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:
1Linked Learning: Pathways to College and Career Success ConnectEd and Long Beach Unified Story of being bumped at a school
2The 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
3The 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)?
4Program for International Student Assessment (PISA) US ranks :14th in Reading25th in Math17th in Science
5But 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 DuncanDecember 7, 2010
6State 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?
8Let me tell you a story...Tell my Dan Robles story
9What 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 admissionApprenticeshipsMilitaryFormal employment trainingCareers
10Organizing Principles Prepare students for both college and careerConnect academics to real-world applicationsLead to the full range of postsecondary optionsImprove student achievement
11Pathway Components A Challenging Academic Component A Demanding Technical ComponentA Work-based Learning ComponentSupport Services
12Technical Core/Work-based Learning MathScienceEnglishSocialStudiesPreparedforCollegeandCareersTechnical Core/Work-based LearningDiscuss the intent of the theme
13Level 13 Introductory Level Intermediate Capstone Level Post-Secondary ArticulationCollege and Career Plan college Tours Applications CoursesSocialStudiesSocialStudiesSocialStudiesSocialStudiesMiddle SchoolArticulationMultiplePost-SecondaryOpportunitiesMathMathMathMathTechnical CoreTechnical CoreTechnical CoreTechnical CoreIntroductoryLevelIntermediateLevelCapstoneLevelEnglishEnglishEnglishEnglishScienceScienceScienceScienceSupportServicesSupportServicesSupportServicesSupportServicesWork-based Learning OpportunitiesCompany Tours Job Shadowing Internships13
14Reflection: Linked Learning How does your SLC reflect these guiding principles?How does your SLC integrate the four core components?
15ExampleHealth Professions High School in Sacramento
16Pathways…Bring real world relevance to the college preparatory curriculum.Promote project-based teaching and learning.Use more authentic assessment methods.
17Alignment: Foundations for Engaging Every Learner, Every Day High School Reform Initiative1. 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 StrategiesPerformance Mapping: Interdisciplinary Teaching & LearningClassroomInstructional PracticesDepartment/SLCPD Evolution/Action PlansSite-LevelSchool Improvement Plan (WASC)High School Office Goals2010 – 2011Prepare 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 OfficeHigh School Reform Initiative/District Initiative for Expanding PathwaysLBUSD Board of Education/Superintendent’s OfficeAcademic and Career Success Initiative17
18C D A B 6 5 4 3 2 1 Taxonomy Application Model Evaluation Quadrant D ⎯ AdaptationStudents 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.TaxonomyEvaluation6CDSynthesis5Analysis4Application3ABComprehension2Knowledge/ Awareness1Knowledge in one disciplineApply in disciplineApply across disciplinesApply to real-world predictable situationsApply toreal-world unpredictable situationsApplication ModelQuadrant C ⎯ AssimilationStudents extend and refine their acquired knowledge to be able to use that knowledgeautomatically and routinely to analyze and solve problems and create unique solutions.Quadrant B ⎯ ApplicationStudents 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 ⎯ AcquisitionStudents gather and store bits of knowledge and information. Students are primarily expectedto remember or understand this acquired knowledge.Rigor Relevance Framework2008 International Center for Leadership in Education
19SLC 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”
20Past:Student Experience was not coordinated for student engagement or real-world connections.
21But how can we organize our work between the disciplines to ensure a coherent experience for the students?
22Linked Learning:Represent Coordinated ColorsStudent Experience IS now coordinated for student engagement and real-world connections.
24Why Themes? Context and purpose Provides relevance and connections for the studentsProvides a common ground for content specific teachers to talk and planConnection for business/community
25Determining Themes: Factors to Consider Successful programsStudent interestLabor market demandsCommunity resourcesCollege connectionsPartnershipsFacilitiesStaff interestCollege connections - (Is there a degree program to articulate with?)Partnerships - local business and other organizationsFacilities - current labs and equipment/special things
26From 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.
27Why 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.
28Student 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…
29Engineering & 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 & ConstructionArts, Media, Entertainment & Fashion/Interior DesignFinance/Business & Marketing, Sales, ServicesEtc.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.
30PEACE Academy Industry Sector: Public Services Pathway: Legal/Government Services
31VISION MISSION GOALS AND OUTCOMES Process 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
32Why 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.
33PEACE 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.”
34Student 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”…
35Foundation StandardsThey cover the 11 areas essential to all students’ success:1.0 Academics2.0 Communications3.0 Career Planning and Management4.0 Technology5.0 Problem Solving and Critical Thinking6.0 Health and Safety7.0 Responsibility and Flexibility8.0 Ethics and Legal Responsibilities9.0 Leadership and Teamwork10.0 Technical Knowledge and Skills11.0 Demonstration and ApplicationFramework – pages xvi - xvii
36Pathway StandardsThe 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
37Define 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 - circleConsider the level of rigor (Bloom’s Taxonomy)Skills that students might need to master to meet/exceed the standardWhat content do students need to know? NOUN - underlineDiscuss 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
38GRAPHIC ORGANIZER:Your previous work in defining these attributes may not have been grounded in the CTE standards so they may need to be refined.
39Student 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), orthings 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
43Course (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?
45Integrated Curriculum and Linked Learning: Performance Mapping
46Integrated Curriculum Institute This professional development isProcess driven: Performance MappingProduct driven: Integrated Project
47Integrated 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
48Integration Continuum Presentation title?Integration ContinuumMathELAARTSForLangSOCSCICTETheme-basedReal-WorldApplicationSingleSubjectPairedInterrelatedConceptualDiagram on p. 11BASIC INTERMEDIATE COMPLEX4848
49Integrated Curriculum Design Student OutcomesCurriculum/Performance MappingShare Curriculum and Find ConnectionsTopic SelectionEssential QuestionEstablish Performance Tasks/AssessmentsLesson PlansReflection and RevisionIndustry and post-secondary partners advise in:Curriculum DevelopmentInstruction and ImplementationStudent Assessment
50Unpacking 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
51Unpacking the Standards Active Verbs matter!Verbs establish the level of learning and drive the assessment methodsPerformance 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 learning5151
52Place your post-it notes in chronological order on the butcher paper
53Take turns explaining the details of your content to the team.
54Connections across subjects come from both verbs (skills = what students should be able to do) AND/OR nouns (content = what students should know)54
55Make ConnectionsFind the link—concept, idea, and/or skill in common
56Your Turn Practice making connections with a partner Share and discuss your findings at your table
57Performance Map Template Across Subject Areas MondayTuesdayWednesdayThursdayFridayEnglishScienceDemonstrate proper experimental procedureDraw conclusions from data regarding prevalence of bacterial contaminationIdentify various modes of transmission for common pathogensExplain how different factors influence the spread of diseaseAnalyze and evaluate symptoms to determine patient health statusHealthParaphrase 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 sourcesEvaluate the credibility and reliability of resources.Prepare a formal outline using proper outlining form.See example on page 13 of handoutYou can look for connections based on skillsAND on contentDistinguish between active and passive transport along concentration gradients.Analyze structural differences between cells and virusesCompare and contrast viral replication and cellular division5757
58Topic Selection Reflects focus of your SLC Relevant to students’ lives and interestsIncludes student investigation and researchAddressed through multi-disciplinary perspectivesIncludes industry & college professionals58
59Integrated Planning in Action Video: San Diego TeachersReattach video from hard drive, if necessary…Right-click on video screenOpen “Properties” menuIn the “URL” row, type in location of video on your hard driveIn the “fullscreen” row, set to “True” (you need to reset to “True” everytime you test or play the video)5959
60Four Major Characteristics of Integrated Projects Standards driven – timely and identifies level of masteryInquiry driven – becomes the students’ problemAuthentic – product, performance, service or solutionPersonalized – differentiated based on students’ motivation and skills60
61Let’s Take a Closer Look Integrated Project Quality CriteriaProject Title: Forensic Investigation
62Integrated Curriculum Design Student OutcomesCurriculum/Performance MappingShare Curriculum and Find ConnectionsTopic SelectionEssential QuestionEstablish Performance Tasks/AssessmentsLesson PlansReflection and RevisionIndustry and post-secondary partners advise in:Curriculum DevelopmentInstruction and ImplementationStudent Assessment
64Integrated Curriculum Design Student OutcomesCurriculum/Performance MappingShare Curriculum and Find ConnectionsTopic SelectionEssential QuestionEstablish Performance Tasks/AssessmentsLesson PlansReflection and RevisionIndustry and post-secondary partners advise in:Curriculum DevelopmentInstruction and ImplementationStudent Assessment
65Integrated Problem-Based Projects TopicEssential QuestionSLC:Industry SectorWorld Hunger:Heifer InternationalHow can I impact the world by thinking globally and acting locally?PEACE 10th grade:Public ServicesEnvironmental Issues:Long Beach BreakwaterCan we change our environment?PEACE 9th grade:Port of Long BeachHow do efficiency and innovation affect ethics?CAMS 10th grade:Engineering TechnologyImproving Community HealthHow can you make your community healthier with $1 million?CAMS 9th grade:Biotechnology/HealthWater Conservation:Design a “Blue” houseHow can we develop a system that will deliver sustainable, clean water?ACE 10th grade:Architecture, Construction, and Engineering
66ConnectEd Resources Tools and manuals Video examples Self Assessment RubricsCertification CriteriaOnline collaboration spacesDistrict framework for support
67What I didn’t tell you was... High academic rigorTechnical core was college levelThere was an internship connectedThe theme was integrated in all coursesMultidisciplinaryExhibition of the work wasprimaryWho 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
68Team 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].DRIVERSPREVENTERSFunding 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 expertiseMaster 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.
69Contact InformationRob Atterbury,Director of Professional Development, ConnectEd: The California Center for College and CareersNader Twal,SLC Project Director, Long Beach UnifiedVeronica Evans,Academic and Career Tech Ed Curriculum Leader, Long Beach Unified
70Why reforms fail?Lack of real commitment, buy-in, and a confluence of effortNo outside force balancing the changes in leadership and their whimsLack of fidelity to the model, cutting cornersLack of a systemic approachInvolvement of everyone in the design and developmentChange the structure and never change the instruction or culture
71The Evidence Compared with their peers, students in pathways: Attend at higher ratesAre less likely to drop out and more likely to complete high schoolPass the California High School Exit Exam at higher ratesAre more likely to score proficient or higher on California Standardized Tests in English, science, and social studiesEarn more annually in the five years after high school graduation – $2,500 per year more!