers different STEM events throughout the academic year
Location: 2301 Oakdale Blvd. Suite 008 Coralville, IA
TRIO Talent Search
TRIO Talent Search (TS) at Kirkwood Community College is a free educational program that assists 6th-12th grade participants in their preparation for enrollment into any college of their choice.
Funded by a federal grant from the U.S. Department of Education, the purpose of the program is to increase the number of youth from disadvantaged backgrounds who complete high school and enroll in and complete their postsecondary education.
TRIO TS activities are designed to promote a supportive educational climate and to help increase persistence, high school graduation, completion of rigorous high school courses, college enrollment, and college degree attainment. TRIO TS can help with:
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- Tutoring
- Course selection and advising
- Personal advising
- College application assistance
- College entrance exam prep and waivers
- Financial aid, FAFSA and scholarships information
- STEM summer workshops
- College campus visits and Cultural field trips
- Career exploration assistance
Locations: Cedar Rapids- Main Campus (main office) at Linn and Jones Counties
Midland Middle and High Schools, Wilson Middle School, Jefferson High School, Roosevelt Creative Corridor Business Academy, and Washington High School
TRIO Upward Bound Math-Science
TRIO Upward Bound Math-Science (UBMS) is a year-round college readiness program designed to strengthen the math and science skills of participating high school students.
The program aims to help students recognize and develop their potential to excel in math and science and encourage them to pursue college degrees in science, technology, engineering, and math (STEM). Participants of TRIO UBMS attend all functions and activities at no cost to them.
TRIO UBMS is funded by a grant from the U.S. Department of Education.
TRIO UBMS offers the following services to program participants:
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- Science and Math-centered field trips coupled with fun activities
- A 6-week summer academy with two weeks in a college residence hall
- A no-cost Kirkwood summer course for rising Juniors and Seniors
- Rigorous academic skills development through class instruction and tutoring
- Student advising and exposure to STEM
- Career and college major exploration, specifically within STEM fields
- Financial Literacy workshops and activities
- ACT Prep-College entrance exam preparation
- Assistance in accessing financial aid opportunities via the Free Application for Federal Student Aid (FAFSA) and scholarships
- Development of interpersonal and life skills
- Parent/Family engagement via workshops and resources surrounding financial literacy, preparing to have a child in college, general information about attending college, etc.
Location: Cedar Rapids- Main Campus, students must be enrolled at Washington High School or Midland High School in grades 9-12 or accepted after completing 8th grade
Student Academic Support Coordinators
High school students who take concurrent college courses have access to support from Student Academic Support Coordinators. They support students through:
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- College and career planning
- Academic guidance and support
- Course and schedule advising
- Mentoring
Locations: All regional centers
Modality: in-person, phone
Iowa College Access Network
Provides support for students in planning for life after high school, including
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- Career exploration
- Career assessment
- College exploration
- Paying for college
- College visits
- College selections and applications
- Scholarship processes
- Alternative funding options for college
- FAFSA completion
Locations: Linn County Regional Center, KRCUI
Other
See also the VITAL program.