Programs of Study:  Creating a Schedule that Works<br />Rob Atterbury – 	Director of Professional Development<br />	Connec...
Vision/Mission/ Outcomes<br />Curriculum<br />Connections<br />Program of Study<br />Master Schedule<br />Students<br />St...
Let me tell you a story... <br />
If you were in charge of designing a new academy, what elements would you include?  <br />
Organizing Principles<br />Prepare students for both college and career<br />Lead to the full range of postsecondary optio...
Pathway Components NAF Three Pillars<br />Connect Ed Components<br />Academic Core<br />Technical Core<br />Work-based Lea...
Math<br />Science<br />Social <br />Studies<br />English<br />Prepared <br />for<br />College<br />and <br />Careers<br />...
Pathways…<br />Integrate academic and technical core<br />Real world relevance<br />Promote project-based teaching and lea...
Discussion<br />Is  your vision articulated by clear program outcomes?<br />How are the components integrated?<br />Is the...
Post-Secondary Articulation<br />College and Career Plan----------college Tours----------Applications ------------Courses<...
How do the vision and outcomes lead to a program of study? <br />
Program of Study Activity<br />Does the sample have the academic and technical core components?<br />Do you see some examp...
Specific Examples<br />http://www.connectedcalifornia.org/pathways/pathways.php<br />
Translating the Program of Study into the Master Schedule<br />So how do we get started? <br />
Vision/Mission/ Outcomes<br />Curriculum<br />Connections<br />Program of Study<br />Master Schedule<br />Students<br />St...
Questions to ask yourself:<br />What grade levels will we include?<br />How much curriculum do we expect to be integrated?...
Post-Secondary Articulation<br />College and Career Plan----------College Tours----------Applications ------------Courses<...
Continuum of Integration<br />BEGINNING                         INTERMEDIATE                           ADVANCED<br />
Conceptual Integration<br />BEGINNINGINTERMEDIATEADVANCED<br />
An Effective Master Schedule<br />Reflects mission, vision, goals<br />Creates structures<br />Minimizes interruptions<br ...
An Effective Master Schedule<br />Strives for purity<br />Utilizes available resources<br />Reflects input from stakeholde...
So why is the master schedule so complicated?<br />Multi-level classes – “prescribe and reduce”<br />All things to all peo...
The Master Schedule Cycle<br />Stage 1: Planning<br />Vision<br />Priorities and Philosophy<br />Program Of Study<br />Cou...
Challenges<br />“Hope is not a plan”<br />“Prescribe and reduce”<br />Reduce the levels of math<br />“There is extreme pow...
Master Schedule Timeline<br />Planning<br />Design Program of Study<br />Determine specific course offerings<br />Develop ...
The Evidence<br />Compared with their peers, students in pathways:<br /><ul><li>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
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Programs of study creating a schedule that works (short)

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Programs of study creating a schedule that works (short)

  1. 1. Programs of Study: Creating a Schedule that Works<br />Rob Atterbury – Director of Professional Development<br /> ConnectEd: The California Center for College and Career <br />
  2. 2. Vision/Mission/ Outcomes<br />Curriculum<br />Connections<br />Program of Study<br />Master Schedule<br />Students<br />Staffing<br />Professional <br />Development<br />Facilities<br />Budget<br />
  3. 3. Let me tell you a story... <br />
  4. 4. If you were in charge of designing a new academy, what elements would you include? <br />
  5. 5. Organizing Principles<br />Prepare students for both college and career<br />Lead to the full range of postsecondary options<br />Connect academics to real-world applications<br />Improve student achievement<br />
  6. 6. Pathway Components NAF Three Pillars<br />Connect Ed Components<br />Academic Core<br />Technical Core<br />Work-based Learning<br />Support Services<br />NAF Model<br />Academy Structure<br />Curriculum & Instruction<br />Work-based Learning<br />Advisory Board <br />
  7. 7. Math<br />Science<br />Social <br />Studies<br />English<br />Prepared <br />for<br />College<br />and <br />Careers<br />Technical Core/Theme<br />
  8. 8. Pathways…<br />Integrate academic and technical core<br />Real world relevance<br />Promote project-based teaching and learning<br />Use more authentic assessment methods<br />
  9. 9. Discussion<br />Is your vision articulated by clear program outcomes?<br />How are the components integrated?<br />Is there a clear sequence of courses?<br />How is integration supported?<br />
  10. 10.
  11. 11. Post-Secondary Articulation<br />College and Career Plan----------college Tours----------Applications ------------Courses<br />Social<br />Studies<br />Social<br />Studies<br />Social<br />Studies<br />Social<br />Studies<br />Middle School<br />Articulation<br />Multiple<br />Post-Secondary<br />Opportunities<br />Math<br />Math<br />Math<br />Math<br />Technical Core<br />Technical Core<br />Technical Core<br />Technical Core<br />Introductory<br />Level<br />Intermediate<br />Level<br />Capstone<br />Level<br />English<br />English<br />English<br />English<br />Science<br />Science<br />Science<br />Science<br />Support<br />Services<br />Support<br />Services<br />Support<br />Services<br />Support<br />Services<br />Work-based Learning Opportunities <br />Company Tours ----------------------------Job Shadowing------------------------------ Internships<br />
  12. 12. How do the vision and outcomes lead to a program of study? <br />
  13. 13. Program of Study Activity<br />Does the sample have the academic and technical core components?<br />Do you see some examples of integration?<br />What is the progression of work-based learning? <br />How are the supports embedded?<br />
  14. 14. Specific Examples<br />http://www.connectedcalifornia.org/pathways/pathways.php<br />
  15. 15. Translating the Program of Study into the Master Schedule<br />So how do we get started? <br />
  16. 16. Vision/Mission/ Outcomes<br />Curriculum<br />Connections<br />Program of Study<br />Master Schedule<br />Students<br />Staffing<br />Professional <br />Development<br />Facilities<br />Budget<br />
  17. 17. Questions to ask yourself:<br />What grade levels will we include?<br />How much curriculum do we expect to be integrated?<br />How much purity do we expect? <br />How much of the student’s day do we expect the cohort to be together?<br />
  18. 18. Post-Secondary Articulation<br />College and Career Plan----------College Tours----------Applications ------------Courses<br />Social<br />Studies<br />Social<br />Studies<br />Social<br />Studies<br />Social<br />Studies<br />Middle School<br />Articulation<br />Multiple<br />Post-Secondary<br />Opportunities<br />Math<br />Math<br />Math<br />Math<br />Technical Core<br />Technical Core<br />Technical Core<br />Technical Core<br />Introductory<br />Level<br />Intermediate<br />Level<br />Capstone<br />Level<br />English<br />English<br />English<br />English<br />Science<br />Science<br />Science<br />Science<br />Support<br />Services<br />Support<br />Services<br />Support<br />Services<br />Support<br />Services<br />Work-based Learning Opportunities <br />Company Tours ----------------------------Job Shadowing------------------------------ Internships<br />
  19. 19. Continuum of Integration<br />BEGINNING INTERMEDIATE ADVANCED<br />
  20. 20. Conceptual Integration<br />BEGINNINGINTERMEDIATEADVANCED<br />
  21. 21. An Effective Master Schedule<br />Reflects mission, vision, goals<br />Creates structures<br />Minimizes interruptions<br />Supports personalization<br />
  22. 22. An Effective Master Schedule<br />Strives for purity<br />Utilizes available resources<br />Reflects input from stakeholders<br />Is limited only by creativity!<br />
  23. 23. So why is the master schedule so complicated?<br />Multi-level classes – “prescribe and reduce”<br />All things to all people<br />Lack of a clear sequence<br />Inflexible Freda <br />Not seeing the pathway as the solution<br />Lack of agreement on the vision<br />
  24. 24. The Master Schedule Cycle<br />Stage 1: Planning<br />Vision<br />Priorities and Philosophy<br />Program Of Study<br />Course Descriptions<br />Course Catalog<br />Stage 4: Analyze<br />Refine and Adjust<br />Re-tally <br />Resolve conflicts by committee<br />Print out schedules for teachers and students<br />Stage 2: Selection<br />Parent Meetings<br />Student Recruitment and Marketing<br />Student Counselor Meetings<br />Stage 3: Constuction<br />Number of seats, and sections<br />Cohorts of teachers for the Academy<br />Cohorts of Students<br />Map it<br />
  25. 25. Challenges<br />“Hope is not a plan”<br />“Prescribe and reduce”<br />Reduce the levels of math<br />“There is extreme power in common teachers with common students with common planning”<br />Size matters!<br />Interest grouping – not ability!<br />Integrate student supports into the program of study<br />Quotes taken from Mike Neubig<br />
  26. 26. Master Schedule Timeline<br />Planning<br />Design Program of Study<br />Determine specific course offerings<br />Develop catalog of courses<br />Student articulation rising 9th graders<br />Scheduling current students<br />Finalizing master schedule<br />Summer planning<br />September<br />October<br />November<br />December<br />February<br />March/April<br />May<br />June/July<br />
  27. 27. The Evidence<br />Compared with their peers, students in pathways:<br /><ul><li>Attend at higher rates
  28. 28. Are less likely to drop out and more likely to complete high school
  29. 29. Pass the California High School Exit Exam at higher rates
  30. 30. Are more likely to score proficient or higher on California Standardized Tests in English, science, and social studies
  31. 31. Need considerable help in mathematics
  32. 32. Earn more annually in the five years after high school graduation –$2,500 per year more!</li></li></ul><li>What I didn’t tell you was... <br />High academic rigor<br />Technical core was college level<br />Internship connected<br />The theme was integrated<br />Multidisciplinary <br />Exhibition of the work <br />So…who was the student?<br />
  33. 33. Master Schedule Resources<br />www.naf.org<br />www. casn.berkeley.edu<br />The Practitioner’s Guide to Scheduling SLC’s and Career Academies; Equity in Action – <br />Mike Nuebigwww.capture-education.com<br />How to Build the Master Schedule in 10 Easy Steps: A Guide for the Secondary School Administrators – Steven S. Kussinwww.amazon.com<br />
  34. 34. Additional Information<br />ConnectEd Website:<br />www.connectedcalifornia.org<br />Rob Atterbury<br />ratterbury@connectedcalifornia.org<br />

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