Presentation on theme: "A Proven Model to Prepare Students for College and Careers Mary Metz Andrew Hill High School Susan Tidyman Career Academy Support Network (CASN) UC Berkeley."— Presentation transcript:
A Proven Model to Prepare Students for College and Careers Mary Metz Andrew Hill High School Susan Tidyman Career Academy Support Network (CASN) UC Berkeley Graduate School of Education
2 CASN works with secondary schools to improve students’ preparation for college and careers Provides on-site support for development and improvement of career academies and other small learning communities. Has created two websites with guides, research reports, national directory of academies, “toolbox” of downloadable materials, videos, and more. http://casn.berkeley.edu http://collegetools.berkeley.edu About CASN
TODAY’S SESSION: What are Career Academies? What is required for success? What does the research show?
Origins and State Funding 1969: first Philadelphia academy 1981: replication in California 1985: state begins funding California Partnership Academies (CPAs), now covered by Prop 98 2005: SB70 provides additional funding until 2011-12 2008: AB519 supports Green and Clean Academies until 2011-12 2010: nearly 500 CPAs, 7000 Academies nationwide
Solid Research Evidence Studies have followed students through high school, comparing academy students with similar students at the same school Academy students show more improvement in attendance, grades, credits earned, and are more likely to stay in high school Academy students have better postsecondary outcomes MDRC random-assignment study found positive effects 8 years after high school
National Standards http://www.ncacinc.com/ Defined Mission & Goals Academy Structure Host District & High School Faculty & Staff Professional Development Governance & Leadership Curriculum & Instruction Employer, Higher Ed & Community Involvement Student Assessment Cycle of Improvement
Student Recruitment For a California Partnership Academy, at least half the students each must meet at least 3 “at risk” criteria: (1) Past record of … absence from school 20 percent or more of the school year. (2) Past record of underachievement in which the pupil is at least one-third of a year behind the coursework for the respective grade level, or as demonstrated by credits achieved. (3) Past record of low motivation or a disinterest in the regular school program. (4) Disadvantaged economically. (5) Scoring below basic or far below basic in mathematics or English language arts... (6) Maintaining a grade point average of 2.2 or below, or the equivalent of a C minus. (SB1354)
Although at least half of academy students are “at risk,” academy students tend to succeed in high school.
Scheduling In grades 10 and 11, academy students take at least 3 academic classes together. These should be a-g approved if possible. In grade 12, the number of academic classes may be less than 3. In grades 10-12, academy students take at least one CTE class together. The CTE classes should be a sequence related to the academy theme. “Classes in the academy program shall be limited to academy pupils” (SB1354)
Why “Pure” Academy Classes? “Pure” means only academy students are in academy classes Coherence: Having the same set of students take classes together enables teachers in those classes to create lessons and projects that bridge different disciplines and make the curriculum more coherent Cohesion: Taking several classes together builds cohesion among students and teachers
Andrew Hill Biotech, Grade 10 Course TitleDiscipline or Industry Sector A-G Status: More info at www.ucop.edu/d oorways Academic Class 1 English 2Discipline: English B Academic Class 2 World HistoryDiscipline: History A Academic Class 3 Algebra 1/Geometry Discipline: Math C CTE Class 1Biology for Biotechnology Discipline: Science Industry Sector: Biotechnology D
Andrew Hill Biotech, Grade 11 Course TitleDiscipline or Industry Sector A-G Status: More info at www.ucop.edu/d oorways Academic Class 1 English 3Discipline: English B Academic Class 2 US HistoryDiscipline: History A Academic Class 3 Algebra 2/Geometry Discipline: Math C CTE Class 1BiotechnologyDiscipline: Science Industry Sector: Biotechnology D
Andrew Hill Biotech, Grade 12 Course TitleDiscipline or Industry Sector A-G Status: More info at www.ucop.edu/d oorways Academic Class 1 English 4Discipline: English B Academic Class 2 Government/ Economics Discipline: History A Academic Class 3 Algebra 2/Math Analysis Discipline: Math C CTE Class 1Chemistry Biotechnology Discipline: Science Industry Sector: Biotechnology D
Teacher Team “Academy teachers shall work as a team in planning, teaching, and troubleshooting program activities.” (SB1354) One teacher takes coordinating role, may have release time Planning time is essential Common prep period is very helpful, though difficult to schedule
Advisory Committee “Each participating school district shall establish an advisory committee consisting of individuals involved in academy operations, including school district and school administrators, lead teachers, and representatives of the private sector.” (SB1354) Helps raise funds or in-kind contributions required to match state grant Helps find guest speakers, mentors, internships
In order to graduate students into the community, we will provide integrated academic classes, field trips, guest speakers, mentors, and the opportunity for internships. Upon graduation from the academy, students will be responsible life- long learners.
Academic Interdisciplinary Projects/Reading and Writing across the Curriculum Sophomore English, World History, Intro to Biotechnology, Math--Hot Zone, Infectious disease, virus, and cells, effects of genetically modified foods and hunger in the world, Science Fair, PCR/Alu, The Question of Race Junior English, US History, Biotechnology, Math--Bioethics Year-Long Research and Debate Project: stem cell research, human growth hormone, steroid use, gene therapy, DNA databases, Population Control, Use of Animals in research, Minors and Medicine. Senior English, Government/Economics, Chemistry/Biotechnology, Statistics--Frankenstein, Current Cloning Legislation, Cloning Ethics, Brave New World, the new eugenics, Bio-terrorism, Independent Research Project published through individual websites, Economics of Biotechnology Research, Companies, and Pharmaceuticals
Workplace Skills and Experience Job Shadowing Mentor Program Resume Writing, Interview Skills Collaboration and Presentation Skills, Independent and Critical-Thinking Skills Identification of Potential Careers and Pathways
Post-Secondary Opportunities PSAT/SAT Prep Northern California College Tour Financial Aid Workshop with completion of FAFSA On-Site SJSU Admissions On-Site Monterey Bay State Admissions San Jose City College Biotechnology Bootcamp
Ruben Diaz—Genentech Kaiser—Kathy Ricossa Kathy Abriam Yago--San Jose State University Carina Anttila Suarez--San Jose City College Katy Korsmeyer--Santa Clara County Biotechnology Education Partnership (SCCBEP ) Mary Metz, Christine Janisch, Doug Schaefer, Gabriela Huynh, Paul Moradkhan, Larrie Peters, Cari Vaeth ESUHSD Career Services Bettina Lopez Andrew P. Hill High School
Results 95%-100 % Graduation Rate 88% 2-Year and 4-Year College Attendance Higher Expectations Lifelong Learners Diverse students entering post-secondary sciences
Strengths Administrative Support Thematic Projects Student/Teacher Support Family Atmosphere Grants/Industry
What questions would you like us to answer? ???