Building a District System of Engagement and Support for Pathways


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This workshop for district leadership will provide a framework for building a district system of support so that academies at school sites have the support to thrive. Topics of discussion include leadership, equity, system alignment, pathway design and quality, and operations with attention given to the development of broad-based coalition

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  • Share a little about ConnectEd
  • We all know the statistics. Only a third of students are graduating ready for success in college and career. We graduate another third who are not prepared, and at least a third drop out. For AA and L students in urban areas, that number jumps to 50% or higher. Clearly something different must be done.
  • We know there is an economic imperative – investment in our future25 years of high school reform lessons
  • This is what you are doing in career academies.
  • College prep means in CA meeting the UC/CSU graduation requirementsNot narrow occupationally specific skills, but industry sectors
  • Prepare a handout for each group, with several questions:Equity, Access, and ChoiceWhat would have to change to ensure that any student interested in a pathway, regardless of their prior academic achievement or future career aspirations, has equitable access to and is well served by his/her 1st or 2nd choice of pathways? What would you need to do to eliminate potential barriers to equitable access – adequate information about options to students and parents, student supports for those underperforming, transportation, etc.?High Quality InstructionWhat would you need to do to shift the culture of schools in the district to equally value both college and career readiness and align instruction and assessment to the student learning outcomes that reflect that shared value? What kind of training would teachers need to effectively design and delivery outcomes-aligned and standards-based intra-, inter-, and multi-disciplinary projects as the instructional practice of choice?How would district structures, professional learning communities, leadership training and evaluation, etc. need to be changed to support a shift in culture at schools?Accountability SystemsHow would the district’s accountability system need to shift to reflect the broader student learning outcomes necessary for college and career readiness? i.e., How would district systems need to be adjusted to support performance-based assessments that more authentically measure student progress toward achieving college and career student readiness outcomes?How would the district ensure that all pathways are of high quality and providing equitable educational opportunities to students who select them?StaffingHow might Human Resources policies and practices need to shift in order to recruit, hire, train, and retain uniquely qualified teachers, administrators, and other staff to support a system of pathways?How might teacher and administrator evaluation shift to support the desired shift in instruction and assessment?What might be the priorities for working with the teachers’ union?
  • Prepare a handout for each group, with several questions:Work-Based Learning (WBL)What infrastructure (personnel, technology, etc.) would need to be in place to extend a sequence of coordinated WBL opportunities equitably to all pathway students?What kind of quality indicators (tied to student learning outcomes) and formalized processes would need to be created to ensure that all students were getting quality WBL experiences?What kind of role would the business community, civic agencies, and community-based organizations need to play to bring such an effort to scale?Middle School Career ExplorationWhat kind of coordinated, sequenced career exploration process might need to be created to ensure that middle school students are able to select into a pathway in an informed way based on adequate understanding of different industry sectors, occupations within them, and their own self-assessment of interests and aspirations? What resources may be required to establish a comprehensive career exploration process?How would students keep track of their career development process (including postsecondary education/training plans) over 6, 8 or 10 years? What tools and processes would need to be put in place to allow them to do so?Extended LearningWhat would the district need to do to align its extended learning opportunities (after/before school, weekend, summer, online) to explicitly support pathway programs of study and associated student learning outcomes?How might the district need to shift the way in which it interacts with outside providers and the expectations it holds for them?Facilities and Budget PlanningHow might the facilities planning process need to change in order for it to explicitly support the expansion, quality, and sustainability of pathways?How might the budget planning process need to change in order to (creatively) align limited resources to support a comprehensive strategy for secondary reform (pathways approach)? What may be the barriers that would have to be overcome?
  • Building a District System of Engagement and Support for Pathways

    1. 1. Building a District System of Engagement and Support for Pathways<br />Created by the James Irvine Foundation<br />
    2. 2. High school is not working for very large numbers of young people<br />
    3. 3. More math, science, English, and social studies—without relevance— won’t engage students <br />
    4. 4. Strong career and technical education alone can’t produce career success<br />
    5. 5. Students Say...<br />3 in 4 say they could be doing better in school if they were motivated to work harder<br />9 in 10 believe tying classes to their future and real-worldcareers would inspire them to work hard and do well in school<br />9 in 10 say they would like to take courses for college as well as have the opportunity to acquire skills and knowledge relevant to future careers<br />Source: Statewide poll conducted by Peter D. Hart Research Associates (2006), commissioned by The James Irvine Foundation<br />
    6. 6. High schools require a new approach for better results<br />
    7. 7. We need high schools that link strong academics with real world experience <br />
    8. 8. Linked Learning prepares students for college and career—not just one or the other<br />
    9. 9. Linked Learning Pathway<br />“A multi-year, comprehensive and personalized approach to high school that integrates academic and technical study, and is organized around a broad theme, interest area or industry sector”<br />
    10. 10. Pathway Components<br />A comprehensive four-year program of study: <br /><ul><li>A college-prep academic core emphasizing real world applications
    11. 11. A technical core of four or more courses meeting industry standards; providing certification
    12. 12. Work-based learning activities
    13. 13. System of student supports – supplementary instruction, guidance and counseling, and transportation</li></li></ul><li>Common Pathway Features…<br />Tend to operate as small learning communities, career academies, or small schools.<br />Incorporate ROP and community college course-taking options, as appropriate and available.<br />Blend academic and career technical course content<br />Utilize project-based, student-centered, rigorous and relevant curriculum and instruction,supported by a range of services.<br />
    14. 14. System of Student Supports<br />Pathways are designed for all students without prerequisites <br />Pathway staff shares responsibility for supporting every student <br />Targeted instruction for students below grade level<br />College and career guidance and counseling<br />Continuous monitoring of student progress, organized around a multi-year success plan<br />
    15. 15. Creating a District-wide System of Pathways<br /><ul><li>Create broad community coalition
    16. 16. Undertake capacity and needs assessment
    17. 17. Develop implementation plan
    18. 18. Set priorities for pathway development and certification
    19. 19. Establish system of district and pathway coaching
    20. 20. Begin district and site leadership development
    21. 21. Data collection and self-assessment</li></li></ul><li>Developing aSystem of Multiple Pathways<br />Inform each other<br />District System Development<br />Site Pathway Development<br />Multiple Pathway<br />Certification<br />Align Policy, Structures, and<br />Supports<br />District System of Multiple Pathways<br />District has model sites and supports all schools in moving toward quality <br />multiple pathways and certification<br />
    22. 22. California Linked Learning District Initiative<br />Implementation districts<br />Antioch Unified School District<br />Long Beach Unified School District<br />Pasadena Unified School District<br />Porterville Unified School District<br />Sacramento City Unified School District<br />West Contra Costa County Unified School District<br />New Implementation districts<br />Los Angeles Unified School District, District 4<br />Montebello Unified School District<br />Oakland Unified School District<br />Additional Alliance Districts<br />12 Unified School Districts<br />2 High School Districts<br />
    23. 23. From Practice to Policy – What Have We Learned?<br /><ul><li>Give students choices and access - promote district-wide systems of Linked Learning
    24. 24. Safeguard equity - pathways must avoid tracking
    25. 25. Strengthen professional development for teachers and administrators - pre-service, in-service, and credentials
    26. 26. Support curriculum development - standards-based, real-world, and project-oriented
    27. 27. Engage industry in effective work-based learning
    28. 28. Develop better assessments of college and career readiness
    29. 29. The right leaders matter – pathway, school, district, communities
    30. 30. Work on policy from the beginning – specific asks for leadership
    31. 31. Build accountability on outcomes and delivery - quality matters and is not achieved by focusing only on results</li></li></ul><li>Group Activity<br />How would district structures, culture, leadership, policies, and practices need to shift in order to support a system of pathways/academies that<br />Ensures equity, access, and choice?<br />Promotes highquality instruction?<br />Shifts accountability systems to more broadly assess college and career readiness?<br />Uniquely qualifies staff?<br />
    32. 32. Group Activity<br />How would district structures, culture, leadership, policies, and practices need to shift in order to support a system of pathways/academies that<br />Guarantees access to work-based learning opportunities forall pathway students?<br />Promotes middle school career exploration that informs student pathway choices?<br />Aligns extended learning opportunities with pathway programs of study and student outcomes?<br />Aligns facilities and budget planning processes with pathway expansion and sustainability?<br />
    33. 33. Relationships,<br />Rigor AND Relevance<br />= Results!<br />
    34. 34. WANT TO LEARN MORE?GO TO<br />
    35. 35. For More Information…<br />ConnectEd Website:<br /><br />Brad Stam<br />Vice President<br /><br />
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