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SkillsUSA Middle School Integration Guide

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SkillsUSA Middle School Integration Guide

Uploaded by

abdellatif amzil

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MIDDLE SCHOOL

CHAPTER
I N T E G R AT I O N
GUIDE
A Special Thank-you to Our Sponsor
Sponsorship of this SkillsUSA Middle School Chapter Integration Guide is a special
project of the SkillsUSA Foundation. The generous commitment made to SkillsUSA
and to developing student leaders makes this program possible.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER

“SkillsUSA is a national professional organization for students enrolled

in career and technical education.” You may have seen or will soon see that phrase on the
SkillsUSA Website, or printed on materials in the annual membership kit. And if you haven’t
seen it, know it—and own it. This student organization you’ve been asked to lead engages
CTE students in personal and professional growth as they work to build and achieve an
intentional plan for career success. Together, we are building students to be job-ready on
day one through the infusion of the SkillsUSA Framework in all programs and resources
developed by SkillsUSA. Thanks for contributing to such critical work for our world society.

Often, SkillsUSA and other career and technical student organizations are associated with high
school students—which is great! We recognize, however, that there exists prime learning and
engagement time with the group of students you work with—middle school students. Our
workforce can’t afford to miss the critical developmental needs and hopes of middle school
students. We are grateful you’re a key player in making middle school SkillsUSA experiences
fully integrated into your classroom, resulting in meaningful, purposeful, connected and
impactful career development for young people. You will set up your middle school students
for success in high school and beyond through the integration of SkillsUSA in your classroom.

Why SkillsUSA for middle school students?

Researchers, educators, parents, employers and many general adult observers have realized
many “ah-has” about middle school students in the past several years. We know they are
different than the middle school students of 15, 20, 30, or more years ago. As of 2018,
middle school students fall into what many refer to as the “Generation Z” classification.

1
Copyright © 2018 by SkillsUSA
Dr. Tim Elmore, founder of Growing Leaders, shares six descriptions of the students
who are classified as Generation Z—and six ways in which we as adults ought to consider
approaching these students (Elmore, 2017):

Generation Z has . . . As adults we really must . . .

Grown up in a society of independent operations. Offer them encouragement that they can
They answer their own questions through online do the task ahead of them, and offer to help
queries, they research and make purchases online when needed. Let them know that we’re
independently, they can complete repair jobs by supportive, and work specifically to not hover
watching a YouTube video, and more. or supervise, but to guide and to mentor.

Recognized the pressure and stress associated Help these students keep the importance of
with achieving an “acceptable” GPA. their GPA in perspective related to their life.
Teach these students how to reflect on their
learning, not stress out about the numbers
associated with their learning.

Experienced the receipt and delivery of more Guide students in thinking critically about the
information each day than any generation information they receive and send, and about
before them, largely due to social media. their own online presence. These students need
help asking questions about the reliability of the
information they are receiving, the necessity of
information they are sharing, and the safety and
usefulness of their online connections.

Developed “fears” of missing out and of Intentionally engage students in the present,
being offline. and help them develop skills to self-monitor
what’s happening presently around them
so that they can become okay with being
connected to the people and experiences
right in front of them and less concerned
with being connected—always—to the world
around them.

Re-developed the desire for hands-on, Let them. Let them learn and explore. And let
immediate and early learning. They crave them create their own plans and try them on.
experiences, and in general, have plans to start Let them “fail.” Be supportive at each phase
working earlier than the generation that precedes with encouragement and good questions—not
them. Their plans and career progression will trying to “save” them at each corner.
likely look “messier” than previous generations,
as they create customized education and training
experiences to meet their goals and needs.

Recognized a perceived need for a great deal Bring authenticity to the forefront. Help
of emotion in order to have an impact. The students manage their emotions, desire for
more emotion they can share in a social media attention, and efforts to bring truth to what
post through their word choice, emoji use, and they say and do rather than exaggerate to
exclamation points, the more likely they are to glean attention.
get their desired response.

2
Copyright © 2018 by SkillsUSA
As we work to develop and grow these young people as leaders, SkillsUSA believes that there
are four foundational pillars necessary to achieving the work Elmore and others suggest is
necessary. The SkillsUSA four pillars of leadership are derived from what Gallup identifies
as four critical needs of followers. Brian Brim, Ed.D. describes Gallup’s four critical needs of
followers in an October 2015 article through his employment at Gallup (Brim, 2015).

TRUST
COMPASSION
STABILITY
HOPE

SkillsUSA has adopted the four foundational pillars from Gallup and as an organization,
we believe they are critical to the development of solid leaders. When compared to the
researched and identified needs of middle school students, trust, compassion, stability and
hope align precisely. Students need these four pillars from us—their trusted adults. Through
SkillsUSA, you are set up to successfully provide middle school students with learning
environments and experiences that demonstrate and build the four pillars. You can read—
and have your students read—more about the four pillars of SkillsUSA in our educational
resource The Four Pillars: Your Personal Leadership Journey.

As you use this guide, we hope to achieve the following outcomes:

1. Integrate SkillsUSA fully into your classroom.

SkillsUSA is not a standalone organization, separate from the classroom. Rather, SkillsUSA
is a Career and Technical Student Organization (CTSO) that is one of three components
of Career and Technical Education (CTE). You’ll find specific steps to take and sample
resources to use throughout this guide.

2. Build environments and experiences that both demonstrate

and foster trust, compassion, stability and hope.
We’ll share some insight from researchers and from some of our very own middle school
SkillsUSA advisors to help demonstrate our students’ needs and desires for these four
pillars and give you explicit and tangible ways you can achieve them.

3. Maximize the potential of your students in SkillsUSA while

minimizing stress and uncertainty for you.
Being a CTE teacher is hard work. We respect that; we appreciate and value you for being
up to the task. We are committed to providing turn-key solutions to ensure that the task is
manageable for you —largely through helping you empower your students to become active
leaders who you can advise and guide rather than direct and monitor. You’ll find clearly outlined
steps throughout this guide to help make this hoped-for outcome a reality if you.

This guide is meant to supplement the Middle School Membership Kit, so you’ll see some
similar language when compared to the kit, and we hope this guide makes the integration of
SkillsUSA a simple, achievable task that grows you as a professional and grows your students
as engaged learners and leaders.

3
Copyright © 2018 by SkillsUSA
What and Who
is SkillsUSA?
SkillsUSA as an Organization
SkillsUSA is a national membership
association serving high school, college, and middle school students who are preparing for
careers in trade, technical, and skilled service occupations, including health occupations, and
for further education. SkillsUSA is a partnership of students, teachers, and industry working
together to ensure America has a skilled workforce. SkillsUSA helps each student excel.

SkillsUSA Mission
SkillsUSA empowers its members to become world-class workers, leaders,
and responsible American citizens.

SkillsUSA by the Numbers

n Founded in 1965
n 335,000+ student and advisor members
n 19,500 teachers as professional members
n 4,000 local chapters
n 53 state and territorial associations
n 130 occupational areas represented
n 600 business, industry, and labor organizations support the national organization
n $36 million are contributed annually by partners through financial, in-kind,
and involvement contributions

4
Copyright © 2018 by SkillsUSA
Starting or Transitioning
to a Fully Integrated
SkillsUSA Chapter
Section 1: Secure Support from your School Administrator
Section 2: Connect on the State SkillsUSA Level
Section 3: Integrate SkillsUSA in your whole CTE Program
Section 4: Recruit Members
Section 5: Register Yourself and Your Students as Members of SkillsUSA
Section 6: Organize Chapter Management Structure
Section 7: Implement SkillsUSA Resources and
Engage in SkillsUSA Programming
Section 8: Connect with your High School CTE Program(s)
Section 9: Celebrate Success
Section 10: STEM Integration

5
Copyright © 2018 by SkillsUSA
Section 1: Local administrators can make or break the success of any program
within any school. It’s important that your administrator(s) understand your hopes for the
SkillsUSA chapter in your middle school CTE program—and it’s equally important for you
Secure to feel confident in advocating for the integration of SkillsUSA. Here are a few questions for
you to consider as you prepare to seek administrative support:
Support from
your School Key Question
Administrator What is your administration’s experience with CTE and CTSOs?

Integration Strategy
Start having conversations with your administration to understand what their experiences
and beliefs have been or are about CTE and about CTSOs.
Some administrators are products of career and technical education, and their opinions
are based on their experiences—positive or negative. Some administrators have been CTE
teachers. Some have been teachers or administrators in other schools with other CTE
programs. This will be key in helping you frame your approach to a later conversation with
them. Picture yourself asking these questions as you walk with a principal down the hallway,
when you sit or stand by them for a few minutes during lunch duty, or when he or she stops
by your classroom at the beginning or end of the day.

Here are a few questions to get you started:

What do you most value about CTE in our school?
What challenges have you faced about CTE in this school or others?
What were your experiences with CTE before you came to this school?
What are your hopes for CTE in our school?

Engage in the conversation by really listening and taking great notes so that you can revisit
the conversation again later.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 6

Key Question
What are student organizations and career education classes like in your school—and how
might you need to make your classroom or SkillsUSA chapter align or be different?

Integration Strategy
Do your research. Know this information so that you can connect it to what you heard your
administrator say informally and to what your hopes are.
About CTE in general . . .
n SkillsUSA is only possible if there is first at least one CTE classroom that exists to which the
chapter can connect
n Classrooms and laboratories are the first component of a whole CTE program; their primary
purpose is to develop technical skills and knowledge of a student in their desired career path
n Work-based learning programs and workplace experiences are the second component of a whole
CTE program; their primary purpose is to engage students in authentic experiences that aid in
career preparation through the application of what’s being learned in the classroom
n CTSOs are the third component of a whole CTE program, and their primary purpose is to develop
leadership and career readiness skills in students and to recognize technical skills and knowledge

About SkillsUSA specifically . . .

n Career readiness skill development is at the core of all SkillsUSA programming, as
demonstrated by the SkillsUSA Framework model
n SkillsUSA is a national career and technical student organization (CTSO) that works to
develop students as world-class workers, leaders and responsible American citizens
n SkillsUSA is a professional organization for CTE students and teachers
n The organization includes over 400,000 student and professional members

Key Question
Why do you want to integrate SkillsUSA into your CTE program?

Integration Strategy
Prepare your “why”. Administrators, parents, community members, other teachers and
students will likely be more prepared to listen to you if you lead with your “why.” Interested
in a great video that supports this concept? Check out what Simon Sinek has to say about
how great leaders inspire here (2009).

Consider and prepare answers to the following questions:

n What needs do the students in your school demonstrate that could be met through SkillsUSA?
n How does the SkillsUSA Framework align with the beliefs, mission and efforts of your school?
n How might the Career Essentials Suite (Foundations curriculum, Experiences curriculum and
Assessments) benefit your students and your school’s work to prepare career-ready students?
n How might programs like Jump into STEM!, the Chapter Excellence Program, and Activate
help develop and grow your students?
n How does middle school SkillsUSA integration and student involvement set students up for
success in their high school CTE programs?
n How might your students benefit from leadership and career-readiness curriculum integrated
directly into your content area classroom?
n How might you benefit from the professional programming available for teachers through
SkillsUSA?
n How do CTE and SkillsUSA align with the expectations of Perkins, the Workforce Innovation
and Opportunities Act, and the Every Student Succeeds Act?
n How do CTE and SkillsUSA align with your local economic and school development efforts?

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 7

Key Question
How and when can you share what you know and believe with your administration in a
more formal meeting to request support of integrating a SkillsUSA chapter?

Integration Strategy
Set up a meeting with your administrator. Consider what you hope and need to discuss, and
request an appropriate amount of time between 30-60 minutes. Here are a few talking points
to consider sharing during the meeting:
n Explain how the content of your classroom (and possibly that of other CTE teachers’
classrooms) could be better connected to the development of students’ career readiness skills
through the integration of SkillsUSA
n Share a copy of the Administrator Flier with the administrator prior to the meeting, and
visit it during the meeting
n Create and take with you a plan for any suggested changes you have to courses that could be
taught to better support the local economy, trends in industry, and student goals
n Create and take with you an annual chapter plan demonstrating how the chapter may be
structured and a list of monthly events
n Continue reviewing your answers to the questions above and the information you have
about SkillsUSA; consider connecting with another SkillsUSA advisor or the state director
of your state’s SkillsUSA association to answer additional questions
Refer to the following n Ask about the level of support at the administrator level, and inquire about next steps from
resources included in the administrator’s perspective
this guide to aid you
• Offer to conduct a survey of students and parents in the school to gauge interest
in completing these
integration steps as well: • Collect information from area schools about the costs associated with having a
SkillsUSA chapter in their school, and how the costs are covered
Getting to know my • Collect information from area schools about the benefits they witness
administrator . . . through SkillsUSA
CTE Model • Offer to host an informational meeting for parents and students
My Research . . .
The annual Membership Kit and the SkillsUSA Website provide the following resources.
My Why . . . Access them as you prepare for these Integration Steps:
Administrator Guide for Administrator Meeting
Meeting Agenda Outline and Talking Points for Administrator Meeting
SkillsUSA Administrator Flier
Annual Chapter Plan

Hopefully after your meeting (or a series of several meetings) with your administration,
you are able to secure their support and begin working to establish the SkillsUSA chapter
that will be connected to your classroom. Don’t plan on convincing them and getting all
questions answered in one 60-minute meeting. Helping stakeholders understand the value
of CTE and associated CTSOs takes time—sometimes multiple years.

Listen closely to your administration’s questions, and work alongside them to get answers.
Identify people in your community who can serve in an advisory capacity to bounce ideas off
of, and who can help advocate for the program in your school and community. Engage the
parents of current and potential students to communicate what’s possible for their child(ren).
Connect older students with younger students to stimulate interest in the program.
Collaborate with other CTSO advisors in your school to find ways you can collaborate.

Then, when you’re ready, dig back into your Membership Kit and this guide to explore the
other steps involved in integrating a SkillsUSA chapter into your CTE program.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 8

Integration Strategy to Secure Support from your School Administrator

1. Getting to know my administrator . . .

What have you most valued about CTE in this school?

What challenges have you faced about CTE in this school or others?

What were your experiences with CTE before you came to this school?

What are your hopes for CTE in our school?

2.
CTE Model

classrooms workplace student

and experiences and organization
laboratories work-based
—SkillsUSA
learning

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 9

3. My Research . . .

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 10

4. My Why . . .
What needs do the students in your school demonstrate that could be met through SkillsUSA?

How does the SkillsUSA Framework align with the beliefs and efforts of your school?

How might the Career Essentials Suite (Foundations curriculum, Experiences curriculum, and
Assessments) benefit your students and your school’s work to prepare career-ready students?

How might programs like Jump into STEM!, the Chapter Excellence Program, and Activate help
develop and grow your students?

How might your students benefit from leadership and career-readiness curriculum
integrated directly into your content area classroom?

How might you benefit from the professional programming available for teachers through
SkillsUSA?

How do CTE and SkillsUSA align with the expectations of Perkins, the Workforce Innovation and
Opportunities Act, and the Every Student Succeeds Act?

How do CTE and SkillsUSA align with your local economic and school development efforts?

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 11

5. Administrator Meeting Agenda

Given what you’ve learned about your administration, CTE, and SkillsUSA, what are the
primary points you plan to address during the meeting with your administrator?

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 12

6. Annual Chapter Plan

Late spring or summer
n Identify a teacher or team of CTE teachers to serve as an advisor or team of
advisors for the chapter
n Secure a minimum of 10 students to join the chapter in the initial start-up
n Identify student members to serve as officer - chapter leaders - of the chapter
n Complete the chapter charter application and chapter constitution with the
initial student members and confirm chapter establishment with the state
director of SkillsUSA

Late Summer
n Coordinate with the chapter co-advisors and student leaders to establish a vision
for the year of the chapter; train the student leaders to help them establish goals
and roles to achieve them
nLead the initial members in organizing a chapter informational and
recruitment event
n Promote the informational and recruitment event to parents and students

August
n Guide the chapter leaders in hosting the informational and recruitment event
n Share the SkillsUSA opportunity in your classroom as the school year begins;
announce monthly meetings and activities
nEstablish a monthly meeting schedule between advisor(s) and
officers/student leaders
n Establish a monthly chapter meeting
1. Consider when the ideal time is for meetings (during lunch, before school,
after school, during a home room period, evenings, weekends)
2. Plan to meet as a chapter for one hour each month

September
n Continue working with the officer/student leadership team to promote membership
n Guide the officer/student leadership team in planning for, promoting and hosting a
Program of Work planning meeting
n If the chapter will have multiple teachers serving as co-advisors, use the Program
of Work to distribute adult guidance accordingly to each program or event

October
n Take your students to an area Fall Leadership Conference

November
n Hold or start a chapter fundraiser
1. Consider how you can bring members of the community and school to your
CTE program as a part of the fundraiser
2. Consider how you can raise funds without selling a specific product or
set of products
3. Consider how your CTE program and trade area could serve members
of the community to generate funds
n Use a chapter meeting time to develop ideas for ways your program can promote
support for CTE and SkillsUSA through education and fun during February’s
CTE Month efforts and SkillsUSA Week opportunities
n Enter membership information through the national SkillsUSA membership system

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 13

December
n Evaluate program and chapter progress with co-advisors if applicable
n Generate a plan for guiding the chapter officers/student leaders
n Guide students in continuing to plan for SkillsUSA Week and CTE Month

January
n Finalize plans for February
n Guide chapter officers/student leaders in planning for a chapter excellence
celebration banquet later in the spring; identify which students, administrators,
community supporters, parents, and other teachers could be recognized
or thanked
n Complete the Chapter Excellence Program award application

February
n Assist students in hosting SkillsUSA Week and CTE Month activities
n Spend time reflecting on the success and challenges following each activity
to consider in planning next year
nContinue guiding officers and leaders in planning for the chapter excellence
celebration banquet

March
n Conduct interviews with a committee of adults and students to select next year’s
chapter officer/student leadership team
n Work with co-advisors to revise and establish the officer training plan for the new
team of leaders
n Prior to class registration, hold a classroom event for students who may be part
of your classes in the next school year; engage SkillsUSA members to be present
during the visits

April
n Hold chapter excellence celebration banquet
n Host a special capstone event for students who will be transitioning to the
high school in the next school year; seek their feedback about their middle school
CTE experience and their hopes for the program in the future
n Register for NLSC and Activate

May
n Begin training with the new chapter officers selected through interviews
prior to the banquet
n Begin coordinating summer chapter events

June
n Host a community service project and membership fun night
n Attend the National Leadership and Skills Conference, including taking your
chapter officers to the Activate chapter leader conference

July
n Host a chapter informational/recruitment event

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 14

Copyright © 2018 by SkillsUSA
Section 2: Career education follows similar models — even within different career
fields and different student organizations. In the last section, we explored the CTE model.

Connect on the CTE Model

State SkillsUSA classrooms workplace student

Level and experiences and organization

laboratories work-based
—SkillsUSA
learning

CTSOs follow a model as well—regardless of which career and technical student organization
we’re looking at.

National Organization
State Association
Districts/Areas/Regions within the state

Local Chapter

Key Question
Who supports your local chapter at the state level, and how?

Integration Strategy
Understand the structure of the organization and connect with the people and resources
that can help.

The national headquarters of SkillsUSA provide staff who lead and support efforts at
the national level—for national, state, and local programming. This guide, for example, is
a local programming resource provided by the national organization. Local programs
make decisions about what works best for them, and those decisions are informed by
opportunities, guidelines, and policies that are established at the local, state, and national

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 15

levels. The national level sets expectations of consistency within the organization,
and when those are met by states and local chapters, then there are opportunities for
additional expectations and programs at the state and local levels. Ask questions. Share
ideas. Collaborate with others. You’re sure to find a like-minded advisor who can help you
develop and integrate SkillsUSA within the unique arrangements of your local school.
n Call or email the SkillsUSA state director in your state
• The state director is the person within each state who serves as a leader of
SkillsUSA program respective to his or her particular state
• This individual has some roles of serving as a liaison between the national
organization and local teachers and program
• Introduce yourself and share with the state director which school you represent
• Communicate that you are interested in starting a SkillsUSA chapter within your school
• Share what steps you’ve taken so far (think back to the administrator meeting
Refer to the following and any work you did surrounding that meeting)
resources included in • Ask any questions you may have about SkillsUSA in your state
this guide to aid you
in completing these • Ask for any CTE-specific resources that can help you communicate within your
integration steps as well: school and community about CTE and SkillsUSA
These may include: career readiness standards, technical content standards, initiatives
Questions for my surrounding CTE in your state, Perkins funding guidelines, average days of extended
state director contracts of CTE teachers in your state, suggested local due amounts, professional
development available to CTE teachers, industry partnerships, and more
Potential Student
Leaders
Once you have any information needed from the state director, they will likely encourage
An Explanation you to complete and submit a chapter charter application and a chapter constitution.
for Students of the Remember that these documents should really be completed through the engagement of
Application for students, and not only by you as the advisor. Also consider—would your administration
Chapter Charter
benefit from a phone call or personal visit with the SkillsUSA state director?
An Explanation
for Students of n Organize a meeting with a few students who are excited about starting a chapter, and who
the Chapter demonstrate leadership ability
Constitution n Explain to students what the two documents are that need to be completed: Application
for Chapter Charter and Chapter Constitution
Sample Article
to Share with n Engage students in completing the two forms
the Public n Consider publishing a press release or article in the school newsletter or website to share
with the school and community where your program is in the process of establishing a
SkillsUSA chapter
n Provide the necessary documents to the state director
n Your chapter will be considered established after the state director accepts your chapter’s
charter application and your chapter’s constitution

The annual Membership Kit and the SkillsUSA Website provide the following resources.
Access them as you prepare for these Integration Strategies:
Directory of state SkillsUSA directors
Application for Chapter Charter
Sample Suggested Local Constitution

Once you have submitted your application for chapter charter and your constitution and they
have been accepted and approved by your state director, the next phase of implementing your
chapter begins. Keep in mind that implementation isn’t the only goal. The goal that lies ahead of
that is integration, and if you’ve used the integration strategies so far, you’re well on your way to
having an integrated chapter, which will serve your students, school, and community very well.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 16

Integration Strategy to Connect on the State SkillsUSA Level

1. Questions for my state director

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 17

2. Potential Student Leaders

What students in your school are enthusiastic about starting a SkillsUSA chapter?

What CTE students are you connected with who do great work? What students
have positive influence with other students?

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 18

3. An Explanation for Students of the Application for Chapter Charter

A chapter charter is an official document that indicates your local organization’s membership
within the larger state and national organization. The charter records information about when
the chapter is starting, and who the initial members of your local chapter will be. This document
indicates that we are one small piece of something (an organization) that is much larger than us!
As a result, we will get access to resources, professional development, supplies, and more from the
state and national levels of our organization.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 19

4. An Explanation for Students of the Chapter Constitution

The chapter constitution establishes guidelines and rules for us to following in operating our
chapter. These rules are established by the members, reviewed annually, and revised as necessary.
The constitution document serves as a layer of consistency within our chapter even though new
students will join the chapter each year, and the advisor may change from time to time. We use
the constitution to think through different scenarios our chapter may face, and to establish
planned procedures as best as we are able so that when we face a given situation, we already have a
plan in place for how to handle the situation. Sometimes we will find ourselves working through
a new type of scenario, and we may need to edit the constitution, present it to all of our members,
and have it re-approved.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 20

5. Sample Article to Share with the Public

PRESS RELEASE FOR IMMEDIATE RELEASE

Dear (insert news/media outlet here),

With great excitement, the (insert school name here) school announces that (teacher
name) and his/her students have completed an Application for Chapter Charter for
the new SkillsUSA Chapter.
SkillsUSA is a national youth organization with more than 400,000 members
working to grow as world-class workers, leaders, and responsible American citizens.
Several students in our school demonstrate interest in being part of our local
chapter, which is also part of the SkillsUSA (state name) association and the national
SkillsUSA organization.
SkillsUSA is designed to be an integral component of our CTE program. Students
will learn technical and career readiness skills and knowledge through our CTE
classes (list them here). Students will apply the knowledge and skills they are learning
through work-based learning programs and workplace experiences. SkillsUSA will
engage students in developing their personal, workplace, and technical skills through
school- and community-based activities, as well as through state- and national-level
programming and resources. Our chapter and students will apply skills through
authentic demonstrations and we will be recognized for individual and chapter
successes through the organization.

In the months ahead, as our chapter begins, here are a few programs and events to
watch for and learn more about:
The use of the SkillsUSA Framework to teach career readiness skills
Jump into STEM!
Courses being offered
(insert)
Chapter Excellence Program
Chapter recruitment event
(insert month)
Community service project
(insert project name)
Students in Industry Day
(list business partners who will participate)
Chapter fundraiser (list what the funds will help cover
and what the fundraiser will be)

We look forward to sharing more with you as our chapter grows, and we hope we can
count on each of you as a partner in our CTE program and in our new chapter. Watch
for ways you can connect with our SkillsUSA chapter, and let us know how we can best
serve you—the members of our school and community.

Respectfully submitted,
(Student name)
Chapter Reporter

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 21

Copyright © 2018 by SkillsUSA
Section 3: Up to this point, you’ve been working to integrate SkillsUSA through your
conversations, and through your language; through your actions, and through your ideas.
Now that your chapter has been approved at the local level by your administration and
Integrate at the state level by the state director, it’s time to work even harder at integrating your
SkillsUSA chapter.
SkillsUSA What’s the big deal about integrating your chapter? In short, a SkillsUSA chapter can’t
in your whole exist alone. Without a highly qualified teacher working every day in a classroom, there can
be no SkillsUSA chapter. In addition, CTSOs are designed to function in, alongside, in
CTE Program support of, and as a function of your CTE classroom. SkillsUSA provides opportunities
for authentic assessment of what you’re teaching in your classroom. The organization also
supports the technical knowledge and skill development through the focus on leadership
and career readiness skills. SkillsUSA completes the career preparation that students do at
the middle school level.

We asked local teachers and advisors of middle school SkillsUSA chapters a few questions
about their middle school students and how SkillsUSA meets the needs. Here’s what they
had to say to some of the questions:

What are three characteristics you know to be true about middle school students?

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What are your middle school students most excited about?

What are your middle school students most concerned about?

How do you describe the social, emotional, and cognitive characteristics of

middle school students?

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What are the greatest benefits your students gain from being members of SkillsUSA?

As a teacher of middle school students, how would you respond to those questions? Do you
see some of the answers you might give in the word clouds above?

The SkillsUSA leadership philosophy is that leaders are those people who influence the
hearts, minds, and actions of others, and that they are most effective in their influence
when their followers can trust them, when they exhibit compassion toward their followers,
when they are stable in their words, actions and intentions, and when they generate in their
followers hope for the future.

Trust. Compassion. Stability. Hope. Take a look at those words compared to the questions
and answers above.

Why do we need to integrate SkillsUSA? Because it helps meets some of the most basic
needs of middle school students, and serves as a prime training ground for guiding students
through smooth transitions from elementary school to middle school and from middle
school into high school.

What do you think a basketball coach would say and think if a student chose to go out for
the basketball team, and told the coach that they only want to be part of the practices, but
that they never want to experience a game or a tournament or team dinners and celebrations?
The coach would likely be caught off guard. It would certainly be an atypical request.

Similarly, the work that is done in your classroom and laboratory by students helps to
prepare them for lots of opportunities in their career preparation and in their transition to
high school. Your classroom and laboratory are training grounds for students—where they
can explore, fail, succeed, try again, receive feedback, and more. SkillsUSA provides a place
of application for students to show just how much they have learned in your classroom. If the
students within your classes aren’t joining SkillsUSA, they are missing out on opportunities
to celebrate personal and team success, to grow and demonstrate their skills and knowledge,
to serve the community through the body of your SkillsUSA chapter, and more.

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Key Question
How do I integrate SkillsUSA in my classroom?

Integration Strategies
Identify the courses you currently teach and what careers students can connect those courses to;
create a visual and communicate these connections to students, administration and parents.
n These two actions generate trust
• Parents trust that the course is worth their student’s time
• Administrators trust that students are having a purposeful experience
• Students trust that the course is worth their investment
n These two actions generate hope
• Parents are hopeful that their child is more prepared for
high school and their career
• Administrators are hopeful that their students will enter the
high school more prepared
• Students are hopeful in their explorations and connections between
your course, the others they are taking, and their goals

Establish classroom rules and guidelines that you can also apply at chapter events

n This action exhibits your compassion, demonstrates stability and establishes trust
• Middle school students will be grateful (even if they don’t speak it) for the
consistency you demonstrate from classroom to SkillsUSA event
• Administrators will feel confident in what they can expect when you take
students outside of the building for chapter events if they know how your
classroom operates and that you are consistent
• Your relationships with your students will strengthen because they don’t
have to worry about what to expect from you; parents will be grateful
for a valued adult in their child’s life
n Use SkillsUSA curricular resources to connect student learning in your classroom to technical
standards and to the SkillsUSA Framework of career readiness skills.
n Use the Job-Ready, Day One lesson plan developed and provided by SkillsUSA to guide students
through a personal career interest assessment, exploring the career path through videos of workers
in the field, and in the development of a resume and cover letter
n Use SkillsUSA’s Jump into STEM! curriculum to connect your middle school students and all
they are learning with elementary students (and your upcoming middle school students)
• There are 44 developed sessions for your middle school students to lead elementary
students through a 20-minute hands-on experience to help the elementary students
draw connections between STEM concepts, future potential careers, and information
about SkillsUSA information
n Discuss with the high school teachers who will work with your students after middle school to
explore how they could build the SkillsUSA Career Essentials: Foundations or Career Essentials:
Experiences into their syllabus
n Connect your courses and connected careers to the authentic demonstration assessments offered
through SkillsUSA
n Promote SkillsUSA opportunities by announcing them in class and by planning for a couple
of class periods to allow students to explore the SkillsUSA organization and opportunities
available through it.
n Include chapter meeting dates and times in your class syllabus
n Send a letter home to parents of your students to communicate about the SkillsUSA
opportunities at the beginning of the term (or before it starts)

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n Make regular connections between classroom content and the SkillsUSA Framework
n Offer reminders about local SkillsUSA deadlines and events
• Payment of membership dues
• Completion of fundraising efforts
• SkillsUSA Week activities
• Chapter meetings
• Team practices
• Community service activities

Key Question
How do I integrate SkillsUSA into workplace experiences or work-based learning programs
that involve my students?

Integration Strategies
Connect with the industry partners your students are connected with to take your
classroom to them. Think about the industry partners down the street from your
school—in your local community.
n Develop connections to work-based learning and workplace experiences
• Identify workplaces in your local community that connect to the technical
content being taught in your classes
• Connect with workers and employers in those businesses and arrange for them to
visit your class(es) or for students to visit the workplace to conduct interviews,
complete job shadows, and to experience the work being done

Guide students in developing, analyzing, revising, and working toward a career plan that
connects your class(es) to their goals and the workplace experiences or work-based learning
program in which they are engaged.
n Teach the Job-Ready, Day One lesson plan and engage students in completing and
using the self-assessment within the lesson
n Lead students in developing two or three goals that contribute toward their larger career goal
n Guide students in identifying and considering entrepreneurial ventures or internship-type
arrangements that are of interest to them (considering student-worker laws)
Choose and plan chapter activities that support your classroom content and use the career
interests and strengths of the chapter’s members.
n Choose community service projects that meet needs of the school and community and use
students’ technical skills and knowledge when possible
n Establish chapter fundraisers that connect to the work students do in your classroom and
through local workplace environments

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Key Question
How can I integrate my classroom and students’ workplace experiences back
into the chapter?

Integration Strategies
Plan chapter recruitment events that are engaging to students of all interests that are
represented in your community and school
Refer to the following
resource included in Consider what classroom work can connect to chapter work
this guide to aid you n Are there class projects that can be completed that mutually benefit the students’
in completing these learning of content and the chapter?
integration steps as well:
At a chapter celebration, recognize chapter members for success in the classroom and in
Course workplaces
Connections Establish mentor/mentee relationships arranged through the chapter that are connections
Chart
between students and industry partners
The annual Membership Kit and the SkillsUSA Website provide the following resources.
Access them as you prepare for these Integration Strategies:
Sample Parent Letter
SkillsUSA Brochure Template
SkillsUSA Framework Flier
SkillsUSA Framework Graphic
SkillsUSA Framework Video
Job-Ready Day One Lesson Plan
Career Transitions

Course Connections Chart

————————————————————————————————————————————————
COURSE NAME COURSE DESCRIPTION CAREER CONNECTIONS
————————————————————————————————————————————————
List your course title List course outcomes here List careers that students gain
helpful skills and knowledge to
contribute to through this course
————————————————————————————————————————————————
List your course title List course outcomes here List careers that students gain
helpful skills and knowledge to
contribute to through this course
————————————————————————————————————————————————
List your course title List course outcomes here List careers that students gain
helpful skills and knowledge to
contribute to through this course

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Section 4: It’s easy to understand that if we don’t have members, we don’t have
a chapter. It’s more difficult to understand what the best ways are that members can be
recruited into a local SkillsUSA chapter. It is common for chapters to have a specific
Recruit recruitment event, and a deadline associated with paying membership dues—especially
if we’re working to meet the November 15th membership deadline with the national
Members organization. As you work to fully integrate your SkillsUSA chapter into your whole CTE
program, consider how you can make recruitment an ongoing effort in which you and
members of your chapter foster an environment of trust, compassion, stability, and hope.

Key Question
How do I make recruitment of chapter members an ongoing effort throughout the entire year?

Integration Strategies
Step back and look at your entire CTE program to find all appropriate opportunities to
encourage SkillsUSA membership and course enrollment.

n Recruit students to your class before you try to recruit them to the chapter
n Revisit the connections you made between the courses you teach and future careers.
Consider how other CTE courses taught by other teachers might also connect to programs
within SkillsUSA.
n Build rapport with school administrators, school counselors, and other teachers so that they
can assist you with recruiting students by encouraging enrollment in your courses
n Include regular communication to parents of middle school students about the connections
between classroom work and SkillsUSA programming (both upcoming and just completed)
so that they can see the connection
n Watch the successes of students in the school in other activities and efforts. Be intentional
about communicating with those students to congratulate and encourage them and make
the connection between their success outside of SkillsUSA and how they could take it
farther through the organization and your courses.
n Regularly discuss with chapter leaders ways to engage new students.
n Guide leaders in identifying the benefits of membership at the local level so that they can
communicate that information to other students
n Generate a plan to help provide dues for students who may be unable to pay their own so
that dues are not a prohibiting factor in membership

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n Guide chapter student leaders in creating a recruitment event or activity that includes fun, as
well as information
n Invite parents and guardians to be a part of the event, and design programming specific to them
n Help current members see how the chapter recruitment activity meets the requirements of
an Essential Activity of the Chapter Excellence Program Level 2 Chapter of Distinction

The annual Membership Kit and the SkillsUSA Website provide the following resources.
Access them as you prepare for these Integration Strategies:
Membership Recruitment Ideas
Meeting Promotional Flier
Kickoff Video
Student Video Message from Tim Lawrence, SkillsUSA executive director
SkillsUSA PowerPoint
Ideas for Using the SkillsUSA PowerPoint

Refer to the following

resource included in
this guide to aid you
in completing these
integration steps as well:
Continuous
Membership
Promotion:
Questions to
Consider

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Integration Strategy to Recruit Members

Continuous Membership Promotion: Questions to Consider
n Have I included key meeting dates within my course syllabi?
n Have I created a letter or email to send to parents of my enrolled students before classes start
to share SkillsUSA opportunities with them?
n What SkillsUSA announcements can I include on my classroom bulletin boards, white
board, or verbal announcements on a daily and weekly basis?
n How can current SkillsUSA members regularly connect with students who are not
SkillsUSA members?
n When is the best time to host a recruitment event? Do we need multiple events to allow all
interested students to attend?
n How will my current members get the word out about our recruitment event? What incentive
can the chapter can provide to encourage current members to bring new potential members?
n What benefits of membership are my students prepared to communicate to potential
members?
n How can I connect parents of current members with parents of potential members?
n What conversation(s) can I have with our school counselor or administrators prior to course
enrollment to ensure all students have an opportunity to enroll in my CTE courses and/or
be part of SkillsUSA?
n What other CTE teachers in the school would make great SkillsUSA advisors?
How can I encourage them?

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Copyright © 2018 by SkillsUSA
Section 5: Now that you have a plan for conducting some specific recruitment efforts and
hopefully an ongoing recruitment plan, it’s time to complete the technical task of registering
yourself and your students as official members of SkillsUSA.
Register The SkillsUSA Membership Kit provides ample information about the benefits of
Yourself and membership, the structure of membership fees, and key dates to be aware of with respect
to the membership processes.
Your Students
Key Question
as Members What process will I use to collect needed information from students for their membership?

of SkillsUSA Integration Strategies

Develop a system that works for you and your officers to collect membership information
ahead of you needing to enter the information in the membership system.
n Create an online form for students to enter their information with their parents
n Create a sign-up form and place it in your classroom
n Use a sign-up form or poster at an official chapter recruitment event where parents can help
their child register
n Consider having a list of events that you will need parent help with available at the same
time so that parents can sign up as well
n Consider what incentives students may earn at different sign-up deadlines; ideas may include
• Register prior to August 1: 50% off the cost of chapter t-shirt
• Register prior to September 1: 25% off the cost of chapter t-shirt
• Register prior to October 1: 10% off the cost of the chapter t-shirt

n Enlist the help of chapter officers to enter information from written sign up methods to an
electronic version
n Introduce the officers to the Chapter Excellence Program prior to planning a recruitment
event so they are aware of how to plan the event well, and what to think about as they enter
the information in the CEP application
n Create a plan for collecting dues payments from members and include regular
announcements in school news for the month prior to local deadlines

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Copyright © 2018 by SkillsUSA
Section 6: It might be tempting to think or believe that you, the chapter advisor, has to
manage your local SkillsUSA chapter. Consider your title. Advisor. You are a trusted adult in
the lives of local SkillsUSA members, and your role is to guide and lead—to advise—them in
Organize the programming and growth of the local chapter.

Chapter Why is it easy for a chapter advisor to slip into the sole-manager role? More than likely, you’ll
be around the chapter longer than any current member has been or will be, comparatively.
Management You’re also an adult with more life experiences and may have greater skills and knowledge
than students to manage a program like a SkillsUSA chapter. You are the central point for
Structure the chapter since the members come to your classroom, and adult stakeholders look to you
for information and insight. We could keep adding to this list, but the point is, we have to
make a conscious choice to help our students use their SkillsUSA experience to develop some
management skills. Use this section of the guide to help yourself assume a role of managing
your local chapter officers and advising them in managing the larger chapter.

Key Question
What factors need to be considered with respect to chapter management?

Integration Strategy
Create a management plan that addresses the following questions:
n When will your chapter conduct well-planned, regularly scheduled chapter meetings?
n When and how will your chapter select officers?
n How will your chapter officers be trained?
n How will the officer team engage chapter members in developing a chapter program of work
calendar for the year?
n How can chapter members serve in leadership roles on committees associated with the
program of work?
n What income and expenses can the chapter anticipate within its budget?

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The annual Membership Kit and the SkillsUSA Website provide the following resources.
Access them as you prepare for these Integration Strategies:
Sample Meeting Agenda
Officers and Elections Guideline
Membership Interest Survey
Program of Work Descriptions
Committee List and Report Form
Refer to the following Sample Chapter Budget
resource included in
this guide to aid you Sample Chapter Program of Work
in completing these Sample SkillsUSA Chapter Calendar
integration steps as well:
Sample Chapter
Management Guide

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Integration Strategy to Organize Chapter Management Structure

Sample Chapter Management Guide

April
n Celebration banquet or event for chapter successes during the school year
n Selection and installation of new chapter officers
n Hold a monthly chapter meeting with an activity from Accelerate
n Include announcements of upcoming chapter opportunities in daily class times

May
n Local and/or training of new chapter officer team
n Plan for engaging members and potential members at recruitment events
n Plan for engaging members in the development of a program of work
n Establish goals the team hopes to achieve during the upcoming year
n Hold a monthly chapter meeting with a kickball game
n Include announcements of upcoming chapter opportunities in daily class times

June
n Attend the National Leadership and Skills Conference with your students
n Register your chapter officers ahead of time for the Activate Conference happening prior to NLSC
n Plan to visit the Championships floor at NLSC to see authentic applications of classroom content
n Connect your students with industry partners at the NLSC TechSpo

July
n Hold a summer chapter officer team meeting to plan for July and August chapter meetings
n Hold a summer fun and recruitment event for SkillsUSA members and their families; invite
potential members and their families
n Hold a summer chapter meeting and complete a summer service project within the community

August
n Hold a welcome back to school chapter meeting with an ice cream social

September
n Hold a chapter officer team meeting prior to the chapter meeting to plan
n Hold a chapter meeting and pizza work night to engage all members in establishing plans for
the annual program of work
n Include announcements of upcoming chapter opportunities in daily class times

October
n Hold a chapter officer team meeting prior to the chapter meeting to plan
n Hold a chapter meeting and SkillsUSA Trivia Match
n Include announcements of upcoming chapter opportunities in daily class times

November
n Hold a chapter officer team meeting prior to the chapter meeting to plan
n Hold a chapter meeting and Thanksgiving games
n Conduct a chapter fundraiser
n Include announcements of upcoming chapter opportunities in daily class times
n Set up times for middle school students in your classes to work with elementary students or
potential members by using Jump into STEM!

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December
n Hold a chapter officer team meeting prior to the chapter meeting to plan
n Hold a chapter meeting and cookie decorating contest
n Include announcements of upcoming chapter opportunities in daily class times

January
n Hold a chapter officer team meeting prior to the chapter meeting to plan
n Hold a chapter meeting and hot chocolate party
n Include announcements of upcoming chapter opportunities in daily class times
n Guide officers to complete the Chapter Excellence Program application

February
n Hold a chapter officer team meeting prior to the chapter meeting to plan
n Hold a chapter meeting and activity from Accelerate
n Include announcements of upcoming chapter opportunities in daily class times
n Conduct SkillsUSA Week activities each day of SkillsUSA Week

March
n Hold a chapter officer team meeting prior to the chapter meeting to plan
n Hold a chapter meeting and activity from Accelerate
n Reflect on the year with the current officer team
n Hold the selection interviews for new chapter officers
n Include announcements of upcoming chapter opportunities in daily class times

April
n Enjoy starting a new year!

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Copyright © 2018 by SkillsUSA
Section 7: Programming is available for teachers to use in local CTE programs and
SkillsUSA chapters through the state and national levels of the SkillsUSA organization.
Dig in! Ask questions and seek information about the programming that is available to
Implement you and your students.

SkillsUSA Key Question

What is the Chapter Excellence Program (CEP), and how does it help integrate SkillsUSA
Resources into my CTE program?

and Engage Integration Strategy

in SkillsUSA The CEP recognizes achievement as it relates to the integration of the SkillsUSA Framework
in program of work activities of the chapter. Use the Framework to guide students in
Programming planning activities of the chapter and be intentional about reflecting with students the
development of their personal, workplace and technical skills. Help the students understand
how and why they learn each of the Essential Elements during chapter activities.

Key Question
What is the Career Essentials suite, and how does it help integrate SkillsUSA into my CTE
program?

Integration Strategy
Connect with the high school CTE teachers to ensure that they are using the Career Essentials
suite and to see how you can complement their curricular programming. The Career Essentials
suite is comprised of three segments—Foundations, Experiences, and Assessments.

Career Essentials: Foundations includes a rigorous set of lesson plans that are teacher-led
and engage students in extensively exploring the Essential Elements of the Framework. The
lesson plans include direct integration strategies to connect the Framework to the classroom,
workplace experiences, SkillsUSA chapter, and learning outside of SkillsUSA.

Career Essentials: Experiences is comprised of a set of fundamental and advanced project-

based learning experiences that are a combination of on-line and off-line components; the
experiences are a blend of teacher-led and student-led segments. The experiences provide
students with a tangible way of exploring the Essential Elements of the Framework.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 36

Career Essentials: Assessments includes technical skill assessments as well as the Career Ready
Assessment. The Career Ready Assessment is designed to evaluate the learning of students
following the fundamental set of Career Essentials: Experiences.

Key Question
What is Jump into STEM! and how does it help integrate SkillsUSA into my CTE program?

Integration Strategy
Jump into STEM! includes a series of STEM-related activities that can be used to engage
younger students. Connect with high school SkillsUSA members and ask them to lead some
of the sessions found in the Jump into STEM! materials, and then engage middle school
students in leading some of the sessions for younger students.

The connection between SkillsUSA members and students who aren’t members and/or
who are younger creates an excellent premise for recruitment of students. The learning is
engaging, hands-on, and provides a touch point with current members. What’s more, is that
every career uses content that is connected to science, technology, engineering, and/or math.
Jump into STEM! can help students see the connection to their career field of interest.

With explicit connection between the SkillsUSA Framework and specific careers, Jump into
STEM! is a purposeful and useful way to engage existing and potential members. Consider how
you can engage your middle school students with teaching a 20-minute lesson to an elementary
classroom once each week. With 44 lessons to choose from, there are plenty to use.

Key Question
What is the Student2Student mentoring program, and how does it help integrate SkillsUSA
into my CTE program?

Integration Strategy
The Student2Student Mentoring program allows you to connect middle school students
with younger students. The mentoring program provides a way to connect younger students
with your technical program and with your students. Your students are able to share
what they have learned about each Essential Element, their technical skill and knowledge
development, and the fun and learning experienced within the SkillsUSA chapter.

Key Question
What is SkillsUSA Week, and how does it help integrate SkillsUSA into my CTE program?

Integration Strategy
SkillsUSA Week happens annually in February and is a time to celebrate and advocate for
the organization right alongside celebrating and advocating for CTE during CTE Week,
which also occurs in February.

So how does the week help integrate SkillsUSA into your CTE program? Make your
classroom the host site of many of your SkillsUSA Week events so that members and non-
members alike recognize your classroom as the “home” of SkillsUSA in your local school.

Make SkillsUSA Week bigger than being about SkillsUSA. Communicate about CTE at the
same time that you’re communicating about SkillsUSA.

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Here are a few ideas to get you started:

n Host an appreciation breakfast for teachers and supporters of the chapter
n Record interviews with a local radio station to promote CTE, the happenings of your
classroom, and SkillsUSA
n Set up booth to promote trades of SkillsUSA members and classes offered at the school that
connect to them
n Designate a day as your local chapter t-shirt or red blazer day
n Hold a special lunch for SkillsUSA members
n Post a daily trivia question about your classroom content and SkillsUSA in your school
announcements and accept answers from students who are not SkillsUSA members; reward
them with a small prize

Key Question
How does the National Conference pin and t-shirt design challenge help to integrate
SkillsUSA into my CTE Program?

Integration Strategy
One option could include announcing the opportunity and promoting it within your
classroom. You could also consider setting up competitions between your classes or small
groups within your classroom and vote to select one design to submit.

Communicating SkillsUSA opportunities in the classroom helps those students who aren’t
yet members to know what is possible through membership. Presenting many opportunities
also helps to communicate the wide variety of opportunities available to people with all
kinds of strengths and interests.

Key Question
How does the National Week of Service help to integrate SkillsUSA into my CTE Program?

Integration Strategy
All students can serve, and a service project is a great way to engage SkillsUSA members
and those considering membership. Encourage your SkillsUSA members to invite potential
members to help with the service project. Promote the opportunity in class and reward all
students with Popsicles or ice cream after the event.

Key Question
How does the President’s Volunteer Service Award help to integrate SkillsUSA into my CTE
Program?

Integration Strategy
The Presidential Service Award is presented to individuals, families and groups in recognition
for their achievement of a certain standard of service. This standard is measured by the number
of hours served over a 12-month period or hours served over the course of a lifetime.

Challenge the members in your class to give—of their time and talents. At the start of the
school year, promote the President’s Volunteer Service Award as a program available to
students in your school—individually or as a class or small group. Help the members develop
service ideas and track their service throughout the next year. Then hold a time dedicated to
helping members complete their application for the award.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 38

Key Question
How does the CareerSafe program help to integrate SkillsUSA into my CTE Program?

Integration Strategy
No matter which occupation our students are preparing for, Occupational Safety and Health
Administration (OSHA) rules and guidelines will affect them. Build into your curricular plans
the time and expectation for students to complete the OSHA course. Students will learn to
recognize potential safety and health hazards in the workplace. By completing the OSHA
10-hour training, students will receive an industry-recognized credential card from OSHA.

Key Question
How do the SkillsUSA Educational Resources help to integrate SkillsUSA into my CTE
Program?

Integration Strategy
There are many SkillsUSA educational resources available that teachers and students can use
within the classroom and SkillsUSA chapter. Commit to implementing and integrating one
new educational resource each semester of the school year to develop the habits of doing so.
Here are a few ideas to get you started:
n Use Jump Start to start each class period with a Framework-based bell-ringer
n Guide students in using Accelerate to choose an engaging activity for members to do near
the end of each chapter meeting
n Use the Leveraging Your Leadership series to teach your students parliamentary procedure,
public speaking, and more

Key Question
How can SkillsUSA conferences and trainings help me integrate SkillsUSA into my CTE
program?

Integration Strategy
Engage your students and yourself in at least one SkillsUSA conference annually. Consider
taking your chapter officer team to the National Leadership and Skills Conference and
register them for Activate—a pre-NLSC leadership conference for young chapter leaders.
While your students attend Activate, spend your time in Engage—a teacher professional
development experience that will help you grow in your pedagogy and in your ability to
implement the SkillsUSA Framework.

In addition to these national conferences, contact your state director to learn more about
leadership programming available for students within your state and teacher professional
development opportunities available for you. Make sure you support your own chapter
officers with adequate training and development to prepare them for each of the tasks
you’ll ask them to complete as chapter leaders.

Students also have the ability to demonstrate their technical skills and knowledge through
authentic assessments known as Championships. These are competitions to measure
technical skill ability. Some competitive events are available to middle school students, and
you can use the standards outlined for each of the competitions to design your own classroom
assessments. Remember that technical skills mean little to industry partners if not coupled
with high quality leadership and employability skills found in the SkillsUSA Framework.
Be intentional about engaging students in conversations about technical, workplace, and
personal skill development. The competitive events students participate in should be directly
aligned with their career goals and be connected to their CTE course content.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 39

The annual Membership Kit and the SkillsUSA Website provide the following resources.
Access them as you prepare for these Integration Strategies:
Chapter Excellence Program (CEP) participation details
Career Essentials resources details and CEP connections
Jump into STEM! participation details
Student2Student Mentoring program details and CEP connections
SkillsUSA Week details specific to the year
National Conference Pin and T-shirt Design Challenge participation details
National Week of Service program participation details and CEP connections
President’s Volunteer Service Award participation details
CareerSafe participation details
New Educational Resources feature

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 40

Copyright © 2018 by SkillsUSA
Section 8: Middle school is a time of transition for students. It’s often awkward, and
sometimes there are aspects that are challenging. Your students are no longer elementary
students, and they are not quite yet high school students. As educators, we must work to
Connect understand how we can help students maximize the time transitioning from elementary
to high school and help set them up for success in their next educational adventure.
with your Key Question
High School How do I integrate my middle school CTE program and SkillsUSA chapter with the high

CTE Program(s)
school CTE program and SkillsUSA chapter?

Integration Strategy
The Middle School Membership Kit gives some great ideas on how to connect with your
high school feeder program(s). The strategy here is . . . do it. Connect, intentionally so, with
those school(s) that your middle school students will attend next.
n Make sure that your classroom curriculum prepares students to experience the next
curriculum
n Expose your students to opportunities in SkillsUSA so that they can readily jump in
and be part of their high school chapter
n Find collaborative work your middle school chapter and the high school chapter can
do together

CTE programs often must show their value in a school system in order to remain supported.
Look for ways to publicize and communicate the good happening in your chapter.

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Copyright © 2018 by SkillsUSA
Section 9: Teachers and SkillsUSA advisors of middle school students tell us how
important it is for middle school students to have a place where they can try, fail,
and succeed. They need a champion working right alongside of them too—for
Celebrate encouragement in difficult times and for celebration in times of “winning.”

Success Earlier in this guide, we outlined a few ways that you as a teacher can establish an
environment that builds trust, exhibits compassion, demonstrates stability, and generates
hope. Do you want to take that a step farther? We hope so.

Key Question
How do I integrate SkillsUSA into my CTE program through the celebration of student
success?

Integration Strategies
With the help of the suggestions in the Middle School Membership Kit as well as your own
knowledge of your own students, look for ways that you can celebrate individual students in
ways that are meaningful to them.

n You can build trust with students by celebrating them in an environment that they
appreciate. For some, that means being recognized in front of a large group—like their
class. For others, it means receiving a note that was mailed home. For still others, it
means an encouraging word spoken with genuine enthusiasm. Integrate SkillsUSA
into your CTE program by recognizing classroom success at chapter events and by
recognizing member success in your classroom.
n You can exhibit compassion by being present in your students’ journeys to success. Ask
your students what they are enjoying about working toward a specific goal. Ask them
what they are challenged by. Encourage your students. When your student perceives
they have failed, compassionately help them create a plan to work toward success again.
When they achieve their defined success, celebrate with them knowing exactly what
they went through to reach the success.
n You can demonstrate stability by celebrating with all students whatever their successes
are. Different students are working constantly toward different “wins.” While the
wins may be perceived from the outside as bigger or smaller, often times, the student’s
applied effort is big—regardless of the size of the win. If you want to demonstrate
stability through celebration, stay in-tune to what your students are celebrating and
how they want to be celebrated.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 42

n You can generate hope for the future by engaging your students in the creation of the future.
Communicate with your students about how their actions and their messages about their
CTE and SkillsUSA experience impact what adult stakeholders know and believe about the
program—and that future students will benefit (or not) from the investments of the current
students. Engage your current students in visioning discussions and ask them to share with
you what they hope exists within the program for future students to experience.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 43

Copyright © 2018 by SkillsUSA
Section 10: STEM. It’s the hot topic and buzzword of the past several years—both in
industry and education. States have developed industry and education initiatives to
promote “STEM careers,” “STEM jobs,” “STEM classes,” “women in STEM,” and other
STEM group- or topic-specific STEM efforts. There are even variations of STEM. Choose your
favorite web browser and search “variations of STEM,” and you’ll likely find acronyms for
Integration STEM associated to art, the environment, robotics, law, and more. The acronyms look like
these: STEAM, iSTEM, iSTEAM, eSTEM, STREM and several others.

STEM refers to engaging in three-dimensional learning and building scientific

understanding, to using and applying technology tools and concepts, using the
designing processes associated with engineering, and solving and communicating
problems through the use of mathematics concepts and processes.

Different groups, organizations, and educational content areas developing and

promoting their own version of the STEM acronym and initialism speaks to the
importance of integrating science, technology, engineering and math content into all
content areas. The connections to those content areas and groups are clearly present to
the experts in given fields. If we really think about it, there are perhaps no careers that
exclude science, technology, engineering and mathematics content.

What careers are you preparing your students for? Which ones don’t require students
to exhibit some level of proficiency in content and processes associated with science,
technology, engineering and/or mathematics?

As educators, we are all responsible for incorporating the content and processes
connected to science, technology, engineering and mathematics into our learning
environments—and we’re responsible for helping students make a personal connection
between their interests and goals and all of the content they’ll need to support their
achievement of said goals.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 44

Key Question
How do I promote my CTE program as a way for students to develop their STEM
knowledge and skills?

Integration Strategies
n Share a letter with parents of students and potential students to communicate the STEM
opportunities available through your classroom and SkillsUSA.
n Publish an article in your local newspaper to engage stakeholders in understanding how
SkillsUSA, your classroom, and STEM connect.
n Engage your middle school students in hosting a Jump into STEM! Night for elementary
students and their parents, or coordinate with elementary teachers to identify two times each
month that your middle school students can take the Jump into STEM! curriculum to their
classrooms—or they can come to yours!
n Grow your program through grant applications that encourage and enable STEM integration.

Key Question
How do I integrate STEM content and processes into my classroom and SkillsUSA chapter?

Integration Strategies
n Choose resources and learning methods that are interdisciplinary in nature. Identify specific
science, technology, engineering or mathematics concepts that contribute to or can be drawn
from a content piece you’re teaching now and call it out to the students. Create opportunities
for your students to apply what they learn outside of your classroom to what they learn
within it. Here are a couple of examples to get you started:
n What mathematics concepts make even the simplest construction projects your students are
engineering successful? What science and technology processes are they applying to the project?
n How can you integrate applying the process and science of photosynthesis when a product
your students are learning about or using is a plant-based product?
n Identify existing connections between your classroom content area standards and those
standards associated with science and mathematics. What other connections can you make?
n Identify the standards and outcomes associated with local, state, and national SkillsUSA
activities; make and communicate distinct connections to your classroom standards—
especially those that you connected to other content area standards.
n Design learning experiences and encourage chapter programming and tasks that model
the world’s real-work environments. Create opportunities for your students to start their
learning by facing a problem, and opportunities for them to collaborate in creating a
solution. Scientists solve problems daily. Technology results from the identification of a tool
that can solve a “problem.” Engineers of all kinds must anticipate problems and work to
achieve solutions that are preemptive. Mathematicians’ work is defined as “problem solving.”
Regardless of the exact problem one is solving, the problem-solving process is applied
similarly, and that’s a critical skill for students to develop.
n Create resources for parents to engage in conversations about STEM concepts with their
child at home. Help the parents play a key role in intentionally integrating all of their child’s
learning and connecting their sources of learning to one another.
n Lead your students in identifying how they do or will build scientific understanding, use
technology, apply design processes, and solve problems within their coursework or future
career. Help all students in your classes create and host an “I am STEM” showcase and
invite other teachers and students to attend the showcase in your classroom—a “STEM
classroom” all of its own.
n Invite local business partners to brainstorm and list ideas of ways that scientific under-
standings, technology use, design processes, and problem solving practices are exhibited
in their places of work. Create an opportunity for students, their parents, and other
school stakeholders to hear about the STEM connections to a variety of workplaces
right in your own community.

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 45

n Partner with the science and mathematics teachers in your school. Swap classrooms from
time to time by bringing their students to your classroom to contextualize their math or
science learning and send your students to them to provide students with an experience
where they can identify the application of specific math and science concepts.
It’s easy to consider the connections to STEM as being the obvious—in technology and
engineering careers, and in science and math classrooms. Through our classrooms and
associated SkillsUSA chapters, we have the opportunity—and the responsibility—to
help our students make relevant connections between all they do or learn about and
Refer to the following their future career goals. Help them find purpose in their coursework, in their parents’
resources included in instruction and rules, in your classroom content and design, in their volunteer efforts, and
this guide to aid you in their SkillsUSA involvement—and do it by helping them understand how they’ll serve
in completing these others through their profession.
integration steps as well:
Sample STEM
Promotion Letter to
Students’ Parents
Sample STEM
Integration
Newspaper Article
Sample Grant-
writing Guide

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 46

Sample STEM Integration Letter to Parents

Dear _______________________,

I am thrilled to have the opportunity to work with your son/daughter in my career

education classroom. I am passionate about the _______________ content that is part
of my classroom, and find it highly rewarding to connect student to their potential
careers through that content.

What is it that you think of when you think of (insert content area)? You may or may
not think of this classroom as being connected to STEM as well. Here are some ways in
which it is. While in my classroom, your child will experience the following:

Building of Scientific Understanding

(Insert the science concepts addressed through your course content)
Application of Technology Tools and Concepts
(Insert examples of technology tools and/or concepts students will experience
in your course content)
Using Designing Processes
(Insert examples of design processes students will use in your course content)
Solving and Communicating Problems through Mathematics Concepts
(Insert examples of the types of problems students will solve by
using math concepts and/or processes)

Your child will also visit elementary classrooms regularly during the school year to
teach lessons from a resource called Jump into STEM! Please ask your child about their
planning and teaching efforts when our work with that project begins.
STEM concepts are all around us in the world. I’m committed to helping your child see
how they are part of STEM and how STEM concepts are part of their world—today
and in the future.
Thank you for trusting me with your child and for allowing me the opportunity to
invest in a their future through the experiences they will have in my classroom.

Sincerely,
(Your name)

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 47

Sample STEM Integration Newspaper Article

PRESS RELEASE FOR IMMEDIATE RELEASE

Dear (insert news/media outlet here),

What do you think of when you hear “STEM”? Do the words science, technology,
engineering and math enter your mind? Students of the (insert school name here)
are learning STEM concepts through the ________ classroom the SkillsUSA
chapter every day.

Here are a few ways that our middle school students have learned STEM concepts and
skills this school year:
Building of Scientific Understanding
(Insert the science concepts addressed through your course content and SkillsUSA chapter)
Application of Technology Tools and Concepts
(Insert examples of technology tools and/or concepts students will experience in
your course content and SkillsUSA chapter)
Using Designing Processes
(Insert examples of design processes students will use in your course content
and SkillsUSA chapter)
Solving and Communicating Problems through Mathematics Concepts
(Insert examples of the types of problems students will solve by using math
concepts and/or processes in your course content and SkillsUSA chapter)

Middle school students enrolled in _ coursework at ___

Middle School are also visiting the (elementary) classrooms each week to teach brief
lessons to the elementary students from a curriculum called Jump into STEM! So far,
students have taught lessons on topics such as (insert a few topics here).

Our CTE program thanks the community for your support of career education and our
SkillsUSA chapter. Please make plans to join us at the following engagement opportunities:
(List upcoming dates here)

If there is a way that you believe our classroom or SkillsUSA chapter can serve you
or someone in the community, please feel welcome to share your ideas with me at
(insert email address here).

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 48

Sample Grant-writing Guide

Is there a grant you’re interested in applying for to achieve some new goals focused
on STEM? Or is there a project your program is hoping to complete that needs some
additional funds? If you are considering the possibilities of a grant award, consider the
following in preparation of seeking or completing a grant application:

n Know your purpose and your “why”

n Connect with a grant writer in your community who might be willing to provide
feedback on your application
n Identify potential grants
n Compare your project goals with the specifications of the grants you’re considering
n Communicate with the potential funder
n Create a thorough outline of the proposed project
n Create a plan to evaluate the project
n Prepare a project budget and sustainability plan
n Complete grant application(s)
n Consider using online grant-writing guides for additional information about
completing specific sections of grant applications

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 49

Copyright © 2018 by SkillsUSA
Try it!
In an ASCD article, Thomas Armstrong painted a picture of the needs of middle school
students. Armstrong (2006) recommends that in designing middle school experiences, we
consider the social, emotional, and cognitive needs of students. Safe. Personal. Engaging.
Relational. Community-centered. Respectful. These are the words Armstrong used to
describe the type of environments needed by middle school students.

In an April 2011 article, Rick Wormelli provide tips for developing teacher mindsets that
support the needs of middle school students and tips to guide students through transitional
periods. (2011)

In reality, what middle school students need is not all that different from what elementary
students, high school students, college students and adults need. Rather, we’re called to
blatantly recognize that the middle school time frame is rather short, and is very much
about transitioning from one type of experience to another. When we choose to engage with
middle school students with intentionality for where they are, with recognition of where
they’ve been and where they’re going, we’ll be able to better serve them than we will if we
work to pull them out of elementary school or push them into high school.

SkillsUSA programming can assist you as a teacher in meeting the needs of middle school
students, and with your leadership, it can help middle school students move confidently
from elementary to high school.

Grab your Middle School Membership Kit. Read it alongside this supplemental guide.
Schedule time for yourself to review, create and implement resources that will help you
develop a middle school career and technical education program where you can offer
relevant and rigorous coursework, engage students in workplace learning experiences and
integrate a SkillsUSA chapter within your larger CTE program. And when you have a
success, share it. Collaborate with other middle school teachers working to navigate the
needs of these students—both within your school and within other schools.

We know you can be successful at integrating SkillsUSA—and all of its programs—right

alongside the technical content you teach. And we know your students will be stronger
leaders and learners because of your work.

References
Armstrong, T. (2016). Best schools. Accessed October 15, 2017 [Link]
106044/chapters/Middle-Schools@-Social,-Emotional,-[Link]

Brim, B. (2015 October 9). The four things follower need—and how leaders can use their strengths to provide
them. Accessed 1.4.2018 [Link]

Elmore, T. (2017 September 27). Six terms that summarize generation Z’s mindset. Accessed 1.4.2018
[Link]

SkillsUSA (2017). Membership kit and chapter management guide.

SkillsUSA (2015). The four pillars: your personal leadership journey.

Wormelli, R. (2011, April). The middle/high years/movin’ up to the middle. Volume 68. Number 7. P 48-53.
Accessed October 23, 2017 [Link]
Movin’-[Link]

STARTING OR TRANSITIONING TO A FULLY INTEGRATED SKILLSUSA CHAPTER 50

In keeping with a tradition of respect for the individuality of our members and our role in workforce development,
SkillsUSA strives to ensure inclusive participation in all of our programs, partnerships and employment opportunities.

[Link]

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