East%BayCareer%Pathways%StrategicPlan% · 2015-05-04 · Adapted from ConnectEd: The California Center for College and Career Implementation Planning Page 2 Pathway faculty leads

East Bay Career Pathways Strategic Plan

Adapted from ConnectEd: The California Center for College and Career Implementation Planning Page 1

Pathway Development Institution: ___Chabot College_________________________________

Planning

Action Steps

Timeline (Completed by)

Resources or Partners Involved

Person Responsible

Evidence of Success

Level: Local, Sub-regional, Regional

Assess the best way to structure each of our pathways (e.g., schedul-ing/sequencing, career or field map-ping, or SEP templates, etc.)

Fall 2015 Pathway faculty,

CLP

Grant coordinator Deonne Kunkel,

Pathway faculty, CLP

Models and examples of pathways struc-tures provided, struc-tural determinations made

Local

With data from IR, assess the impact the current math sequence has on current pathways

Fall 2015 Chabot IR Grant coordinator Deonne Kunkel, and IR coordinator

Carolyn Arnold

Data showing the impact of the math sequence

Local

Develop pathway struc-tures/maps/tools that are unique to each pathway/field

2015-16 Pathway faculty

CLP


Pathway faculty

Tools and resources developed

Local

Design and develop student inter-ventions, supplemental instruction and community/leadership building activities (e.g., clubs, tutoring, study groups, field trips, faculty-led review sessions by course, etc.) for each pathway

Ongoing Pathway faculty,

Counseling facul-ty

Pathway faculty

Designs completed, pilots developed

Local



Pathway faculty leads work with counselors to develop appropriate messaging to students about path-ways

2016 Pathway faculty,

Chabot and K-12 counselors,

CLP

Pathway faculty leads,

Chabot and K-12 Counselors

Process or intake developed for enroll-ment into a pathway

Sub-regional

Pathway leads work with high school leads on curriculum alignment with first year college intro courses and/or standards, where appropriate

2016 Chabot and K-12 pathway faculty

Chabot and K-12 pathway faculty

Curriculum is aligned Sub-regional

Math faculty work with counselors to develop appropriate messaging to students about math sequences in the context of their pathways

2016 Pathway faculty,

Math faculty,

Counseling facul-ty


Chabot pathway fac-ulty, Counseling fac-ulty, Math faculty lead

Tools for messaging developed

Local

Communicate the pathway to stu-dents

Ongoing Pathway faculty,

Counseling facul-ty

Pathway faculty,

Chabot and K-12 Counselors

Methods of commu-nication developed

Regional and Sub-regional

Enroll students in pathways

Summer 2016 Chabot and K-12 counseling

Pathway faculty,

Chabot and K-12 counselors

At least 40 students enrolled in each pathway

Regional



Dual Enrollment Institution: ___Chabot College_________________________________

Key Needs in the Area:

• MOU samples on how to structure dual enrollment agreements

• Ensuring that K-12 districts are sharing transcript data so that colleges can access and use them for granting credit and improving placement

• Professional Development around Dual Enrollment to clarify and build a common framework

Desired Outcomes (Long- and Short-Term) for this Area: § Develop a process in which dual enrollment credit can be easily granted

§ Transcript and assessment data is shared between the school districts and Chabot

Risks and Challenges to successful implementation: • Obtaining permissions for data sharing between unified schools districts and Chabot

• Obtaining data once agreements are signed

• Ensuring there is the adequate staff and/or data support at the college for granting students college credits

Planning

Action Steps



Person Responsible

Evidence of Success


Participate in professional develop-ment activities to clarify dual enroll-ment and build a common frame-work

2015-2016 Chabot, K-12, CLP

Chabot, K-12 Plans made are with-in scope

Sub-regional or Regional

Establish data sharing agreements between Chabot and districts so that student course-taking information can be shared and credit given

2016 Chabot, CLP Chabot and K-12 leadership and IT depts.

Agreements signed Sub-regional or Regional



Assess or survey high schools for concurrent and dual enrollment needs

2015 Chabot and K-12, CLP

Chabot grant coordi-nator Deonne Kunkel, K-12 grant coordina-tors, and CLP

Needs identified Sub-regional

Develop a list of faculty to be in-volved based on assessment

Fall 2015 Chabot and K-12 Chabot and K-12 Faculty identified Sub-regional

Convene Eden Area meetings of faculty by pathway to determine which courses could be dually-enrolled, team taught, or articulated

Fall 2015 Chabot

CLP

Grant Coordinator Deonne Kunkel,

CLP

Courses determined Sub-regional

Identify which courses could be used for concurrent enrollment with atten-tion to avoiding unnecessary credits

Fall 2015 Chabot Pathway faculty Course identified Sub-regional

Pathway faculty share course out-lines and student learning outcomes to understand college expectations, ensure sufficient pace and rigor, and find areas for collaboration

2015-2016 Chabot, K-12, CLP

Pathway leads,

K-12 faculty

Outlines shared, are-as to collaborate identified

Sub-regional

Organize professional development and site visits to support the under-standing of USD and CC systems and expectations

2015- 2016 CLP and other TA providers, Chabot grant coordinator De-onne Kunkel

EBCP Leadership Site visits took place Sub-regional or Regional

Pilot concurrent enrollment courses by district request

Ongoing Chabot and K-12’s

Chabot faculty, K-12 grant coordinators

Courses pilots Sub-regional

Establish efficient processes for tracking students and granting credit

2016 Chabot and K-12, CLP

Chabot grant coordi-nator Deonne Kunkel, Chabot Counseling, IT, and A&R

Students tracked Sub-regional and/or Regional

Establish processes/criteria for en-suring that Minimum Qualifications and Credentialing requirements are met to teach courses

Spring 2016-Fall 2016

Chabot, K-12, and CLP

EBCP Exec Commit-tee and HR staff

Processes developed Sub-regional and Local



Developing approval processes at Chabot and K-12’s for faculty who meet Minimum Qualifications and Credential requirements to teach dual enrollment courses

2016 Chabot, K-12, and CLP

Chabot grant coordi-nator Deonne Kunkel, K-12 Administration

Processes developed Sub-regional and Local

Determine staff support needs to offer dual enrollment courses, in-cluding data systems support for tracking students and granting credit

2016 Chabot and K-12 Deonne Kunkel

CC and UDS Leader-ship

Support needs de-termined

Sub-regional and Local

Ensure that there is sufficient staff support and/or data systems for tracking students and granting credit

Ongoing Chabot and K-12 Chabot and K-12 administration

Sufficient support provided


Establish a mechanism where ADA and apportionment can be generat-ed to sustain courses

2016 Chabot and K-12 Leadership

EBCP Exec Commit-tee and HR staff

Mechanisms estab-lished

Sub-regional

HS transcripts shared with Chabot 2016 K-12 and CLP Chabot grant coordi-nator Deonne Kunkel, K-12 leadership and administration

Data shared Sub-regional, local

Multiple Measures developed to place students into Chabot Math and English courses

Summer 2016 Chabot and CLP IR Coordinator Car-olyn Arnold, Math and English faculty, grant coordinator Deonne Kunkel

Measurements de-veloped

Local

Processes for handling transcript data developed (delivery, assessing data, placement)

2016 Chabot, CLP IR Coordinator Car-olyn Arnold, A&R, IT

Secure processes developed




Integrated Counseling Institution: ___Chabot College_________________________________


• Easier access and enrollment processes into Chabot Special Programs

• Assistance in helping high school students prepare for Chabot assessment tests

• Follow-up on March 20 Counseling event with more information and regular counselor convenings

• Establishing a sub-regional counselor liaison who understands both K-12 and community college systems

Desired Outcomes (Long- and Short-Term) for this Area: § Clear and continual communication between Chabot and K-12 counselors

§ High School students able to join pathways and transfer to Chabot with ease, including completing matriculation components and applying for financial aid.

§ High School students understand the relationships Math and English preparation has on post-secondary aspirational timelines

§ High School students better prepared for college assessment process

Risks and Challenges to successful implementation: • Difficulties establishing regular communication between K-12 and Chabot counselors related to schedule and work load parameters

• Lack of automated systems that allow students to track progress, apply to programs online, obtain course credit, or upload HS educational plans to Chabot

Planning

Action Steps



Person Responsible

Evidence of Success


Regularly convene meetings be-tween Chabot and high school counselors to apprise each other of changes in processes, programming and resources and develop transi-tion services incl. DSRC services

Ongoing Chabot, K-12 Grant coordinator Deonne Kunkel, Chabot and K-12 counselors, Chabot counseling dean

Events took place Sub-regional



Arrange site visits at college and districts to support understanding of available resources and programs

2016 CLP CLP, EBCP planning group, Grant coordi-nator Deonne Kunkel

Visits took place Sub-regional

Provide marketing materials about Chabot at high school sites

Ongoing Chabot Counseling, Pathway leads, Grant coordi-nator Deonne Kunkel

Materials provided Sub-regional and Local

Conduct presentations to high school parents about Chabot pro-grams, college planning, financial aid, the matriculation process, etc.

Ongoing Chabot, K-12’s Counseling, Chabot HS peer advisor co-ordinator Sean McFarland

Presentations took place


Assist high school students, counse-lors and teachers to better prepare for Chabot Assessment Tests

Ongoing Chabot, K-12’s Chabot HS peer ad-visor coordinator Sean McFarland

Students assisted Local

Conduct FLEX Day presentations to college faculty and staff about high school programs and student needs

Ongoing Chabot, K-12’s Chabot and K-12 counselors

Presentations took place

Local

Explore the possibility of hiring a shared position between high schools and college to serve as a liaison who understands both sys-tems

2015-2016 Chabot, K-12’s K-12 grant admin-istration, Chabot grant coordinator Deonne Kunkel, Chabot counseling dean

Decision made whether to pursue the position

Sub-regionals

Begin developing a dual enrollment college and career planning course (research options, determine plat-forms)

2016 Chabot, K-12’s Grant coordinator Deonne Kunkel, Counseling faculty, Counseling dean

Initial draft created Sub-regional



Work-Based Learning & Career Placement Institution: ___Chabot College_________________________________


• Connecting faculty with industry to create new opportunities for Chabot students to participate in WBL

• Preparing students for internships and other work related opportunities

Desired Outcomes (Long- and Short-Term) for this Area: § Develop a centralized place where students can access work-based learning opportunities

§ Shared Advisory Boards

§ Students in pathways participate in work-based learning opportunities, such as work site visits, internships, job shadowing, guest speaker workshops, employment training workshops, etc…

Risks and Challenges to successful implementation: • Unwillingness to share industry contacts among faculty

• Industry limitations including partnering with multiple sites and/or providing an adequate number of internship opportunities to support multiple sites

Planning

Action Steps



Person Responsible

Evidence of Success


Hire Chabot Regional WBL Coordi-nator

Dec 2015 Chabot VP of Academic Ser-vices Stacy Thomp-son

Position hired Local

Convene industry partners by path-way to explore internship and work-based learning opportunities

Ongoing Chabot, Industry Partners, CLP

WBL Coordinator, EBPC

Meetings took place Regional



Explore and pilot pathway specific work-based activities (guest speak-ers, worksite visits, work-based pro-jects, etc…)

2016 and on-going

WBL coordinator and Pathway faculty leads

WBL Coordinator, Chabot pathway leads

Work-based activities piloted

Local

Develop pathway-specific job readi-ness workshops (e.g., resume writ-ing, interviewing, job search, soft skills etc.)

2016 and on-going

Chabot, Pathway faculty

WBL Coordinator Workshops took place

Local

Connect industry partners with ap-propriate pathway leads to inform curriculum and pathway develop-ment

Ongoing Chabot WBL Coordinator Pathway leads

Pathway leads con-nected

Regional

Develop a system for students to connect and apply for WBL opportu-nities

2016 Chabot, Eden ROP

WBL Coordinator System developed Sub-regional, Local

Develop policies, guidelines, and expectations for employers hosting students

2016 Chabot, Eden ROP

WBL Coordinator Policies, guidelines, ad expectations ap-proved

Sub-regional, Local

Build infrastructure to collaborate with high schools to provide intern-ship opportunities at Chabot

2016 Chabot and USD’s

WBL Coordinator Infrastructure devel-oped

Sub-regional

Develop a centralized place where students can access all experiential learning opportunities

Spring 2016 Chabot WBL Coordinator Centralized space provided

Local


Submitted CPT Strategic Plan 5-1-15 / Schneck Page 1

Pathway Development Institution: Castro Valley Unified 3 Pathways for 2015/16 1. Health & Biotech, 2. Digital Arts, 3. Information and Communication Technology Key Needs in the Area:

Establish a pathway leadership team with common prep time/collaboration that includes an Assistant Principal, Counselor with support from College/Career Specialist

Desired Outcomes (Long- and Short-Term) for this Area: 30 Students in first 3 pathways 2015-16, 60 students in first 3 pathways for 2016-17, 120 + students in first 3 pathways for 2017 and ongoing. Cluster students within each pathway with at least 2 other classes (English/Social Studies/Science that are integrated with core pathway) Create a Career Path flowchart from middle school through High School and into Community College that allows mid level and advanced career options

Risks and Challenges to successful implementation: Need to orient new Principal, Assistant Principals, Department Heads and Counselors to Career Pathway needs.

Planning

Action Steps



Person Responsible

Evidence of Success


Establish Pathway Leadership Team.

Includes Counselor and AP for each pathway; Pathway teachers/leads meet during collaboration

May 2016 Middle and High Schools

Gordon/Schneck

/CVHS Admin

Monthly Meetings to coordinate rollout; team meeting minutes

Local

Launch ICT Pathway at CVHS - with 30 students 9th Grade

Increase number of students in ICT pathway to 180 by 2018-19

Sept 2015

Sept 2017

High School Burns/Schneck

Burns/Leadership team

30 Freshman taking ICT

successfully completing

Freshman Course

Successful completion of

course

Local

Local



Revise Middle School recruiting process at Canyon and Creekside

Course selection sheets, presenta-tions

Feb 2016 Middle and High Schools

MS Counse-lors/Schneck/Leads

Meeting recruiting requirements

Local

Work with CVHS and Chabot Counse-lors to develop robust Career Path flowchart that allows mid level and advanced career options that in-cudes advanced and AP courses for each pathway

Sept 2016 CVHS and Chabot Counse-lors

Gordon/ Schneck /Chabot Counse-lors/Technical Assis-tance

Career Path Flowchart – present-ed to school board and in Program plan-ning guide.

Sub regional

Personnel through 2017

College and Career Specialist 1.0 FTE

3 Pathway leads .1 FTE current

Establish dedicated AP and Counse-lors for each pathway.

Hire for positions within each path-way with emphasis on integrated curriculum to support the pathway.

October 2015 CVUSD HR Gordon/Beetz/CVHS Principal/Assistant Principals

Positions filled –

Integrated Curriculum supporting pathway students.

Local

Professional Development Pathway 101 PD for Curric Coord. College and Career spec and CVHS Principal.

Dec 2015 TA Provider Gordon/Consortium/ Technical Assistance

Understanding of Principal and all par-ties of how to roll out Career Pathways

regional

PD for Admin, Counselors, and lead Teachers to deepen under-standing of Integrated curriculum, WBL and Dual Enrollment.

2015-16 TA Provider Gordon/ Consortium/ Technical Assistance

Achieve Integrated Curriculum with one class/pathway/grade

Track and increase WBL student contact,

Establish one dual enrollment course

Regional



Send Teachers to Educating for Careers Conf. Send Teachers to Project Lead the Way (Comp Sci and Health) 2 day Sacramento

ICT July 2016 Engineering July 2017

CVUSD District Office, CVHS Admin and Pathway leads

Gordon/ Consortium/ Technical Assistance

Share out on what learned by Teachers going.

Regional

Establish Curriculum Integration between ICT and English 9th; Develop a Course “English for Computer Scientists” for Fall 2016

August 2016

TA Provider; UCCI; ACOE

Pathway Leads & English Teachers

Course Developed local

Establish Curriculum Integration between English and HABIT and DADA Pathways – all grades

August 2016

TA Provider; UCCI; ACOE

Pathway Leads & English Teachers

Course Integrated local

ID Teachers for Curriculum Inte-gration for 3 pathways.

Aug 2015 CVHS Admin and Pathway Lead Teachers

Ass’t Principal for Each Pathway with input from Pathway teacher

Identify at least 1 teacher /pathway/grade level

local

Implement Robotics Math Inter-vention – Grade 9

Summer, 2015

ACOE; CVUSD District Office, CVHS Teacher

Gordon, Town, McMaster, Farr

9th grade Robotics Math intervention class in place as pilot in Summer 2015 and in course offerings in Fall, 2015; student grades and perfor-mance on local as-sessments

local

Identify possible places for UCCI courses for curriculum integration with mathematics (e.g.Da Vinci math, Algebra 2 for 21 century)

Fall, 2016 ACOE, CVUSD District Office

Gordon Implementation of integrated math courses in pathways

local



Implement After School Career and College Pathway Support Student Leadership within each academy.

January, 2016

Counselors from each pathway

Leadership Teacher??

Pathway Leads Counselors /teachers working with pathway students. Student leadership estab-lished within each pathway.

local

Career Pathway Bridge Class to Chabot – Summer Class

June 2016 Need TA or Chabot support

Schneck/Deonne Kunkel/Baltazar

Bridge Class to Chabot in place

Sub regional

Student Field Trips for Experien-tial learning 1/Semester/Pathway Student assist in setting up field trips

Oct, 2015 Pathway Lead Teachers

Schneck/Pathway Leads

Successful field trip with learning goals and followup activities on what leaned after field trip.

Local/ Sub regional

Prof Development focused on Integrating Core Academics with Pathways ex. Math and CTE

Summer, 2016

ACOE; TA Pro-vider

Schneck/Gordon Restructured teach-ing methods of teachers in pathways

Local

Intervention for students in Path-ways in Math/Science content areas

Spring, 2015

CVUSD District Office and CVHS

Schneck/Eagles/ Counselors for each pathway

Quarterly Grade Checks and interven-tions – math and sci-ence tutoring for all “C” and below stu-dents

Local

Improve Communication to Stu-dents on Career Pathway Activi-ties/Oppourtunties – Marquee / Bulletin Boards

Oct 2015 Maintenance needed to Install

Schneck/Pathway Leads/Kline/ Han-sen/ Maintenance

Install functional Mar-quee with Career Pathway and Career Center Info

Install Bulletin boards for use by Pathways.

Local

Hold Open House Parent Nights for each pathway – 1/semester/pathway

Sept, 2015 Parents; CVHS Pathway Leads Successful Open House > 60% parent attendance

Local



Principal &AP PD Quarterly as part of their Principal Meeting at the DO,

Start Sept, 2015 Ongoing

Principals & AP’s Gordon/ Principals/ AP’s/Schneck

Successful Under-standing by Admin of pathway rollout

Local

Write up Medical Careers Class to be UC qualified a-g class.

Dec 2015 TA Provider Anderson/Schneck/ Baltazar/ need TA

A-G Certification of the Class

Local

Purchase Equipment for Habit Purchase Equipment for DADA Purchase Equipment for ICT

10/15 11/15 11/15

None Pathway leads Equipment Pur-chased

Local

PD for Master Scheduling to achieve common release times within/ or for pathway leads

June, 2016 Need TA Baltazar/Lead Cou-nelor/Schneck

Students Clustered

Teachers with Com-mon Preps

Local



Dual Enrollment Institution: Castro Valley Unified


• Define what Dual Enrollment will look like – Articulation vs Class at Chabot dual credit vs Class at CVHS – dual credit • Dual Enrollment with other colleges (Las Positas, Ohlone, CSUEB) • Identify teachers from CVHS eligible and willing to teach course during school year; identify times during summer school for dual enrollment

opportunities

Desired Outcomes (Long- and Short-Term) for this Area: § Short Term - Achieve at least one dual enrollment in each pathway

Long Term – Achieve 2 or more dual enrollment for each pathway

Risks and Challenges to successful implementation: • Long Distance travel for CVHS Students to Chabot • Chabot Teacher at CVHS opens up adults to be on campus – after school – during school • Certifying HS teachers and courses to meet dual enrollment requirements

Planning

Action Steps



Person Responsible

Evidence of Success


Establish Articulation between Commu-nity College and CVHS Counselors

May, 2015 CVHS and Chabot

Counseling Dep’t at CVHS/ Schneck

4 – 4hr meetings/year

Convening?

Sub-regional

Establish Articulation between pathway teachers and community college teachers

Mar, 2016 CVHS and Chabot

Counseling Dep’t at CVHS/Chabot

Regularly established meetings with agen-das and minutes

Sub-regional



Match up at least one dual enrollment class for each pathway

Apr, 2016 CVHS and Chabot

Baltazar/Schneck/ Pathway Leads

Students pass class and get dual enroll-ment credit.

Sub-regional

MOU for dual enrollment with local Community Colleges

June, 2016 CVHS and Chabot

Baltazar/Schneck/ Gordon

MOU signed Sub-regional

Match up and implement at least one AP course for each pathway.

Dual enrollment for AP Course

Sept, 2016 CVHS and Chabot

Lead Counse-lor/Schneck/Pathway Leads

One AP Course iden-tified for each path-way

Local - Sub-regional

Publish Dual Enrollment courses in CVHS Program Planning Guide

Sept, 2016 CVHS CVHS Ad-min/Schneck

Published dual en-rollment info in CVHS PPG

Local



Integrated Counseling Institution: Castro Valley Unified

Key Needs in the Area: • Create a robust pathway Flowchart for Career Pathways from Middle School through High School and Community College to a Career

• Increased communication between Counselors – all levels • Student Transcript Data from High Schools is needed by Community Colleges to better place students in Math/Science/English • Professional Development for Counselors

Desired Outcomes (Long- and Short-Term) for this Area: § Allow students to enter pathways at different levels

Allow students to be placed in Math/Science/English Classes using HS Grades and not only Test scores.

Risks and Challenges to successful implementation: • Challenge of getting all parties to agree on entry/exit points to Career Pathways • Risk of HS Student Data Confidentiality being given to Community Colleges

Planning

Action Steps



Person Responsible

Evidence of Success


MS, HS, Chabot meet to develop Robust Career Pathway flowchart

Allowing entry at different levels

Spring, 2016 Middle School , High School, Chabot, CSUEB Counselors

TA

Pathway Counse-lor/Pathway Lead/

Could use TA

Establish Pathway Flowchart from MS through HS and Chabot/University

Sub regional



Work with IT at CVUSD to provide re-quested student data to Chabot

Need a secure way to protect confi-dential student/parent information

Dec, 2015 Need Chabot IT /counseling to assist in how they want the data

John Perry /Schneck/Baltazar/Chabot contact

MOU with Chabot Counseling/IT

Sub regional

Data Disaggregation and Input into Cal Pass to meet Grant require-ments

Nov, 2015 CVUSD IT Dep’t John Perry and Su-zette Kellar

Successful Upload of CalPass Data for Purposes of CPT

Local

Tag all students entering in our 3 Pathways (HABIT, DADA, ICT)

Fall, 2015 CVUSD IT Dep’t John Perry and Su-zette Kellar

Every student in pathways is tagged in district SIS system

Local



Work-Based Learning & Career Placement Institution: Castro Valley

Key Needs in the Area: • Identifying Employers willing to provide Guest Speakers/field trips for our classes, willing to provide Job Shadowing, willing to provide internships

• Establish relationships and partnerships with small and large local businesses • Ensuring liability insurance for students/Employers/ District is in place to legally protect each entity. • Establish System to identify, screen, and train students how to optimize Job Shadowing and Internship Opportunities

Desired Outcomes (Long- and Short-Term) for this Area: Short Term – Establish Advisory Board for each pathway with at least one major employer

Long Term – Have 50% of our career path students participate in field trip/Job Shadow/internship each year.

Risks and Challenges to successful implementation: • Challenges – CV is bedroom community. Largest employer is the school district. Need to establish contacts outside of CV • Businesses are concerned about level of preparation of students to work independently and to be problem solvers

Planning

Action Steps



Person Responsible

Evidence of Success


Pathways participate in the ECCO curriculum ; provide PD to pathway leads on ECCO curriculum

June, 2016 Need Consortium Support

Pathway Leads / Schneck

Student Internship Program Initiated

Local /Subregional



Develop a WBL continuum of experi-ences for students from 9th to 12th grade

April 2016 Need Consortium Support – Guest Speak-ers/Business Entities

Schneck 3 Guest Speak-ers/Pathway/Year

Local

Partner with Business Entities

Establish Advisory Boards

June 2016 CV Chamber of Commerce

Kaiser

Eden Hospital

Need help from consortium/ Eden Area ROP to develop other Business part-ners

Schneck and Path-way leads to work with CV Chamber of Commerce and de-velop WBL opportuni-ties

Eden Area ROP to help establish Busi-ness Advisory Boards for each Pathway

Advisory Boards in Place –

Meet Quarterly with Agendas and Minutes

Pathway leads run them with Eden ROP guidance

Sub-Regional

Establish Protocols for students in WBL experiences

Guest Speakers to Job Shadowing to Internships

May 2016 Need TA and Eden Area ROP guidance

Pathway leads/ Schneck/ Gordon

Protocols for WBL established

Guest Speaker list established;

Job shadowing op-portunities for each pathway

Sub Regional

Establish Deepened connections be-tween classroom instruction and work based learning.

May 2016 Need TA and Eden Area ROP guidance

CVHS Admin, Path-way Leads

Increased Engage-ment by Students in pathway classrooms

Local

Develop Summer Internship Course for all pathways using Eden Area ROP as model

Apr, 2016 Need TA and Eden Area ROP guidance

Schneck/ Pathway Leads/ Baltazar/ Lead Counselor

Course developed – students complete it.

Sub regional

Establish Field Trips for each pathway

2/year/pathway

Oct 2015 CVHS Pathway Leads Successful Field Trip where students demonstrate newly gained knowledge of career path.

local




1 Adapted from ConnectEd: The California Center for College and Career Implementation Planning

Pathway Development Institution: Eden Area ROP

Key Needs in the Area: § Alignment of current CTE courses to the model curriculum standards and the common core

Desired Outcomes (Long-‐ and Short-‐Term) for this Area: § CTE teachers will understand and be able to communicate how their courses support student understanding of the common core

§ Course alike classes from multiple districts will have consistent outlines

§ Teachers from multiple districts will be develop common assessments (eg performance rubrics) to measure student learning

§ Teachers will be able to work with core content teachers to develop integrated units across disciplines aligned to the common core Risks and Challenges to successful implementation:

§ Pulling core content and CTE teachers together from four districts with different systems

Planning Action Steps



Person Responsible

Evidence of Success


Send memo inviting teachers to attend 3 day session to align course outlines to model curriculum standards

May 1, 2015 Eden ROP, CVUSD, HUSD, SLUSD, SLZUSD

Assistant Director Offsite Programs

Teachers sign up to participate

Sub regional

Prepare the 3 day PD for teachers

May 29, 2015 MCS, partner districts

Eden Area ROP Director

PD materials ready Sub regional






Person Responsible

Evidence of Success


Provide PD for teachers to align current courses to the model curriculum standards

June 16,17, 18 Eden ROP, CVUSD, HUSD, SLUSD, SLZUSD

Eden Area ROP Director and Assistant Director

Revised course outlines completed

Sub regional

Develop key assignments aligned to the model curriculum standards and common core

December and March 2015-2016

CTE teachers with support from ROP

Eden Area ROP Director and Assistant Director

Key assignments being used in classes

Sub regional

Develop fire science program in alignment with Chabot College

January 2016 Chabot and ROP Director Course outline completed, early college credit option in place

Sub regional

PLTW course implementation August Summer training for teacher

ROP teacher Successful completion of PLTW training

Local

Revise Course Catalog to include post-secondary options at Chabot College

December 2015 Chabot Director and Deonne (?) from Chabot

New Course Catalog Sub Regional



Dual Enrollment Institution: Eden Area ROP

Key Needs in the Area: § Early college credit options

Desired Outcomes (Long-‐ and Short-‐Term) for this Area: § Pilot a dual enrollment option for students with Chabot

Risks and Challenges to successful implementation: § No clear definition from the state regarding how dual enrollment works

§ How does this impact student financial aid options in the future?




Person Responsible

Evidence of Success


Determine if our Auto tech course would be an appropriate pilot for dual enrollment (even though it is outside of the pathway focus, my teacher also teaches the automotive class at Chabot, it could be an easy way to work through the logistics of developing dual enrollment options, as we know he meets the minimum qualifications already)

January 2016 Chabot staff ROP and Chabot Dual enrollment course completed

Subregional






Person Responsible

Evidence of Success


Review current articulation agreements to determine what courses could qualify for dual enrollment options for students

June 2016 Chabot and 4 Eden Area Districts, ROP

ROP and Chabot Dual Enrollment Subregional

Look to hire teachers in new programs that meet Chabot’s minimum qualifications in order to facilitate implementation of dual enrollment (e.g. fire science and criminal justice openings)

July 2015 EAROP staff Superintendent New hire qualifications

Local



Integrated Counseling Institution: Eden Area ROP

Key Needs in the Area: §

Desired Outcomes (Long-‐ and Short-‐Term) for this Area: § Develop a system to coordinate smooth transition from four school districts to Chabot College

Risks and Challenges to successful implementation: § Eden ROP does not have any counselors.




Person Responsible

Evidence of Success


Host joint meeting with counselors from four districts counseling staff and Chabot staff to talk about programs.

January 2015 4 districts, Chabot College

Sheila Lawrence Improved placement of students

Subregional



Work-‐Based Learning & Career Placement Institution: Eden Area ROP

Key Needs in the Area: § Structured opportunities for students to build work based learning experiences

Desired Outcomes (Long-‐ and Short-‐Term) for this Area: § Increase and strengthen the opportunities for students to interact with business and industry

Risks and Challenges to successful implementation: § Agreed upon definition of work based learning opportunities (e.g. does a guest speaker count? Would it count only in intro courses?)




Person Responsible

Evidence of Success


WBLS meet with teachers in all of the focus pathways to determine needs.

August-September

CVUSD, SLZUSD, HUSD, SLUSD

Jayne Salinger Student to business and industry contacts

Sub regional

WBLS meet with local chambers to determine business needs

On going CVUSD, SLZUSD, HUSD, SLUSD


Sub regional

WBLS identify business partners to work with the pathway teachers

On going CVUSD, SLZUSD, HUSD, SLUSD


Sub regional






Person Responsible

Evidence of Success


WBLS provide PD for teachers to determine gaps in ECCO curriculum and develop system to determine students who are ready for internships

August CVUSD, SLZUSD, HUSD, SLUSD

Jayne Salinger Clear performance criteria and plan for determining student workplace readiness

Sub regional

WBLS develop internship sites for new programs

ongoing CVUSD, SLZUSD, HUSD, SLUSD

Jayne Salinger Number of students in internships

Sub regional

Coordinate Regional Advisory meetings for programs in the four districts

November ROP staff, CTE teachers at HUSD, CVUSD, SLUSD, SLZUSD

ROP staff Meeting attendance, agenda and minutes

Sub regional

Coordinate and supervise summer internship program for San Leandro

June and July SLUSD Director # students in summer internships

local



Pathway Development Institution: ____HAYWARD UNIFIED SCHOOL DISTRICT____________


• Teacher Training of Project Lead the Way classes

Desired Outcomes (Long- and Short-Term) for this Area: § Short Term: Teachers chosen; PLTW Approved at each HUSD High School

Risks and Challenges to successful implementation: • Teacher Union

Planning

Action Steps



Person Responsible

Evidence of Success


Get PLTW Approved at 2 high schools (Hayward High & Tennyson High)

April Zak; Keisha, Iliana Two high schools have at least 1 sec-tion of PLTW PBIS class

Local

Master Schedule Training

Feb-April CASN Patricia Clark; Phil Saroyan; Keisha

Master schedules done in a unified way throughout the dis-trict; Pathway stu-dents cohorted

Local

Release Time for teachers to attend sub regional professional development – Effective Collaboration

August 2015; periodically 2015-2016

Eden Area Part-ners

CASN; ConnectEd, Keisha, Zak, Iliana

Teams are effectively collaborating on an ongoing basis based on rubric

Sub-regional



Work with CASN & ConnectEd to build a Professional Development plan

Ongoing CASN; Connect-Ed

CASN; ConnectEd; Keisha; Zak; Iliana

Year long profession-al development plan establised

Sub-regional; District



Dual Enrollment Institution: ___Hayward Unified School District


• Conversation with Chabot and Eastbay as to how to make this happen in HUSD

Desired Outcomes (Long- and Short-Term) for this Area: § Students receive dual credit for classes taken either in an HUSD class or at colleges during the summer

Risks and Challenges to successful implementation: • Lack of Information

Planning

Action Steps



Person Responsible

Evidence of Success


Meet with Chabot & Eastbay

August 2015 Chabot; Eastbay; Eden Area ROP

Students receive dual credit

Local; Sub Regional

Summer Bridge Program

June-August Hayward Prom-ise Neighbor-hood; Chabot

Keisha; Marie DeLe-on

Students will have an introduction to collab-oration and STEM areas

Local



Plan to develop dual enrollment poten-tially focused on foreign language to ensure pathway students are meeting A-G requirements

June 2016 Chabot; Eastbay; Career Ladders; ConnectEd

Keisha; Zak; Iliana Students are enrolled in a foreign language class as well as pathway class either during the day or the summer and receiv-ing A-G high school credit

District



Integrated Counseling Institution: _______________________________________________________


• Partnership with Community College Counselors and K-12 Counselors

Desired Outcomes (Long- and Short-Term) for this Area: § Building partnerships

Risks and Challenges to successful implementation: •

Planning

Action Steps



Person Responsible

Evidence of Success


Pathway counselor to collaborate with Community college counselors

June 2016 CLP Iliana; Keisha; Zak Counselor has estab-lished a partnership with the community college counselors understanding and aligning programs

Regional



Work-Based Learning & Career Placement Institution: _______________________________________________________


• Connections to Business Partners in Hayward

Desired Outcomes (Long- and Short-Term) for this Area: § Short Term: Business to come and speak to students at school sites; Job shadow;

§ Long Term – Internships for 11th & 12th graders; Career placement for 12th graders

Risks and Challenges to successful implementation: •

Planning

Action Steps



Person Responsible

Evidence of Success


Conversation with local Businesses

Ongoing CASN; Connect-Ed

Business partners in schools providing presentations; Stu-dents doing job shadows; Students receiving Internships

Local; Sub Regional

Coordinate with Community College to obtain a better understanding of work based learning opportunities within the PLTW curriculum

Ongoing Keisha, Iliana, Zak Community colleges have a better aware-ness of PLTW curric-ulum

Sub Regional



Work based learning at each grade level

June 2016 Keisha, Iliana, Zak Students at each grade level engaged in work based learn-ing activities

District

Work with Eden Area ROP to put in place an internship program

June 2016 Eden Area ROP Keisha, Iliana, Zak Internships provided to students

Sub Regional



Institution: San Leandro Unified School District: Strategic Action Plan 2015-2016

SLUSD Strategic Action Plan Areas of Focus: #1 Student Achievement, Access and Equity: Expectation: SLUSD will ensure social justice through access to a high quality and comprehensive instructional pro-gram in which all students meet or exceed national standards and demonstrate career and college readiness in 21st Century learning environments. Access to career and college readiness through consistent high quality instruction and the integration of technology will close the opportunity gap by creating more equitable outcomes for students, particu-larly for those who have been historically underserved.



Pathway Development


• Development of course scope and sequence for Biomedical/Health Pathway: Start redesign work of pathway building in multiple industry sectors

Desired Outcomes (Long- and Short-Term) for this Area:

§ Pathway courses and PD built for Biomedical/Health Pathway

§ Pathway builds as Redesign work unfolds in SLUSD § Look at ways to support students in multiple pathways, not just Biomedical/Health

§ Participation in Site Experimental Visits

Risks and Challenges to successful implementation:

• Teacher Contract time and courses of Credentialed Teachers • PD time built in school year for Curriculum Development of Course scope and sequences

• Assessment needs to CalPass: Systems and Structures in place

Planning

Action Steps


Resources or Partners In-volved

Person Responsible

Evidence of Success




.4 FTE Teacher Pathway Lead on Assignment hired 8/2014

June 2015 CPT Work Group, Re-lease Time, Resources from CPT

Maite Barloga Email notes from Working Group, BioHealth Path-way 101 course written, Depart-ment meetings, meetings with Bi-omedical/Health SLUSD Team ,

Developing a In-ternship 101 course, Develop-ing scope and se-quence of courses for BioHealth pathway and Bi-omedical pathway

Local



Assistant Director of Second-ary Programs (Teaching, Learn-ing, Educational Equity De-partment)

Hired July 2014, ongo-ing work to oversee all secondary programing

CPT Working group, Support from SLUSD District Office, EDEN ROP, and Regional Partners

Joanne Clark School Board Presentation Kick-off in Sept. and year 1 recap board presenta-tion June 2015

Ongoing work with Regional Partners

Attendance at conferences and trainings

Developed a small pathway team –

Larger district work: Member of Secondary Rede-sign Committee

Connections with City Chamber of Commerce and presentation pathway devel-opment

With Team de-signing scope and sequence of courses

Local



After School Career and College Pathway Teacher Lead .2FTE

June 2015 After school career and college center

Support from Counseling Dept

Guidance from Assistant Principal: Elisa Alvarez

Career Path-way Regional Conferences,

Course sup-port

Rachel England Established pro-cedures to support SLHS Students eligible for Com-munity Colleges and supported students

3 days a week – in library to support students

Course supports

Establish connec-tions with Youth Science Fair Stu-dents to help sup-port Biomedi-cal/health path-way support

Local

Counselor SLHS

Ongoing – Specialist in Community Colleges and course pro-gramming

Heather Oshiro Building capacity in counseling de-partment for Community Col-lege Connections

-Recruitment and enrollment of stu-dents in Biomedi-cal/Health Path-way

Dual Enrollment Lead & Teacher

Local



Course Scope and Sequence De-veloped and Teacher Re-cruitment training and PD

BioHealth Courses 1 Class: Teacher (Sections)

Curriculum Resources allocated for class

Fall 2015

Need to Build out Pathway scope and courses and Project Lead the Way Training If acceptable or alterna-tive curricu-lum options

Scope and Sequence of courses ap-proval by September 2015

-SLUSD Pat-way Team

-Support from external pro-viders: Con-nect Ed and CASAN To supply course syllabi and Master Sched-uling

Linked Learn-ing to Provide Experiential Site Visits and Professional Development to Secondary Redesign on Pathway building

Summer

Professional development needs

Teacher Hour-ly hire for summer build of 9th grade course of

Biohealth

Team Courses to school board

Biohealth course passed on 4/21/15

Scope and se-quence of courses go to board on August 2015

All



Data Collection CalPass Ongoing T.A.R.E de-partment to receive PD and training on Cal Pads and CalPass

Partner with ACOE and support pro-viders

Rob Mangewala Systems of track-ing Pathway stu-detns courses and internships through AIRES data system

Local

UCCI Courses and Institute Integrated course needed

August 2015

Need assis-tance From East Bay Ca-reer Pathways Partners

Teacher re-cruitment

Will Send Teachers to Institute

Joanne Clark Send to ACOE August 2015 insti-tute

Sub Regional

Career Pathway Instructional Coach for 2015-2016

2015-2016 Support the development and plan for Pathways at secondary level

SLUSD Pathways devel-opment comple-tion and students enrolled and col-lection of data

Local



Dual Enrollment Institution: San Leandro Unified School District


• Set up connections with Chabot College regarding Dual Enrollment classes that would be applicable to Biomedical/health pathways and others


§ Short Term: Summer School Elective Course: Careers 101, Chabot Required Course: Can be elective credit for students to enroll in summer 9th-12th

§ Long Term: Pathways link at least one course that could be dual enrollment with Community College, Fall 2015 Biomedical/Health Course Dual enrollment options? And link other current academies to a pathway that would link to a dual enrollment opportunity for students.


• Connections and establishment of course offerings for a dual enrollment class: Short term: This summer one class of PSCN 10

• Long term connections and protocols established: In course catalogs for both SLHS and Chabot and/or other Community Colleges

Planning

Action Steps



Person Responsible

Evidence of Success


Connect with Chabot for Summer (2015)School Class: Careers

April 2014 Chabot Joanne and Heather

Enrollment data Sub Regional



Course: Career title- Course de-scription needs to be submit-ted so SLUSD School Board

Pending Heather Board Approval Sub Regional

Advertise summer class:

Flyers/Recruitment/ Enrollment

May 5th Chabot and SLUSD

Joanne Flyers on website Local

School Year: 2015-2016 – Team to look at SLHS courses and Dual enrollment options – in pathways

CTE Connections

December 2015

Sub Regional and Local

Will need support for Support Pro-viders

Training for Dual Enroll-ment: Presen-tations to Staff/studetns

Team Connections of courses offered that is Dual En-rollment



Integrated Counseling Institution: ___San Leandro Unified School District




• Build capacity and sustainability within secondary counseling department and build relationships with Community Colleges:

• Training for counselors regarding pathways and course offerings and options


§ Short Term: Key Counselor at FTK Campus is part of Pathway Team that has extensive knowledge of Community College and High School Systems that will support work moving forward to build capacity

§ Long Term: Under SLUSD Secondary Redesign Work -desire to look critically at secondary counseling options growth and restruc-ture

§ Establish protocols and procedures for Students and pathway to College and Career


• Release time and structured conferences planned for the work

Planning

Action Steps



Person Responsible

Evidence of Success




Train all SLHS Counselors on Naviance

Phase 1 Completed April 2014

Full Imple-mentation of Naviance 2015-16 school year

Will this be a platform The East Bay Career Pathways will support and provide training?

Will need more PD sup-port if Work-ing group agrees

Team Usage Data Local

Counselors visiting and work-shops with Community Col-lege Counselors

I Visit com-plete March 2014

Propose 3 visits 2015-2016

Chabot Col-lege

Team Site visits agendas and implementa-tion of work

Sub regional



Work-Based Learning & Career Placement Institution: __San Leandro Unified School District \


• Internship class created and teacher FTE Allocation

• Partnerships with industry and options for student placement

• Decisions of Badging and requirements for graduation to complete pathway certification


§ Short Term: Internship class created for Summer 2015

§ Connection with City: Founders Circle for Internships (Summer and then ongoing)

§ Long Term: A program established for all Work Based Learning: (flyers, catalogs etc.) Coordinator of this program- Increase work based learning school wide

§ Build into pathway graduation requirement


• Funding sustainability

• Ensure use of insurance requirements • Over site of internship placements-Trainings and PD for industry-

\\Planning

Action Steps



Person Responsible

Evidence of Success


Internship 101 Course Submit-ted to School Board

May 2015 Maite Barloga and Joanne Clark

Board Approval Local



Partnership with EDEN ROP for Internship teacher and pro-tocols

June 2015 EDEN ROP Joanne Clark Enrollment of 8-10 students for Summer 2015

Sub region

Connections with Jason Toro, Health and Wellness Manager to support students in pathway to do internships etc.

ongoing

Presented to Chamber of Com-merce meeting regarding SLUSD Vision and Pathway work

March 2015 Completed

Hire a .2FTE Work Based Learn-ing/WE TOSA to oversee placements and required documentation

August 2015 Hire August 2015

Placements of 30 students in WBL and Internships by 2016

Aug. 2016 CCPT partner-ships



Pathway Development Institution: San Lorenzo Unified School District – 2015-2016 School Year Key Needs in the Area:

• PLTW courses in Engineering and Health & Medicine pathways are new.

• A middle (Edendale) and an elementary (Grant) school have shared interest in PLTW to expose their students to STEM before high school.

• There is a need to capture how all students in pathways experience their specific careers (field trips, elective courses, speakers, projects, presentations, pathway activities, etc.), especially when their schedule does not allow them to take the career technical classes.

• SLCs need to contextualized core academic courses that allow students the opportunity of career exploration within academic classes.

• Some SLCs are in need to design and develop elective courses.

• There is interest in developing and providing “Summer Bridge Programs” for incoming 8th graders so that students make a smoother transition to high school and their SLC of choice.

• We must minimize “bureaucracy” as a district and provide support to SLC pathways.

Desired Outcomes (Long and Short Term) for this area: • Continue to establish PLTW series of courses in three SLCs (Engineering and Health and Medicine pathways).

• Provide opportunities for SLC teachers and leaders to design and implement elective/academic “integrated” courses and a calendar of activities for each of the pathways.

• Provide training and support to SLCs in the scheduling (cohorting) of students and teachers into the appropriate elective courses in each of the pathways.

• Provide 8th grade students with Summer Bridge programs.

• Teachers participate in developing UCCI integrated courses (i.e.: English 10 integrated with Engineering, Bio Med, or Law/Public Service, and Geometry integrated with IT or Bio Med, etc.).

Risks and Challenges to successful implementation: • Master Schedule that cohorts students and teachers is not only complicated, but in need to get everyone trained and on board about what it means to teach within a path-

way.

• Willingness to try something new and… exhaustion due to all the requirements and bureaucracy.

• Support classes and special populations (EL, Sp. Ed) requirements prevent students from being involved in cohorts which excludes students from opportunities in their SLCs.

• Not enough periods in the day to take both required A-G courses and career technical courses (especially in 10th grade, but also when students want to take AP classes) • High faculty turn-over and need to start the hiring process early complicates scheduling.



Planning Action Steps Timeline

(Completed by) Resources or Partner Involve-ment

Person Responsible Evidence of Success Level: Local, Sub-regional, Regional

District Representation at all sites’ SLC meetings to ensure transparent communication and needs of SLCs

Sept.’15 – June ‘16

CC Coordinator’s Time List of meetings provided by SLCs

CC Coordinator SLC Lead Teachers

Level of communica-tion and actions im-prove

Local

Continue to fund release periods for academies/pathways Lead teachers

2015-2016 school year

LCAP CPA Funds

District support CC Coordinator

Release period in place and paid by district

Local

Provide time for SLCs to develop, align, and integrate curriculum perti-nent to their career industry pathway, including appropriate UCCI courses. (hourly + benefits)

Monthly with Summer oppor-tunities June 2015 – June 2016

LCAP EBCPT grant

SLC Leads & Teach-ers Principals CC Coordinator

Each SLC has a de-fined pathway of ca-reer/technical courses and a calendar of events that shows all activities in each SLC

Local

Provide funds to schools to maintain data base of College/Career events and participation (hourly + benefits)

Monthly re-ports during 2015-2016 school year

EBCPT grant Principals CC Coordinator WBL Specialist

Up to date data base of student participa-tion in pathway activi-ties

Local

Fund training and equipment for PLTW: Elementary: Training for one teacher Middle: Training for two teachers High: Training and some equipment for course 2 in Health & Medicine Academy & Engineering

Begin Summer 2015 – June 2016

EBCPT grant ES/MS Site’s budget for equipment CPA Funds for equipment

Teachers Principals CC Coordinator

Classes appear on Master Schedule STEM HS SLC’s en-rollment increases

Local

Attendance to Educating for Careers Conference (registration, hotel, mil-age for district staff)

March 2016 EBCPT grant CC Coordinator WBL Specialist

Conference records Discussion at SLC Core meetings

Local

HS Master Schedule training & staff PD to ensure that teachers under-stand what it means to work in an

By March 2016 PD

Principals CC Coordinator

Final Master Schedule at each high school

Local



SLC where students/teachers are cohorted.(including contracts, sti-pends and benefits)

Teachers Counselors



Dual Enrollment Institution: San Lorenzo Unified School District – 2015-2016 School Year Key Needs in the Area:

• Find out the specific steps to begin the process…agreements to credits for students in HS/CC, MOUs.

• Staff to understand entire process: who can sign up, benefits of dual enrollment, how do you advertise? How do you sign up? Who holds this information?

• Learn about the entrance requirements of the Chabot Community College (Assessments in English / Math; placement procedures, and options).

• Assess what courses are wanted / needed by SLCs (academic vs. electives) and determine what courses are already in place at the CC…required courses to enter the community college.

• Learn about what keeps students from getting certificates/completing requirements in two years (and discourages them from finishing their degrees).

• Ensure good communication regarding dual enrollment among all stakeholders (district, SLCs, teachers, and families).

• Inquire about courses that elementary and middle school students can take (summer programs)…This is unrelated to Dual Enrollment, but still a need. Desired Outcomes (Long and Short Term for this area:

• Begin the communication process and partnership with Chabot College to spell out the dual enrollment process.

• Commit to and embrace the idea of Dual Enrollment for San Lorenzo’s students among school/district staff (including union reps) and families. Risks and Challenges to successful implementation:

• Buy-in from district, staff, and teachers at sites regarding student participation in dual enrollment courses.

• Work out the logistics at high school sites when dual enrollment classes take place (custodial, schedule, etc.)

• Teacher union issues-labor agreements. • Ensure good communication with parents to facilitate process of Dual Enrollment and to understand rights and consequences (grades on transcripts/effect on financial aid). • Determine if Dual Enrollment classes will only be to support Career or if it could also be used for credit recovery and enrichment.

• District support, clarity and leadership guidance (MOU, data sharing, courses and credits)




Begin conversation with Chabot Col-lege to learn steps and requirements

By end of 2015-2016 school

District Admin support and

CC Coordinator SLZUSD Administra-

Agendas/ Minutes/ Email records/ MOU

Regional



Participation in partnership work-shops, meetings, engagements be-tween district and Chabot College

year Chabot Leader-ship Participation of Site administra-tion, counselors, and teachers. Participation of Chabot’s admin-istration, counse-lors, and profes-sors. EBCPT Re-sources & support

tion Chabot College Ad-ministration

designed



Integrated Counseling Institution: San Lorenzo Unified School District – 2015-2016 School Year Key Needs in the Area:

• Understand the matriculation and placement process…assessment, registration for classes, financial aid, etc. • Work with English and Math teachers to ensure that students are academically prepared to take placement tests, especially when students have not taken a class for a

year or more. • Communicate the importance of the EAP test to students • Ensure that students check the box for both CC and CSU when taking the EAP test • Learn more about the difference between AAT and AST option certification from the Community College and the impact of each. • Establish Naviance at middle and high so that students make informed choices and have more opportunities to experience college and careers; investigate steps to bring

Naviance to 5th grade. • Strengthen College and Career dialogue and activities at the Elementary and Middle Schools so that the process starts early.

Desired Outcomes (Long and Short Term for this area:

• Exposure students to the Community College process just as much as they do for CSU, UC, and Private Universities. • Use Naviance (district program) as a tool to expose students to colleges and careers. • Sign MOU with Chabot College to use “multiple measures” when determining student placement in English and Mathematics


• CC does not see the benefits of coming to the high school sites to begin placement and assessment process. • Taking too long to implement MOU for use of multiple measures will increase the number of students who drop out because they cannot complete pre-requisites




Participation in partnership work-shops, meetings, engagements be-

During 2015-2016 school

SLZ Unified Chabot College

CC Coordinator Director of Sec Ed

Agendas/Minutes MOU for Multiple

Regional



tween district and Chabot College

year Counselors measures in place

Naviance used by middle and high schools to promote college and ca-reer readiness

During 2015-2016 school year

Naviance Con-tract

CC Coordinator Principals Counselors

Monthly reports Comments by stu-dents/parents

Local

Enter into MOU partnership with Chabot Community College to take advantage of the use of “multiple measures” to determine placement in English and Math

During 2015-2016 school year

EBCPT Re-sources SLZ Unified Chabot College

CC Coordinator SLZ USD Administra-tion

MOU in place Less students taking intervention courses

Regional

Counselors promote community colleges as much as 4 year universi-ties

2015-2016 school year

Counselors’ time Counselors Teachers

Increase of Communi-ty College representa-tion at high school events

Regional Local



Work-Based Learning & Career Placement Institution: San Lorenzo Unified School District – 2015-2016 School Year Key Needs in the Area:

• Consistency across SLCs supported by clear district-wide vision of WBL goals (Development of District Graduate Profile will help this.) • Embed ECCCO Curriculum into work at SLCs in an appropriate, meaningful and systematic manner (ie: Rebel work in English classes @ SLZ High) • Clear relationships with business/industry partners to support WBL activities • Better data tracking for grant needs (present and future) • Advisory Boards that are regional • Regional staff to ensure better communication among districts in the grant. • Develop Regional Advisory Boards that have an active role in College and Career Education.

Desired Outcomes (Long and Short Term) for this area:

• Support planning time for SLC leads to embed appropriate ECCCO curriculum • Develop and share District Wide Grad Profile • Business/Industry partnerships developed with clear expectations and timelines of WBL activities • Deeper, more relevant student WBL experiences and greater consistency across all SLCs • Provide teachers opportunities for Externships so that they understand what is needed in industry and can apply that information in their classrooms.


• Challenge - money to support release time for SLC leads to develop plans that embed ECCCO curriculum

• Challenge – Creating buy-in by all SLCs • Ensuring that ALL students have access to meaningful WBL






Continue to fund WBL Specialist at 50% by CCPT grant and 50% district (including benefits)

Aug – June EBCPT grant SLZ Unified

CC Coordinator FTE funded Local

Summer PD Time to evaluate current use of and build in additional ECCCO activities (hourly + benefits)

Summer 2015 to June 2016

EBCPT grant SLZ Unified

WBL Specialist Lead Teachers

Hourly Pay Time-sheets & document that de-lineates clear imple-mentation plan

Local

Develop a year-long WBL calendar and share with SLCs (hourly + bene-fits)

Summer 2015 EBCPT grant WBL Specialist Calendar Local

Provide teachers opportunities to engage in Externships so that there is alignment between industry need and curriculum (stipends + benefits)

Summer 2016 EBCPT grant CC Coordinator SLC Teachers

Timesheets and ad-justments to curricu-lum

Local

Provide funds to schools to meet requirements for parents to partici-pate as chaperones in career explo-ration visits (finger printing, TB test-ing) Develop process (agreements with health clinic + fingerprinting agency)

Aug 2015 – June 2016

District Site Administration CC Coordinator

Students attend more career exploration events. Parents participate in career exploration opportunities to min-imize sub cost/teacher absence

Local

Counselors adopt ECCO curriculum and use with students to prepare them for college/career and intern-ships; counselors reach out to SLCs to determine need in this area.

Aug 2015 – June 2016

District Connect Ed

CC Coordinator WBL Specialist Counselors

Increase number of internships applica-tions

Local

Documents

East%BayCareer%Pathways%StrategicPlan% · 2015-05-04 · Adapted from ConnectEd: The California Center for College and Career Implementation Planning Page 2 Pathway faculty leads