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

31. VISION 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

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!