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Linked Learning: Pathways to College and Career Success ConnectEd and Long Beach Unified Story of being bumped at a school.

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Presentation on theme: "Linked Learning: Pathways to College and Career Success ConnectEd and Long Beach Unified Story of being bumped at a school."— Presentation transcript:

1 Linked Learning: Pathways to College and Career Success ConnectEd and Long Beach Unified
Story of being bumped at a school

2 The State of Education…
“The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth and will be willing to pay them top dollar for their services… Beyond [strong skills in English, mathematics, technology, and science], candidates will have to be comfortable with ideas and abstractions, good at both analysis and synthesis, creative and innovative, self-disciplined and well organized, able to learn very quickly and work well as a member of a team and have flexibility to adapt quickly to frequent changes in the labor market as the shifts in the economy become even faster and more dramatic.” The New Commission on the Skills of the American Workforce, 2007

3 The State of Education…
So how do we fare academically on the international landscape compared to other countries in the Organization for Economic Cooperation and Development (OECD)?

4 Program for International Student Assessment (PISA)
US ranks : 14th in Reading 25th in Math 17th in Science

5 But this is only one measure…
“…. So, the big picture from PISA is one of education stagnation at a time of fast-rising demand for highly-educated workers. The mediocre performance of America’s students is a problem we cannot afford to accept and cannot afford to ignore.” Secretary Arne Duncan December 7, 2010

6 State of the Economy and Education (National Trends)
Source: Bureau of Labor Statistics

7 “So What Now?” Consensogram Activity
To what degree are you familiar with the Rigor and Relevance Framework? To what degree does my SLC integrate real-world applications into the academic core? To what degree does my SLC team know what our local workforce requires of a graduating senior? To what degree does your SLC team use problem- and/or project-based learning to drive the curriculum? To what degree do you believe that ALL students can be college and career ready upon graduation from your SLC?

8 Let me tell you a story... Tell my Dan Robles story

9 What is Linked Learning?
The Linked Learning approach offers students a choice among several different multi-year programs of study, which combine academic and technical skills, organized around broad industry themes (i.e., biomedical science; engineering; arts, media, entertainment) and prepare students for a full range of postsecondary options, including: 2- and 4- year college/university admission Apprenticeships Military Formal employment training Careers

10 Organizing Principles
Prepare students for both college and career Connect academics to real-world applications Lead to the full range of postsecondary options Improve student achievement

11 Pathway Components A Challenging Academic Component
A Demanding Technical Component A Work-based Learning Component Support Services

12 Technical Core/Work-based Learning
Math Science English Social Studies Prepared for College and Careers Technical Core/Work-based Learning Discuss the intent of the theme

13 Level 13 Introductory Level Intermediate Capstone Level
Post-Secondary Articulation College and Career Plan college Tours Applications Courses Social Studies Social Studies Social Studies Social Studies Middle School Articulation Multiple Post-Secondary Opportunities Math Math Math Math Technical Core Technical Core Technical Core Technical Core Introductory Level Intermediate Level Capstone Level English English English English Science Science Science Science Support Services Support Services Support Services Support Services Work-based Learning Opportunities Company Tours Job Shadowing Internships 13

14 Reflection: Linked Learning
How does your SLC reflect these guiding principles? How does your SLC integrate the four core components?

15 Example Health Professions High School in Sacramento

16 Pathways… Bring real world relevance to the college preparatory curriculum. Promote project-based teaching and learning. Use more authentic assessment methods.

17 Alignment: Foundations for Engaging Every Learner, Every Day
High School Reform Initiative 1. Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement. . Provide all students with a sequenced and aligned technical curriculum, including work-based learning and CTE experiences, for career exploration. . Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential. . Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success. Instructional practices that support the ACSI, HSRI, and HSO Goals: RR Framework (Quadrant D) Linked Learning Strategies Performance Mapping: Interdisciplinary Teaching & Learning Classroom Instructional Practices Department/SLC PD Evolution/Action Plans Site-Level School Improvement Plan (WASC) High School Office Goals 2010 – 2011 Prepare all students for postsecondary education & careers through linked learning. Provide support services within each pathway. Enroll and support students in a coherent sequence of rigorous courses aligned to student outcomes. Knowing this to be the case, the High School Office continued building on the rich foundation of the Academic and Career Success Initiative in its revision of the High School Reform Initiative, which focuses on expanding pathways to college and career success for all students. High School Office High School Reform Initiative/District Initiative for Expanding Pathways LBUSD Board of Education/Superintendent’s Office Academic and Career Success Initiative 17

18 C D A B 6 5 4 3 2 1 Taxonomy Application Model Evaluation
Quadrant D ⎯ Adaptation Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. Taxonomy Evaluation 6 C D Synthesis 5 Analysis 4 Application 3 A B Comprehension 2 Knowledge/ Awareness 1 Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations Application Model Quadrant C ⎯ Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create unique solutions. Quadrant B ⎯ Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. Quadrant A ⎯ Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. Rigor Relevance Framework 2008 International Center for Leadership in Education

19 SLC structures and themes give us a context for the “Application” axis on the Rigor and Relevance Framework. i.e., business academy students can learn the historical context of To Kill A Mockingbird by studying the Stock Market Crash, while arts academy students can accomplish the same task by analyzing Billy Holiday’s Strange Fruit and pictures of the “Dust Bowl”

20 Past: Student Experience was not coordinated for student engagement or real-world connections.

21 But how can we organize our work between the disciplines to ensure a coherent experience for the students?

22 Linked Learning: Represent Coordinated Colors Student Experience IS now coordinated for student engagement and real-world connections.

23 Industry Sectors and Organizing Themes

24 Why Themes? Context and purpose
Provides relevance and connections for the students Provides a common ground for content specific teachers to talk and plan Connection for business/community

25 Determining Themes: Factors to Consider
Successful programs Student interest Labor market demands Community resources College connections Partnerships Facilities Staff interest College connections - (Is there a degree program to articulate with?) Partnerships - local business and other organizations Facilities - current labs and equipment/special things

26 From Student Learning Outcomes to Student Outcome Charts
Opportunity for expert practitioners to work in interdisciplinary communities to define what students should know and be able to do within a particular themed course of study. Process that empowers a pathway to define its own identity around key industry themes.

27 Why Define Student Learning Outcomes?
“Clarity of desired ‘end’ provides the framework for designing ALL student experiences.” Ensures a rigorous and RELEVANT experience for all students within a pathway.

28 Student Outcome Charts
Student Outcome charts are a tool that provides a blueprint for a coherent, engaging four year educational experience above and beyond the academic standards all students take. The English teacher looks at this blueprint and thinks…. The History teacher looks at this blueprint and thinks…

29 Engineering & Construction
Alignment to an Industry Sector and then a subsequent Pathway is critical to focusing our work and making sure that students have a coherent educational experience. Recognize that certain sectors (& even pathways) may NATURALLY overlap: Engineering & Construction Arts, Media, Entertainment & Fashion/Interior Design Finance/Business & Marketing, Sales, Services Etc. As the day unfolds, if your industry sectors and pathways do not naturally overlap, the tension should become clear to your team and you can then choose to narrow your focus.

30 PEACE Academy Industry Sector: Public Services
Pathway: Legal/Government Services

More broad and future oriented… “what” we hope to be about. More specific and defines “why/how” we will get there. Once the Sector and Pathway are defined, it is critical that teams organize their efforts around a common vision and mission. Ensures alignment of interdisciplinary work. Focuses a teams energy around shared goals. Builds a “common vernacular” around “who we are as an academy, why we exist, and how we go about our work” GOALS AND OUTCOMES

32 Why this common language is so important…
Finish each of the following proverbs/aphorisms… People in glass houses shouldn’t… You can lead a horse to water, but… Don’t bite the hand that… You can’t teach an old dog… A penny saved is… None as so blind as… When the blind lead the blind… Individually, finish each of the following proverbs/aphorisms… People in glass houses shouldn’t… run around naked. You can lead a horse to water, but… how? Don’t bite the hand that… looks dirty. You can’t teach an old dog… math. A penny saved is… not much. None as so blind as… Hellen Keller. When the blind lead the blind… get out of the way.

33 PEACE Academy Vision: Mission:
“Enter to Learn, Exit to Serve” Mission: “The PEACE Academy is an international negotiations and leadership academy that promotes critical thinking, community-minded students to advocate for social justice through philosophical debates, service learning projects, international negotiations, and complex instruction.”

34 Student Outcomes…. focus on those skills and abilities most critical to success within your career theme. So where do these come from? These need to be organized in general categories or “attributes”…

35 Foundation Standards They cover the 11 areas essential to all students’ success: 1.0 Academics 2.0 Communications 3.0 Career Planning and Management 4.0 Technology 5.0 Problem Solving and Critical Thinking 6.0 Health and Safety 7.0 Responsibility and Flexibility 8.0 Ethics and Legal Responsibilities 9.0 Leadership and Teamwork 10.0 Technical Knowledge and Skills 11.0 Demonstration and Application Framework – pages xvi - xvii

36 Pathway Standards The pathway standards are concise statements that reflect the essential knowledge and skills students are expected to master to be successful in the career pathway. Each career pathway comprises 3 to 12 standards with 2 to 6 subcomponents per standard. Framework – pages xvi - xvii

37 Define Attributes of Students in this Pathway…
Strategy: Take the Pathway Standards assigned. Informally unpack the standards to see: What students should be able to do? VERB - circle Consider the level of rigor (Bloom’s Taxonomy) Skills that students might need to master to meet/exceed the standard What content do students need to know? NOUN - underline Discuss themes & patterns that emerge from this process and use those to define your students’ 3-5 attributes (adjective to describe a student in this pathway). Attributes can also be known as the broad pathway outcomes. STORYTELL: John Jacobson – Based on industry experience, why would this process be critical (base in a real world anecdote from experience) RECIPROCAL TEACHING

38 GRAPHIC ORGANIZER: Your previous work in defining these attributes may not have been grounded in the CTE standards so they may need to be refined.

39 Student Outcomes (Deep Dive)…
Are observable, measurable results or evidence of the educational experience. They may be things the program wants: students to know (cognitive), ways students think (affective/ attitudinal), or things students should be able to do (behavioral, performance, psychomotor). They are detailed & meaningful enough to guide decisions in program planning & improvement, & decisions about pedagogy & practice. NOT ACTIVITIES. These statements use active verbs, such as create, compose, calculate, develop, build, evaluate, translate, etc. From CUPR Common Language doc




43 Course (Program) of Study
Create a course of study for this academy based on the Student Outcome Chart. Take out the PEACE Academy Course of Study and match it to the Student Outcome Chart. Where are the greatest points of contact? What would you recommend? Why?


45 Integrated Curriculum and Linked Learning: Performance Mapping

46 Integrated Curriculum Institute
This professional development is Process driven: Performance Mapping Product driven: Integrated Project

47 Integrated Curriculum Institute
The goal of performance mapping is to use content area standards and pacing guides to discover cross-subject area connections from which to build an authentic integrated project. 47

48 Integration Continuum
Presentation title? Integration Continuum Math ELA ARTS For Lang SOC SCI CTE Theme-based Real-World Application Single Subject Paired Interrelated Conceptual Diagram on p. 11 BASIC INTERMEDIATE COMPLEX 48 48

49 Integrated Curriculum Design
Student Outcomes Curriculum/Performance Mapping Share Curriculum and Find Connections Topic Selection Essential Question Establish Performance Tasks/Assessments Lesson Plans Reflection and Revision Industry and post-secondary partners advise in: Curriculum Development Instruction and Implementation Student Assessment

50 Unpacking the standards
Uncover to determine: Standard Identification: Content: what students know… Skills: what students are able to… (performances) Performance Standard Measures and Criteria: How students demonstrate mastery of knowledge and skill

51 Unpacking the Standards
Active Verbs matter! Verbs establish the level of learning and drive the assessment methods Performance measures and activities in the project must allow students to do the VERB! Activities in the project must allow students to demonstrate the desired level of learning 51 51

52 Place your post-it notes in chronological order on the butcher paper

53 Take turns explaining the details of your content to the team.

54 Connections across subjects come from both verbs (skills = what students should be able to do) AND/OR nouns (content = what students should know) 54

55 Make Connections Find the link—concept, idea, and/or skill in common

56 Your Turn Practice making connections with a partner
Share and discuss your findings at your table

57 Performance Map Template Across Subject Areas
Monday Tuesday Wednesday Thursday Friday English Science Demonstrate proper experimental procedure Draw conclusions from data regarding prevalence of bacterial contamination Identify various modes of transmission for common pathogens Explain how different factors influence the spread of disease Analyze and evaluate symptoms to determine patient health status Health Paraphrase the research into your own words. Formulate a preliminary thesis statement to reveal the specific point of the paper. Find information on the topic using a minimum of five sources Evaluate the credibility and reliability of resources. Prepare a formal outline using proper outlining form. See example on page 13 of handout You can look for connections based on skills AND on content Distinguish between active and passive transport along concentration gradients. Analyze structural differences between cells and viruses Compare and contrast viral replication and cellular division 57 57

58 Topic Selection Reflects focus of your SLC
Relevant to students’ lives and interests Includes student investigation and research Addressed through multi-disciplinary perspectives Includes industry & college professionals 58

59 Integrated Planning in Action
Video: San Diego Teachers Reattach video from hard drive, if necessary… Right-click on video screen Open “Properties” menu In the “URL” row, type in location of video on your hard drive In the “fullscreen” row, set to “True” (you need to reset to “True” everytime you test or play the video) 59 59

60 Four Major Characteristics of Integrated Projects
Standards driven – timely and identifies level of mastery Inquiry driven – becomes the students’ problem Authentic – product, performance, service or solution Personalized – differentiated based on students’ motivation and skills 60

61 Let’s Take a Closer Look
Integrated Project Quality Criteria Project Title: Forensic Investigation

62 Integrated Curriculum Design
Student Outcomes Curriculum/Performance Mapping Share Curriculum and Find Connections Topic Selection Essential Question Establish Performance Tasks/Assessments Lesson Plans Reflection and Revision Industry and post-secondary partners advise in: Curriculum Development Instruction and Implementation Student Assessment

63 Video Example

64 Integrated Curriculum Design
Student Outcomes Curriculum/Performance Mapping Share Curriculum and Find Connections Topic Selection Essential Question Establish Performance Tasks/Assessments Lesson Plans Reflection and Revision Industry and post-secondary partners advise in: Curriculum Development Instruction and Implementation Student Assessment

65 Integrated Problem-Based Projects
Topic Essential Question SLC: Industry Sector World Hunger: Heifer International How can I impact the world by thinking globally and acting locally? PEACE 10th grade: Public Services Environmental Issues: Long Beach Breakwater Can we change our environment? PEACE 9th grade: Port of Long Beach How do efficiency and innovation affect ethics? CAMS 10th grade: Engineering Technology Improving Community Health How can you make your community healthier with $1 million? CAMS 9th grade: Biotechnology/Health Water Conservation: Design a “Blue” house How can we develop a system that will deliver sustainable, clean water? ACE 10th grade: Architecture, Construction, and Engineering

66 ConnectEd Resources Tools and manuals Video examples
Self Assessment Rubrics Certification Criteria Online collaboration spaces District framework for support

67 What I didn’t tell you was...
High academic rigor Technical core was college level There was an internship connected The theme was integrated in all courses Multidisciplinary Exhibition of the work was primary Who was the student? Finish the Dan Robles story. Dan had earned a .8 GPA in middle school. Dan graduated from CTA with a 3.89 GPA and received a scholarship from UCSD in engineering. He is currently a junior

68 Team Debrief: Force Field Diagram
SAMPLE: All teachers use performance mapping to integrate academic content with relevant real-world competencies resulting in students who are college and career ready [SLC Cohort 10 Goal 1 &3]. DRIVERS PREVENTERS Funding available for training. Teachers will be comforted by the fact that they do not have to abandon standards and pacing guides. Student-focused, teacher-friendly approach that respects a teacher’s expertise Master schedule will have to support collaboration between grade-level teams within the school day. Getting our Curriculum Office in the district to support this work. Going to scale seems daunting. People may not know how to collaborate. Action Steps: Schedule a meeting with the Assistant Superintendent of Curriculum and Instruction to introduce this approach. Create a needs assessment to make sure the professional development is needs-driven and presumptive. Pilot the training with one SLC to determine how to tailor the approach to our district.

69 Contact Information Rob Atterbury, Director of Professional Development, ConnectEd: The California Center for College and Careers Nader Twal, SLC Project Director, Long Beach Unified Veronica Evans, Academic and Career Tech Ed Curriculum Leader, Long Beach Unified

70 Why reforms fail? Lack of real commitment, buy-in, and a confluence of effort No outside force balancing the changes in leadership and their whims Lack of fidelity to the model, cutting corners Lack of a systemic approach Involvement of everyone in the design and development Change the structure and never change the instruction or culture

71 The Evidence Compared with their peers, students in pathways:
Attend at higher rates Are less likely to drop out and more likely to complete high school Pass the California High School Exit Exam at higher rates Are more likely to score proficient or higher on California Standardized Tests in English, science, and social studies Earn more annually in the five years after high school graduation – $2,500 per year more!

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