FastBreakDocument

In This Issue:
Technology Education . .3
GEAR UP Programs . . .4
Health Sciences
Hands On . . . . . . . . . . .5
The BeeFreeway . . . . . .5
Assistive Computer
Stations . . . . . . . . . . . . .6
Building Strategic
Partnerships . . . . . . . . .7
May 2002
CareerWise
Earning a Merit Award through WorkKeys
TheOfficialNewsletteroftheMichiganDepartmentofCareerDevelopment
Career Readiness Certificate
Gives Workers Competitive Edge
5, 5, 4, 3
Hmmm … This week’s
winning Lottery numbers? Or
maybe the correct answer to a
math question on an IQ test?
In reality, these numbers are
the new levels a high school
student must attain on four
WorkKeys job skills tests to
qualify for a Michigan Merit
Award of $2,500. These new
levels are Mathematics, level 5;
Reading for Information, level
5; Locating Information, level
4; and Writing, level 3.
Dr. Barbara Bolin, director of
the Michigan Department of
Career Development and a
member of the Michigan Merit
Award Board, said the passing
levels were modified by the board
earlier this year to more accu-
rately reflect the requirements of
the workplace. “After two years
of data collection, we recognized
the need to adjust the WorkKeys
scores and also to eliminate the
Teamwork assessment because it
is more appropriate for adult test
takers.”
She added, “It is hoped that
with these changes, many more
students will receive Merit
Awards in the coming year.”
Taking the WorkKeys assess-
ment tests is one of three options
offered to high school students to
qualify for the Merit Award.
If a student does not receive
passing scores on all four parts
of the MEAP test to qualify for
a Merit Award, he or she can
still qualify by achieving
passing scores on two parts of
the MEAP test and performing
in the top 25th percentile of the
ACT or SAT; or by achieving
passing scores on two parts of
the MEAP test and achieving
passing levels on four
WorkKeys assessment tests.
Students who receive a Merit
Award through MEAP and Work-
Keys testing can use the $2,500
award to enroll in a technical
education program at an
approved postsecondary educa-
tional institution. Approved
programs include virtually all
programs at technical, voca-
tional, or apprenticeship institu-
tions, as well as technical
programs at traditional two-year
or four-year institutions, such as
engineering, science, and mathe-
matics.
WorkKeys is a workplace
skills assessment system used
nationwide by employers,
students, workers, and educa-
tors. It gives students and
workers an opportunity to
document and advance their
employability skills and
provides employers with an
opportunity to assess worker
skills and customize training
for a wide range of skilled jobs.
For more information about
the Michigan Merit Awards or
a listing of WorkKeys testing sites,
call toll free, 1-888-95-MERIT; or
log onto www.MeritAward.state
.mi.us. To learn more about the
WorkKeys system, see the ACT
Web site at www.act.org/
workkeys/index.html.
The value of the new
Michigan Career Readiness
Certificate—a portable creden-
tial that tells an employer that
a job applicant has the neces-
sary skills to be successful—
can’t be overestimated, says
Dr. Barbara Bolin, director of
the Michigan Department of
Career Development.
Unveiled in January by Lt.
Governor Dick Posthumus, the
certificate gives workers an
edge in finding a good job and
employers an effective way to
identify qualified workers.
“The Career Readiness
Certificate is a great comple-
ment to the high school
diploma and to MEAP, both of
which assess academic profi-
ciency,” Bolin said. “The
certificate guarantees that
recipients have the foundation
skills necessary for job success,
thereby distinguishing them-
selves from the competition.”
Michigan residents can
qualify for and receive the
certificate by scoring at appro-
priate levels on four WorkKeys
assessment tests—Applied
Mathematics, Reading for
Information, Locating
Information, and Writing.
Testing is offered at 42
WorkKeys Service Centers
located throughout the state
and through participating
schools and Michigan Works!
Service Centers.
(Continued on pg.12)

is great news as the pathways
approach has proven to be a
factor in decreasing dropout
rates and helping students to
focus on career choices.
The workforce development
boards have been busy refining
their strategic goals and opera-
tional plans. I am confident that,
as a result, even better programs
will be offered to residents in
local areas. One major change to
our system occurred recently
when Governor Engler replaced
the current Governor’s Workforce
Commission (GWC) with a State
Workforce Investment Board,
which will be known as the
Michigan Workforce Investment
Board (MWIB). In his letter to the
Senate and House, Governor
Engler stated, “Current federal
law requires each state to estab-
lish a business-led state workforce
investment board to oversee
workforce development activities.
The current commission only
qualifies under ‘grandfather’
provisions of the law.”
The new MWIB will have 53
members. Multiple agencies
will now be represented, but
majority membership will still
be from the private sector.
The last meeting of the GWC
will be May 15, and I would like
to thank all Commissioners for
the help and support they have
given MDCD staff and me over
the years.
his has been a busy
spring for everyone
associated with
FIRST Robotics. Two
very exciting regional competi-
tions were held at Eastern
Michigan University and in
Grand Rapids, and a tremen-
dous national competition was
held at Epcot in April. Once
again, Michigan teams demon-
strated extraordinary knowl-
edge, skill, and talent.
I am most excited that
WDIV-TV 4 in Southeastern
Michigan has partnered with
MDCD to produce a series of
compelling commercials
featuring FIRST Robotics. The
theme of the commercials is
“Engineering Your Mind,” and
they will be aired on WDIV-TV
and WOOD-TV in Western
Michigan through the end of
the summer. They feature
students, FIRST Robotics founder
Dean Kamen and other engi-
neering professionals, and, of
course, some robots. I hope this
awareness campaign will encour-
age more schools and employers
to become involved in FIRST.
I was honored to be part of
the Michigan Career and
Technical Institute’s (MCTI) first
Operation Fast Break graduation
and to be able to congratulate the
graduates personally. MCTI is a
vocational training school for
adults with disabilities operated
by our Michigan Rehabilitation
Services division. MCTI made the
programmatic decision to incor-
porate the Fast Break model into
its service delivery system with
the expectation that it would
significantly impact a student’s
potential for training and
employment success.
One graduate, Jeff Barritt,
markedly exemplified the
strength of the Fast Break
program. Initially, Jeff was very
reserved and shy. By the end of
the program, he participated inMay 20022
The Director’s ColumnDr. Barbara Bolin
“Ninety-two percent of all Michigan schools
have committed to implementation of Career
Pathways by 2004.”
— Dr. Barbara Bolin, MDCD Director
T
group discussions, volunteered
for role-playing exercises, and
made presentations before the
group. Jeff will begin the
Electronics training program at
MCTI in September.
I hope that soon we will see
Fast Break Futures programs
offered across the state as local
workforce development boards
sign contracts with training
agencies. At MDCD, we believe
this new occupationally specific
training program will be of
enormous benefit to Work First
participants, allowing them to
gain recognized credentials and
move into the workplace
quickly. The program prepares
participants for MOUS
(Microsoft Office User
Specialist) certification and for
the new Michigan Career
Readiness Certificate.
It was a privilege to be a part
of the Family Independence
Agency’s (FIA) 100th Achiever of
the Month Award ceremony.
Governor Engler personally con-
gratulated the award recipient,
Raquel Dubois of Detroit, and
used the opportunity to re-empha-
size the need for the federal gov-
ernment to maintain flexibility in
TANF (Temporary Assistance for
Needy Families) funding to allow
governors to demonstrate that
states have the desire and knowl-
edge to create innovative pro-
grams that move residents toward
self-sufficiency and independence.
It is hard to believe that we
are rapidly coming to the end
of another school year. I am
pleased, however, that when the
new school year begins, many
thousands of Michigan high
school students will do so with
a well-thought-out Education
Development Plan (EDP).
As a reminder, the electronic
version is available through
www.TalentFreeway.org.
Also, for the first time, many
schools will be heading into the
new school year with a
curriculum that includes Career
Pathways. Ninety-two percent
of all Michigan schools have
committed to implementation of
Career Pathways by 2004. This
Dr. Barbara Bolin

hen we see or hear
the word “tech-
nology,” what do
we think of? Many
Americans immediately asso-
ciate the term with computers
and the Internet.
But technology is present in
our lives in a vast number of
other ways, from something as
simple as our toothbrush to the
complexity of a satellite.
Simply stated, technology is
anything that changes the
natural world to satisfy our
human needs.
Technology education—
helping young people under-
stand technology and its
effects—has existed in
Michigan schools for decades.
Whenever a classroom of
students constructs a model
airplane to study the principle
of flight or builds a greenhouse
to alter the growing cycle of
plants, technology education is
taking place.
Today, however, technology
education is taking on a new
significance. A 2002 Gallup
poll reveals that 97 percent of
Career Preparation
May 2002 3
Technology Education
Takes on New Significance
W
Americans believe the study of
technology should be included
in the school curriculum.
Further, a new report from
the National Academy of
Engineering and National
Research Council calls for “a
broad-based effort to increase
the technological literacy of all
Americans,” stating that tech-
nology education should begin
as early as kindergarten and
involve all subjects.
“Because technology educa-
tion involves hands-on,
problem-solving activities,
students can easily connect
what they learn to the real
world,” said Dr. Barbara
Bolin, director of the Michigan
Department of Career
Development (MDCD). “As
students enhance their techno-
logical literacy, they begin to
associate technology with a
variety of careers and career
choices, helping them to focus
on a Career Pathway.”
Bolin noted that technology
education is also important
because of the many public
policy decisions involving tech-
nology issues.
“Technology
education helps
students under-
stand the
impacts of
technology on
people, society,
and the envi-
ronment,” she
said. “A tech-
nologically
literate popula-
tion can help
Michigan and
our nation
sustain
economic
progress.”
The Michigan Technology
Content Standards and
Benchmarks and the national
Standards for Technological
Literacy: Content for the Study
of Technology provide the foun-
dation for technology education
in Michigan for grades kinder-
garten through 12. To receive a
copy of these free materials,
contact Dr. James S. Levande,
MDCD Technology Education
consultant, at (517) 373-6731
or levandej@michigan.gov.
Lake County Rural Challenge
Initiative (RCI) has opened a
new Operation Fast Break
program in Idlewild, Michigan,
in partnership with Baldwin
Community Schools. A
$60,000 grant from the
Michigan Department of
Career Development (MDCD)
has provided the funding.
“This is Michigan’s first
rural Operation Fast Break
program, which will serve as
the model for additional rural
programs in the future,” said
Dr. Barbara Bolin, MDCD
director. “As with all Opera-
tion Fast Break programs,
students will benefit by
acquiring stronger work
habits and computer skills,
increased motivation and
productivity, and the ability to
work with others.”
First Rural Fast Break Program Opens
Operation Fast Break
programs are also offered in
Flint, Owosso, Detroit,
Hamtramck, Plainwell, and
Battle Creek.
The accelerated, computer-
assisted program prepares
students for career-entry jobs
and/or postsecondary educa-
tion.
It is designed for those in
need of higher skills, such as
out-of-school young adults,
high school students, college
students needing remedial
education, public assistance
recipients, formerly incarcer-
ated youth, displaced workers,
and incumbent workers.
Operation Fast Break:
Brings math and reading
up to readiness standards,
Introduces participants to
word processing,
spread-
sheets, and basic
computer functions,
Improves oral and written
communication skills,
Teaches learning-to-learn
and teamwork skills,
and
Helps participants gain
some career direction
along with job-seeking
skills.
For more information about
the Idlewild program, call RCI
at (231) 745-3862.
For general information
about Operation Fast Break,
contact Donna Beltz, MDCD
Operation Fast Break con-

hree Michigan
school districts are
receiving federal
funds from the
Michigan Department of
Career Development (MDCD)
to operate local GEAR UP
Michigan! programs to signifi-
cantly increase the number of
low-income students who are
prepared to enter and succeed
in postsecondary education.
Flint Community Schools, in
partnership with Central
Michigan University; Muskegon
Public Schools; and Detroit
Public Schools will be working
with MDCD to offer GEAR UP
programs through a five-year,
$11.8 million grant awarded
by the U.S. Department of
Education. GEAR UP is the
acronym for Gaining Early
Awareness and Readiness for
Undergraduate Programs.
“In the first year of GEAR UP
Michigan! we expect to serve
thousands of students,” said Dr.
Barbara Bolin, MDCD director.
The locally designed serv-
ices will include academic
counseling, Education Devel-
College Preparation
May 20024
GEAR UP Programs Funded
T
opment Plans, after-school
tutoring, career and college
preparation assistance,
mentoring, financial aid work-
shops, and professional devel-
opment opportunities for
teachers and counselors.
In keeping with federal
requirements, services begin
no later than seventh grade
and continue with the same
students through high school
graduation. School districts
receiving funding must be
districts where at least 50
percent of the students
enrolled are eligible for free
or reduced-price lunches
under the National School
Lunch Act. All students in the
grade receive services, regard-
less of economic status.
The Governor’s Workforce
Commission will serve as
Michigan’s state advisory board
for GEAR UP Michigan! to
provide oversight, offer recom-
mendations, promote dialogue,
and support local projects.
Three other groups in
Michigan have received federal
GEAR UP funding independent
of the Michigan Department of
Career Development. They are:
Western Michigan University in
partnership with Battle Creek
Public Schools and Bangor
Public Schools; Oakland
University in partnership with
the School District of the City
of Pontiac; and Lake Michigan
College in partnership with
Benton Harbor Area Schools.
MDCD is working with these
groups to extend professional
development opportunities and
coordinate Web sites and other
parent and student resources
available through MDCD.
A nationwide shortage of respi-
ratory therapists to treat an
increasing number of patients
with breathing problems has
prompted Ferris State Univer-
sity to redesign its Respiratory
Care program. The goal is to
make it easier for people to
train for this field.
“People with a bachelor of
science degree who are out of
work could benefit the most
from our Associate Degree of
Applied Science in Respiratory
Care because they would need
the least amount of additional
coursework,” says David
Zobeck, Respiratory Care clin-
ical coordinator and assistant
professor. “Our program also
fits well for people with some
college credit or no college
background at all. Individuals,
however, should have an
interest in biology and health
Ferris Revamps Respiratory Care Program
and, above all, a desire to
help people.”
Ferris State is offering
several courses online to allow
individuals to meet entrance
requirements at home or in
association with a community
college. The amount of course-
work needed depends on each
individual’s previous credits
and skills. Those without
college credit can complete the
first year at Ferris or at their
local community college.
Those with a B.S. degree may
be able to complete the two-year
Respiratory Care program in as
few as 15 months on campus,
provided they have met core re-
quirements and begin in the sum-
mer semester. During this time, 18
weeks are spent in a clinical
internship in a hospital, usually
near the person’s home area.
Most respiratory care thera-
pists work in hospitals, but
opportunities also exist in
physicians’ offices, home care,
and pharmaceutical sales. In
the hospital, a respiratory ther-
apist will assist patients of all
ages, from neonatal infants to
older adults with emphysema.
“Respiratory therapists
work in nearly every patient
care area in the hospital, but
the most significant work is in
critical care and emergency
where they manage the
mechanical ventilators,”
Zobeck said. “The need for
skilled respiratory therapists in
Michigan and the nation is
great. Many hospitals offer
sign-on bonuses.”
For further information,
contact Julian Easter, Respiratory
Care program director, at (231)
591-2261oronlineatwww.ferris.edu.

arge, urban hospi-
tals offer many
different career
specialties in the
Health Sciences Pathway—
surgeon, nurse, nutritionist,
physical therapist, and human
resources manager, to name
just a few.
For the students of Medical
Careers Instructor Renee
Licavoli, St. Joseph’s Mercy of
Macomb is a hospital where
they can explore the world of
health sciences careers and
discover which specialties are
right for them.
Licavoli forged a partnership
between her school (Dakota
High in the Chippewa Valley
Schools) and St. Joseph’s four
years ago to give her students
real hands-on lessons in a
hospital setting. “The experi-
ences they are getting are
phenomenal,” she said.
“They’re experiences that can’t
be simulated in the classroom.
And I’m finding that the more
responsibilities I give the
students, the more important
they feel. They come back and
say, ‘I helped somebody today.’”
With 36 different depart-
ments, St. Joseph’s offers
Career Preparation
May 2002 5
Exploring Health Sciences Careers
L
Take a Ride on the BeeFreeway
students in the two-year
program a chance to spend
blocks of time in various areas,
such as intensive care, food and
nutrition, radiology, and the
pharmacy. “Most of the time,
the students want to participate
in direct patient care. But if
they are not comfortable with
direct care, they can work in
other areas. Every department
is important and provides
students with essential skills
necessary to successfully tran-
sition into the world of work
directly from high school,”
Licavoli said.
Deanna Culberson, director
of St. Joseph’s School Health
Network, noted that the benefits
to the hospital equal those
gained by the students. “The
students help remind staff why
they went into health care.
When you see the students’
enthusiasm, it revives you,” she
said. “Another huge plus is that
our managers can do a one-
month ‘interview’ with a
student while the student is
doing a rotation in that
manager’s department.”
Scott Adler, vice president of
Community Integration at St.
Joseph’s, said the hospital has
hired many of Licavoli’s
students over the past few years.
“We have influenced many
more,” he said.
Chippewa
Valley Schools is
following the
state curriculum
guidelines for
Health Sciences
programs, said
Carol Clark,
Health Sciences
Pathway con-
sultant with
the Michigan
Department of
Career Devel-
opment.
“Chippewa
Valley has inte-
grated health
sciences into all
levels of the curriculum,
including the elementary
grades,” she said. “The
district’s curriculum is also
unique because there is a signif-
icant parental component. In
addition, St. Joseph’s has a full-
time staff person at the hospital
to work with the schools.”
For more information on
school-hospital partnerships,
contact Clark at (517) 241-
4355 or
I know there’s a lot of road
construction going on, but
what’s this BeeFreeway?
Oh, you mean the new Web
site that offers small businesses
and not-for-profit organizations
an online training system. It’s pre-
paid by the Michigan Department
of Career Development.
Pre-paid? You mean like some
of those envelopes I see?
Right. It’s free to employers
with 25 or fewer full-time
employees through May 2004,
courtesy of MDCD.
Why is this training a good
idea? I mean, besides the fact
that it’s free.
You and your employees can
gain valuable skills without
going through lengthy training
sessions off-site. The modules
are designed in small segments
so they can be completed during
down-time or between tasks.
What kind of training
is offered?
Training modules are avail-
able in more than 1,300
subjects! A lot of the modules
are in computer skills, such as
database fundamentals and
presentation software. You can
also choose workplace skills,
such as business management
and customer service. The best
way to become familiar with
the offerings is to browse
through the training library.
Is there a limit to the number
of modules I can access?
The number of training
modules you can complete is
limited only by your time and
ambition!
How do I sign up for
BeeFreeway training?
Go to the TalentFreeway
Web site at www.talentfreeway
.org and follow the link to the
BeeFreeway. Create your log-
on profile, then proceed to the
registration page.
And if I can’t figure out ...
I know—if you get into
trouble. For technical
support, just contact
Michigan Virtual University
at (877) 844-0385 or
beefreeway@mvumail
.mivu.org. They’ll be glad
to help.
Student Kirbee Bearden places the paralyzed arm
of Joe Lucido on an arm board in Physical Therapy.

etting a grip on life
is a lot easier when
the equipment is
specially designed to
let you do it. It gets
even better if you can see or hear
what you’re working with.
Bob
Apczynski,
coordinator
of employ-
ment serv-
ices for
Macomb/
St. Clair
Michigan
Works!,
and Colin
Miller, an
employment
service
specialist,
recently
researched ways to make their
job-finding services more avail-
able to customers with disabili-
ties. After getting helpful advice
from Joan McIntyre and Jenny
Piatt of Michigan
Rehabilitation Services, the two
were able to obtain equipment
Michigan Works!
May 20026
Assistive Computer Stations Spell Access
G
and software best suited for
individuals with disabilities.
The results are computer
stations at all four of the
Macomb/St. Clair Michigan
Works! service centers—Clinton
Township, Mount Clemens, Port
Huron, and Roseville—uniquely
designed for persons who use
wheelchairs or who have learning
or visual disabilities.
Some of the main features are:
Large 19-inch monitors for
easier reading
Screen magnifiers that
enlarge items to 16 times
their normal size
Drop-and-drag magnifying
glasses that can magnify
both the on-screen keyboard
and the typed text
Zoom caps on the on-screen
keyboard to allow for text
enlargement
Text readers to provide an
audio transcript of the text
Text Help software, with
audio read-back, to assist
customers with composing
resumes and letters
Adjustable desktops to
accommodate wheelchairs
Michigan Rehabilitation
Services counselors in Macomb
and St. Clair counties are
delighted that many of the job
seekers they work with can now
independently access resources
available to them through word
processing and the Internet.
And, after Bob Arnold with the
Commission for the Blind
recently visited one of the
newly accessible workstations,
the commission made plans to
begin referring customers
immediately.
The intent of the accessible
workstations—to expand oppor-
tunities for those confronting
substantial barriers to employ-
ment—has been translated into
reality for residents of Macomb
and St. Clair counties.
Adult Education in Dearborn Targets Needs
Dearborn Adult Education,
which has extensive experience
providing English as a Second
Language (ESL) instruction,
has adopted a number of inno-
vative approaches with new
partners over the past year to
better serve local needs.
The Dearborn Adult
Education program averages
1,600 students a year and
serves an immigrant population
speaking nearly 50 different
languages. A full schedule of
instruction is provided to many
families from remote villages in
Middle Eastern countries as
well as a wide range of others.
New initiatives:
Workplace Literacy
Employees of the Hollingsworth
Logistics Group attend classes
that accommodate their work
shifts and are located at their
work site. The curriculum was
customized to meet the needs of
both the employer and the ESL
students. Students learn English
language specific to workplace
safety, quality, and job commu-
nications.
Dislocated
Worker Education
Laid-off workers from auto
supplier Mexican Industries
received ESL and ESL-GED
instruction from Dearborn
Adult Education. The adminis-
trative staff and instructors
adjusted their personal holiday
plans and scheduled morning,
noon, and late afternoon
classes for 160 laid-off workers
with Partnership for Adult
Learning (PAL) and North
American Free Trade
Agreement (NAFTA) funding
support.
Intensive ESL
Dearborn Adult Education has
reorganized the existing
dynamic curriculum into a
compact immersion course of
study supported with PAL
funding from the Southeast
Michigan Community Alliance.
Recently, 25 ESL students
began classes scheduled for six
hours a day, five days a week,
for eight weeks.
Classroom Literacy
Volunteer Corps
With over 67 percent of ESL
students functioning at low
English levels, Dearborn Adult
Education’s certified teachers
needed assistance with students
having the greatest learning
difficulties. Twenty-four volun-
teers at five sites have been
matched with 100 low-level ESL
adult students. With teacher
supervision, the volunteers
provide literacy assistance to
those needing personal atten-
tion.
For more information,
contact Patrick Barley,
Dearborn Adult Education, at
(313) 582-4817, ext. 151, or
BarleyP@dearborn.k12.mi.us.
Arthur Scott of Sterling Heights
prepares his resume using an
assistive computer station.

n January of 2000,
the responsibilities
of the Michigan
Department of
Career Development expanded
from supporting local work-
force development systems to
building local career develop-
ment systems. The “Building
Strategic Partnerships for
Career Development” initia-
tive, launched in February
2000, addressed this new
charge. Its challenges included
how to structure a “community
leadership” system for human
resource development, connect
the vast educational enterprise
and the workforce system, and
integrate multiple funding
plans into a single strategic
plan with a common vision.
Led by the state’s 25 Work-
force Development Boards and 25
Education Advisory Groups, the
$5 million initiative began by
identifying key trends in each
region and top-priority goals for
the local career development sys-
tem. Last October, all regions
completed their strategic plans,
Michigan Works!
May 2002 7
I
Building Strategic Partnerships
Berrien-Cass-Van Buren
Develops ‘BEST’ Practices
Employee retention is a subject
that gets employers’ attention,
especially when it involves a
better idea. Companies looking
for best practices in the
Berrien-Cass-Van Buren
Michigan Works! region now
make it a practice to use
BEST—Business Enhancement
Services and Training.
BEST delivers customized
solutions to employers through
a single point of contact at the
Michigan Works! Service
Centers located in Benton
Harbor, Dowagiac, Niles, Paw
Paw, and South Haven. The
major program areas are work-
force enhancement programs,
customized outplacement serv-
ices, and coordinated services
and training.
Workforce enhancement
efforts focus on benchmarking
cutting-edge ideas, the Tri-
County Workforce Information
Sharing Exchange (WISE), and
employer-specific workforce
services. Customized outplace-
ment emphasis is on serving
employers and displaced
employees and their families.
Training is offered in occupa-
tion-specific fields, along with
targeted recruiting and hiring.
An example of BEST in
action is the customized job
fair, which provides an
employer with pre-screened
applicants who possess the
background, skills, and attrib-
utes—determined in advance
with the employer—critical to
success on the job.
“This is a time-saving,
cost-effective service that we
provide to employers through
the Michigan Works! system,”
said Jim Lautenschleger,
employment and resource coor-
dinator for the Berrien-Cass-
Van Buren
Michigan
Works!
agency. “It’s
an extension
of their
human
resources
department,
it’s effective,
and it works
very well.”
BEST
was devel-
oped
following a local “Day of
Collaboration,” in which
375 business, education, and
economic development
leaders gathered to deter-
mine how they could be
proactive
in business development
and retention.
complete with success measures
for the future and backed by an
operational plan. Some initiatives
covered by the strategic plans are:
Population trends in the
Capital Area region identified a
need for more English-as-a-
Second-Language (ESL) instruc-
tion. ESL programs were
expanded at Lansing Community
College through programs with
intensive instruction and flexible
hours of operation. More than
100 students signed up within 48
hours. This model has been
exported to 11 other areas.
In the Northwest Michigan
region, there has been a great
influx of Eastern European,
Asian, and Hispanic immi-
grants. Special ESL software
covering several languages has
now been installed in four
regional learning labs.
Further, a partnership with the
Traverse City Schools now
offers ESL classes for the entire
family.
Washtenaw County
concluded in its strategic plan
that its Michigan Works!
Service Center could be
improved by expanding the
presence of
Washtenaw
Community
College.
Now the
community
college is a
partner at
the center,
providing
$100,000
in tuition
vouchers for
customers not
eligible for
other funding.
WCC also
offers
computer
literacy
programs
on-site.
For more information on
the strategic planning initia-
tive, see
www.michigan.gov/mdcd under
Research and Reports,
Building Partnerships.
GRCC Named
Award Finalist
After competing with community colleges
nationwide, Grand Rapids Community
College was selected as one of nine
Bellwether Award finalists in the workforce
development category for its involvement
in the MDCD Building Strategic Partner-
ships for Career Development initiative.
The GRCC partnership was unique
because the college participated in the
environmental scan and strategic planning
processes at both the state and regional
levels. For more information, see
www.mscan.org/reports/reports/.
Susan Edge, Food Stamp
specialist at Michigan Works!,
and Barry Baker, human
resources director with BoWater
Nuway in Benton Harbor,
pre-screen potential workers
for BoWater Nuway.

n February 28, 22
fifth graders from
Cummings Elemen-
tary School scur-
ried through RiverTown
Crossings mall in Grandville,
searching for sale items,
computing discount prices,
learning about just-in-time
inventory, and calculating
square footage and rental costs.
These students were some of
the more than 2,000 who have
participated in the award-
winning* MEAPonomics
program, a unique collabora-
tive effort led by Grandville
Public Schools in partnership
with Jenison and Hudsonville
public schools. These three
districts have teamed with
RiverTown Crossings mall to
develop a learning initiative
designed to integrate
economics and career educa-
tion into the curriculum.
One of the components leads
fifth graders through a series of
activities that helps them use
economics vocabulary, apply
math skills, learn business
etiquette, and develop a sense
of monetary responsibility.
“I liked learning more about
economics and how to do
percentages!” beamed
Jonathan DeHart, as he ate
lunch at the mall food court.
Diane Bigelow, the educa-
tional consultant who coordi-
nated the half-day of activities,
said: “I think it’s a great
program and I like to do it! It
gives students great hands-on
experiences to connect to the
real world.” She presented an
introduction to the group of
attentive fifth graders using
colorful pie charts to show the
costs involved in running a
retail store. “Only about two
percent of each item sold is
profit after all the costs of
operating the store are
deducted,” she explained to the
students. They had gathered at
the School Spirit!!! retail store,
which is largely run by students
from the three districts and
features merchandise
supporting area schools.
Following Bigelow’s intro-
MCCTE
May 20028
O
Economics Lessons at the Mall
duction, the students split into
two groups, with one taking
calculators and clipboards to
Younkers for a more in-depth
exploration. The other group
took their clipboards and work-
sheets to Sears for another set
of hands-on activities. At
Younkers, the students looked
at store displays and tried to
guess the demographics of the
target customer.
“What do you see at this
display?” asked Bigelow.
“Perfume!” answered one
student. “Makeup!” answered
another. “Who do you think
will be attracted to this
display?” she asked.
“Women!” a student replied.
Bigelow explained that as
much as 89 percent of store
purchases at Younkers are
made by women, so the store
places a display that is attrac-
tive to women at the entrance.
The tour of Younkers was
punctuated with opportunities
for students to use mathematics
skills in a real-world setting.
“If this item is $19.95 and it is
marked 10 percent off, how
much will it cost?” the students
were asked. Using calculators
and clipboards, they quickly
completed the task and volun-
teered their answers. Students
were also asked about the
behavior of the sales
consultants in the store to
emphasize the importance
of making a good impression
on potential customers.
After walking the
Younkers sales floor,
the students moved
on to the warehouse
that serves the large
department store.
There they learned
about just-in-time inven-
tory, which permits the
store to maintain a
small warehouse to
temporarily store deliv-
ered items before they
are transferred to the
retail floor.
The second group
of students, led by
Becky Kirk, a
teacher from
Cummings Elementary, walked
to Sears, where they completed
worksheets requiring them to
apply math skills, review
vocabulary, and practice inter-
viewing techniques. Following
the interviewing practice
session, the students inter-
viewed store personnel
regarding the concept of
opportunity cost.
John Schwalm, school-to-
career coordinator at
Grandville and one of the
founders of the initiative,
believes it provides valuable
hands-on experiences for
students. “This program
provides an opportunity for
students to examine how busi-
nesses operate and exposes
them to the basic economic
principles of capitalism and
entrepreneurship,” he said.
Another key benefit is that it
builds a strong link between
mall merchants and community
schools, he added.
For more information, contact
Schwalm at (616) 254-6467.
*2002 Governor’s
Excellence in Practice Award
for career education programs
MichiganCenterforCareerandTechnicalEducation

rade academies are
charter schools
with a difference.
What makes them
stand out are their strong links
to local industry and employers.
Although the term “trade
academy” is somewhat unique
to Michigan, the concept has
been implemented in many
other states as well. In these
other states, similar schools
are called “employer-linked
charter schools” or equivalent
titles.
Terminology can be
confusing, because other
similar-sounding terms such as
“trade schools” and “career
academies” can also be heard
in everyday usage. Since trade
academies are a type of charter
high school, they are not
“trade schools” in the sense of
proprietary schools, whose
goal is strictly to provide voca-
tional training. They are more
like “career academies”—a
broad concept that describes
schools of choice integrating
academic with vocational
education, organized around a
career theme, and featuring
partnerships with local
employers.
The difference is that
although career academies may
sometimes be freestanding
schools, they are most often
organized as a school-within-a-
school inside a traditional high
school. Trade academies are
usually structured as charter
schools (also known as “public
school academies”) and have
an industry-specific focus.
Trade Academies Build Solid Links with Employers MCCTE
May 2002 9
T
What makes Michigan’s
trade academy approach note-
worthy is that it combines two
different threads of current
school reform efforts—career
academies and charter
schools—in the same inde-
pendent facility. The curriculum
of each academy is designed in
partnership with business and
industry to provide occupa-
tional and work-based
learning, along with an
endorsed high school diploma.
Academics are integrated with
occupational learning through
a curriculum and skill stan-
dards designed with the help of
employers.
Local employers also
provide work-based training
opportunities such as job shad-
owing, internships, apprentice-
ships, and technical training.
Businesses may also provide
assistance through donations of
equipment and supplies.
Between 1995 and 1997,
14 trade academies opened in
Michigan. One of the most
prominent is the Henry Ford
Academy of Manufacturing Arts
and Sciences, located in Dear-
born (www.hfacademy.org). Not
only was this school featured in
the Harvard Education Letter in
2001, it also received one of
Michigan’s 2002 Governor’s
Excellence in Practice Awards.
As in any dynamic area,
change is an integral part of
the trade academy process.
Some of the original 14 schools
have moved their locations,
reorganized, or changed their
focus. However, since 1997 a
number of new schools have
also been organized following
the trade academy model. (For
a listing of trade academies in
Michigan, go to the Web site of
the Michigan Association of
Public School Academies,
www.charterschools.org/school
s.html.)
Because
trade acade-
mies are rela-
tively new,
there is little in
the way of
research or
evaluation
studies.
However,
Public Policy
Associates
(PPA) in
Lansing was
recently involved in a federally
funded project to profile and
document employer-linked
schools across the country,
including several case studies
in Michigan. This report,
issued in June 2000, is titled
Employer-Linked Charter
Schools: An Introduction and is
available on the Web at
www.employercharterschools
.com/learn/pubs.htm.
Subsequently, the Center on
Education and Work at the
University of Wisconsin-Madison
has launched a federally funded
initiative that builds on the
previous PPA work. This initia-
tive will create a database of
employer-linked charter schools
and select some of those schools
for further study. An abstract
describing the study is available
Check Out the Latest Library Acquisitions
Math…Who Needs It?!
By Jaime Escalante
TPR 00.0000 0186-VT
Math! Some people love it.
Others are terrified of it. Yet
anyone who wants to thrive in the
next century’s technology-based
economy must learn to think
confidently with words and
numbers. This hour-long televi-
sion special was originally broad-
cast on PBS during “Back to
School” week, and has since
become a widely used resource to
motivate math achievement in
schools and homes across the
nation. 60 minutes.
Outcomes for Success! 2000
By Jane Reisman & Judith Clegg
TE 00.0000 687
Outcomes for Success!
outlines a series of steps to
help you achieve success
through outcome evaluation.
You will also learn how to
minimize any potential negative
consequences of evaluation.
110 pp.
To borrow these titles or
obtain more information about
the MCCTE Library and its
holdings, contact Jackie
Hohenstein at 1-800-292-
1606, ext. 5.

ames Kehrer, a
Michigan Depart-
ment of Career
Development
(MDCD) veterans employment
specialist for Berrien County,
has been named the first recip-
ient of the Robert T. Pendleton
Award for Excellence in
Service to Veterans. Kehrer
has worked for MDCD’s
Employment Service
Agency for the past
15 years.
“Those who nominated
Jim describe him as
someone who advocates
articulately and passion-
ately for those he serves,”
said Dr. Barbara Bolin,
MDCD director. “He works
tirelessly and consistently to
ensure outreach to veterans and
goes above and beyond to help
them with job placement assis-
tance.”
Kehrer was also honored for
Veterans Services
May 200210
James Kehrer
Hats Off to Exceptional People
J
Mickie Dietz
his service to veterans in
November 2000 when he
received a Bolin Recognition
Award, given to MDCD
employees for exemplary work.
At that time, he was nominated
for exceptional performance in
assisting a homeless veteran.
He helped the veteran obtain
identification, paid the fee for
the identification, helped him
find a job, drove him to work,
packed lunches for him, and
even laundered his clothes.
“I am grateful to the veterans
who allow me the privilege, for
varying durations, to become a
part of their lives,” Kehrer said.
“As I become a part of their lives,
they in turn become a part of my
life. I would only hope that their
lives are enriched as much as
they enrich mine.”
Honors are not new to
Kehrer. He received the
Highest Award for Achievement
in his Dale Carnegie class, and
was also selected as Marathon
Dealer of the Year from among
850 other Michigan dealers in
1970.
He is currently chair of the
Homeless Resolution Network of
Berrien County and is also a
member of the American Legion,
Post 331, in Bridgman. He
served in the U.S. Army from
1966 to 1968, when he received
an honorable discharge.
The Pendleton Award was
established by the Employment
Service Agency to commemorate
Robert T. Pendleton’s commitment
to helping veteran job seekers. A
Viet Nam veteran, Pendleton was
deputy director of the Michigan
Department of Career
Development when he passed
away in December 2000. Persons
from any sector of the workforce
development system (local, state,
federal, public, or private) that
impacts services to Michigan’s
veteran job seekers are eligible to
be nominated for the award.
The Michigan Career and
Technical Institute (MCTI) held
its first Operation Fast Break
graduation in March, giving its
project coordinator, Mickie
Dietz, a sense of both accom-
plishment and pride.
Joining MCTI in October,
Dietz has been the key staff
person responsible for the
success of the new initiative on
the Barry County campus.
“Operation Fast Break at
MCTI is a different model from
the other Fast Break programs
across the state,” said Robert
Davis, director of Michigan
Rehabilitation Services, which
oversees the school’s operation.
“Mickie played a very major
role in creating a model that
emphasizes literacy and inter-
personal relationships. She
essentially broke new ground,
which is all the more remark-
able given the fact that she was
hired to be lead
instructor and
quickly became
the individual
who developed
the program.”
Dietz worked
with the Delton-
Kellogg Schools’
Adult Education
Program to gear
Operation Fast Break to
the needs of the students plan-
ning to enroll at MCTI. After
graduating from Fast Break,
students are prepared to
successfully complete one of the
school’s 13 career training
programs.
“MCTI is dedicated to helping
individuals with disabilities
develop vocational and social
skills that enhance employment
opportunities,” Dietz said. “The
philosophy of the Fast Break
program meshes well with that of
MCTI in that
both focus on
the whole
person. I have
seen substantial
gains in basic
literacy issues,
but also in the
areas of self-
esteem and attitudes
toward education.”
Dietz, who lives north
of Grand Rapids, has a 100-
mile round trip commute each
day to MCTI. “I was a little
apprehensive about the long
drive at first, but it is no
problem,” she said. “I look
forward to going to work every
day. I love this job! It is the
most exciting and rewarding
experience of my career to
date,” she said. “The collabo-
ration I have seen between
departments and individuals to
help this new program succeed
has been outstanding.”

summer. “You really see the
skills and concepts you should
be teaching,” she said,
noting that she has
found companies
very willing to let
students and
teachers know
what kinds of
skills they
need in the
workplace.
Gillespie
said she loves
the fact that
the subject she
teaches is
“constantly
changing. I’m
lucky to make
my living doing what I
love.”
A Ferndale High School
graduate herself, she has a
bachelor of science degree in
business education from
Western Michigan University
and a master of arts degree in
occupational education from
The University of Michigan.
onna Gillespie’s
International
Business class
students know that
even how you present your busi-
ness card is extremely important
in some countries. A Ferndale
High School teacher since 1984,
Gillespie excels at making busi-
ness education classes fun,
exciting, and relevant for her
students. She is so good at it
that she was named the
Newsweek-WDIV Oakland
County Outstanding High School
Teacher of the Year in 2001.
Gillespie has her Interna-
tional Business students corre-
spond via the Internet with
corporations located
throughout the world so they
can learn about the cultures
and business practices of other
countries. She also frequently
brings speakers into her class-
room from different businesses
and countries.
Gillespie said these prac-
tices are welcomed by her
Career Preparation
May 2002 11
Donna Gillespie
MDCD Calendar of Events
May 15 Governor’s Workforce Commission Meeting
Time: 1:30 p.m.
Location: Ferris State University
Contact: Sharon Walker at (517) 335-7421
May 15 Career Fair & Job Opportunity Day 2002
Time: 9:00 a.m.–3:00 p.m.
Location: Knights of Columbus, Standish
Contact: Jim Garrison at (989) 773-5925
June 18 Risk Management Planning
for Work-Based Learning Workshop
Location: Crystal Mountain Resort,
Thompsonville
Contact: Gordon Love at (616) 365-2261
Michigan Workforce Investment Board
Locations and dates to be determined
Who Bring Honor to Michigan
D
Captioners Are in
High Demand
The demand for broadcast
captioners—those who
translate the spoken word
into readable text for
persons who are deaf or
hard of hearing—will grow
by 300 percent over the
next four years, according
to the National Court
Reporters Association.
This soaring demand is
in response to a federal
requirement that all televi-
sion programs be cap-
tioned by 2006.
For more information,
visit the Web site
http://www.bestfuture.com,
or contact the National
Court Reporters Association
Member Services and
Information Center at 1-800-
272-6272.
students. “They love it.
Concepts that might otherwise
seem dry come to life, and they
realize how essential some
skills are. It’s much better than
just reading the chapters, doing
the questions, and taking the
tests.”
She also said that since last
year’s tragedy on September
11, many students have told her
that they now realize how
important it is to understand
other cultures.
Among the most challenging
aspects of teaching, Gillespie
said, are “trying to stay one
step ahead of the kids in terms
of technology, and making sure
our curriculum meets their
needs.”
Chairperson of Ferndale
High School’s business depart-
ment and applied technology
department, she makes sure she
stays up-to-date on what is
going on in business by
working in that field during the

State of Michigan
Michigan Department
of Career Development
201 N. Washington Square
Victor Office Center
Lansing, Michigan 48913
CareerWise The Official Newsletter of the Michigan Department of Career Development
CareerWise Newsletter
Editor: LLynne BBreen
Designer: GGina DDiNatale CCoon
Contributing WWriters:
David BBolig, MMark CChampion,
Lloyd CConway, JJackie HHohenstein,
Marilyn MMaloney, John RRadford,
Bob SSherer, BBarbara TTornholm,
Susan TTurney
Phone: 11-8866-MMY-GGOALS
(Voice/TTY)
Fax: ((517) 2241-00593
E-mmail: ccareer@state.mi.us
Visit our Web site at:
www.michigan.gov/mdcd
The Michigan Department of Career
Development is an equal opportunity
employer/program. Auxiliary aids and
services are available upon request to
individuals with disabilities.
May 2002
State of Michigan
Michigan Department of Career Development
Quantity: 40,000; Cost $6,578; Unit Cost: $0.16
Career Readiness Certificate Provides Edge
WorkKeys is a workplace
skills assessment system used
throughout the U.S. Developed
by ACT, it measures the skill
levels of workers and also
documents the skills required
by occupations and specific
jobs. “WorkKeys is an integral
part of Michigan’s career
development system,” said
Bolin. “It provides a common
language between the business
world and those who provide
education and training for
future workers.”
The Department of Career
Development has launched an
informational campaign to
make the public more aware of
the value of the Michigan
Career Readiness Certificate
through news releases, posters,
exhibits, speaking engage-
ments, and TV spots.
The certifi-
cate was devel-
oped by the
Michigan
Council on
Technical
Excellence,
chaired by
Posthumus and
whose members
represent busi-
ness, labor, and
education. It has
also been
endorsed by the
Michigan
Chamber of
Commerce and
the Michigan
Manufacturers
Association.
For more information, call
toll-free 1-866-MY-GOALS
(voice/TTY) or log onto
www.michigan.gov/mdcd.
(Continued from pg.1)
FIRST CLASS MAIL
POSTAGE & FEES
PAID
U.S. DEPARTMENT
OF LABOR
PERMIT NO. G12
Official Business
Penalty for Private Use $300

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