1. Shifting Roles in Secondary Schools to Support Robust Career Pathways
Engaging Problems of Practice Using a New Framework for Supporting and Enhancing Student Transitions from Secondary to Postsecondary Education

2. Framework to Improve Student Transitions through College and Career Readiness System Alignment
Annie Johnston, Principal Investigator, College and Career Academy Support Network, UCB
Heather S. Fontanilla, Administrator, College Now DVC, Career Pathways & Linked Learning, Mt. Diablo Unified School District
Heather

3. Workshop Goals
Background on the Need, Goals and Context of developing tools to support sustainability in career pathways
Share a tool developed in the North & East Bay region to document shifts in roles needed for sustainability
Use the tool in role-alike groups to address common problems of practice
Discuss in small groups, and all together
Heather

4. Who is in the Room? Stand if you:
Work with the community college system
Work with the K12 system
Are or have ever been a classroom teacher
Are a pathway leader
Are a site administrator
Are district-level CTE coordinator
Are a district-level leader
Are a coach or technical assistance provider
Are a local, regional or state-level education leader
Are an industry or community partner
Play another role in pathways
Heather

5. Genesis and Background
Complexity of implementing College & Career Pathways
K-12 Leadership Guide, developed by CCASN
Surfaced in Regional SB1070 working group, with interest in expanding
Subgroup developed content, incorporated feedback from college & K-12 partners
Annie

6. Genesis & Background
Annie - Why – Transitions, overlap of responsibilities for student progress

7. Goals of Developing Tool
Building Understanding of key drivers across systems
Creating a Succinct Communications Tool to support communications within institutions and across systems
Develop Concrete Guidance to help practitioners identify roles & actions in multi-layered career pathways
Annie - Building Understanding across systems, as we recognize the increasing necessity to collaborate (WIOA, CCPT, DSNs, AEBG, etc)– shifting practice to “align stars” Creating a Communications Tool both within institutions, and across systems, to build will for sustainability, and action to enhance these cross-systems programs of study & connections (including secure/commit resources, prioritize)…
Develop Concrete Guidance- career pathways are immensely complicated, and we sought ways to document succinctly how these changes look on the ground, to help practitioners strategize.

8. Understanding Differences
Different Institutional Priorities/Missions
K-12: Graduation Rates, A-G Completion, Successful Transition -- Foundational & Broad Educational Pathways, Colleges: Enrollment, Completions, Transfers, Employment – Narrower, Specific Pathways/ Programs – College and Career Readiness Indicators
Different mechanisms for action/ sustainability
K-12: LCAP, Influence of Site/District leadership
Colleges: FTES, Faculty Senate leadership, Minimum Qualifications
Heather We need tools to help organize a very complex alignment process, to better understand priorities & key drivers ACROSS systems
High Quality Pathways – CLP & East Bay

9. Building Upon Opportunities
Initiatives catalyze collaboration:
Strong Workforce Program & CTEIG
WIOA & AEBG
College & Career Readiness Standards
College & Career Readiness Indicators
LCAP Requirements
Career Pathways Trusts & Linked Learning
Guided Pathways
AB288 CCAP Dual Enrollment Initiative
Heather Various initiatives are catalyzing these changes
College & Career Readiness requirements
Strong Workforce Program
WIOA
Career Pathways Trusts
AEBG

10. Roles Matrix Overview Types of Roles Key Elements of Career Pathways
District Leadership
Site Leadership
Educators, Counselors & Staff
Key Elements of Career Pathways
Program of Study Infrastructure
Curricular Alignment & Early College Credit
Student Support Services & Counseling
Work-based Learning
Professional Development
Heather

11. Introduction to the Framework Scenario #1:
Your pathway has several articulation agreements with the local community college, but no one knows if those students ever get or use those college credits.
Given your role in the education system, find some suggestions for what could or should be done to address this transition issue.
Annie

12. Select Your System & Column
Raise your hand if you are working with the community college document.
Form groups as appropriate for the district leadership level; the college leadership level; and the faculty and staff leadership level.
Raise your hand if you are working with the K12 document.
Form groups Form groups as appropriate for the district leadership level; the site leadership level; and the faculty and staff leadership level.
Move into role alike teams
Annie

13. Scenario #2
The majority of students transitioning from the high school pathway to the community college are being placed in remedial classes. Many get discouraged and leave college without reaching their career goals.
Given your role in the education system, find some suggestions for what could or should be done to address this transition issue.
Discuss for three minutes, then report by group
Annie

14. Scenario #3
Pathway teachers do not have experience in the industry field, and the district is unable to find an industry professional to fill the CTE teacher role. Pathway team incorporates thematic connections to the industry field into curriculum, but does not know how to integrate industry-based applications of academic content.
Given your role in the education system, find some suggestions for what could or should be done to address this transition issue.
Discuss for three minutes, then report by group
Heather

15. Your Problem of Practice: Crossing Columns to Action Plan
Discuss the key challenges you face in developing pathways that support student’s transitions to college
Select one challenge for which you would like to develop a strategic action plan
Identify the key things that could impact that problem of practice across all three columns
Discuss what makes the most sense to try to impact FIRST and how that might lead to second and third steps forward.
Report out.
Annie, Heather

16. Scenario #4
Pathway students who need ELL or SpEd supports and who take a full CTE program of study are not able to complete a-g requirements.
Given your role in the education system, find some suggestions for what could or should be done to address this transition issue.
Discuss for five minutes, then report by group
Heather

17. Scenario #5
Your pathway includes both academic and CTE courses, but many students are in only one of those courses, and only about half of the students are in all the grade level pathway courses. The site administrators say it is too difficult to schedule cohorts because the class size is too small, and there are too many “singletons” in the schedule.
Given your role in the education system, find some suggestions for what could or should be done to address this transition issue.
Discuss for three minutes, then report by group
Annie – if time; otherwise just point it out.

18. Working with the Framework
Inquiry tool for local and regional implementation and sustainability planning
Build out and institutionalize the 11 Elements of a High- Quality CTE Program to enhance College & Career Readiness
Leverage communication with education stakeholders
Integrate and align professional development systemwide
Annie

19. Where you can find this resource:
Go to the CCASN website: Select CCASN Library Select CCASN Guides Select Leadership Guide Select Building Partnerships Scroll down to the document or click on the title in the Resources section on the right.
Annie

20. Feedback or Questions?
Thank you!