To support the personal and intellectual success of every student, every day. Expanding Pathways: College and Career Success for ALL Students STUDENT OUTCOME

To support the personal and intellectual success of every student, every day.

Expanding Pathways: College and Career Success for ALL Students

STUDENT OUTCOME CHART TRAININGSTUDENT OUTCOME CHART TRAININGNader I. Twal, High School Office

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Desired Outcomes

1. Create or refine meaningful and inspiring vision/mission statements for each SLC or Pathway Program.

2. Understand the utility, purpose, and process of developing SLC or Pathway Program Student Outcome Charts.

3. Begin developing an SLC or Pathway Program Student Outcome Chart with embedded service learning.

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Agenda

1. Overview of Expanding Pathways – “Big Picture”• Why are we doing this work?

2. Overview of Student Outcome Charts• Industry/Pathway Alignment (CTE Framework)

3. Break

4. Crafting a Vision/Mission

5. Lunch

6. Using CTE Standards to design a Student Outcome Chart

7. Embedding Service Learning

8. Defining Next Steps

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Ice Breaker: Consensogram

At your tables discuss briefly the following question: “How experienced are you in crafting inspiring and meaningful vision/mission statements?”

Using a Consensogram [next slide], have one person chart where the people in your group fall on the continuum.

Have a different person come to the front to transfer your data to the “Master Chart.”

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1 2 3 4 5 6 7 8 9 10

“How experienced are you in crafting inspiring and meaningful vision/mission

statements?”

Little experience Some experience Substantial experience

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1 2 3 4 5 6 7 8 9 10

“How experienced are you in crafting inspiring and meaningful vision/mission

statements?”

Little experience Some experience Substantial experience

Sample

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Why are we doing this?

Part of the district’s strategic effort to involve classroom-level practitioners in system-wide reform in response to our students’,

community’s, and local workforce needs.

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Survey Results (from LBUSD Dropouts)

Source: Student Survey Conducted in March-May 2009

Data from 52 students that dropped out of LBUSD

OPPORTUNITIES• 79% said they missed school a lot and were absent 10+

days/semester• 74% said they got so far behind in credits that graduation

seemed impossible• 67% said they did NOT feel “connected” to school or like they

belonged• 58% said they were told they wouldn’t succeed in life by a

teacher or other adult at school• 50% said their classes were not interesting and they were

often bored in class

KEY REASONS “CITED” FOR DROPPING OUT1. Behind in credits/knew I wouldn’t graduate2. No interest in school/classes boring3. The work was difficult and I didn’t have/get

enough support4. Not motivated to do what I needed to do5. Wanted to make money

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Survey Results (from LBUSD Dropouts)

Source: Student Survey Conducted in March-May 2009

Data from 52 students that dropped out of LBUSD

OPPORTUNITIES• 79% said they missed school a lot and were absent 10+

days/semester• 74% said they got so far behind in credits that graduation

seemed impossible• 67% said they did NOT feel “connected” to school or like they

belonged• 58% said they were told they wouldn’t succeed in life by a

teacher or other adult at school• 50% said their classes were not interesting and they were

often bored in class

KEY REASONS “CITED” FOR DROPPING OUT1. Behind in credits/knew I wouldn’t graduate2. No interest in school/classes boring3. The work was difficult and I didn’t have/get

enough support4. Not motivated to do what I needed to do5. Wanted to make money


Long Beach Response

Academic and Career Success Initiative for ALL Students

(ACSI)

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What Is “Academic and Career Success”?

An Effort to Increase College and Career Readiness– It seeks to open multiple pathways for all students.– It aligns district programs and involves higher education partners.– It sets districtwide academic goals and a system to report progress.

The Board Initiative– It was unanimously approved by the Board of Education in 2007.– It was based on a series of policy recommendations made by a

diverse group of stakeholders.

A Part of the Larger Strategic Plan– It is intended to help ensure that all students graduate from high

school with as many options as possible.

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Quotes

“This is one of the most comprehensive initiatives that the school district has ever undertaken,” said Christopher J. Steinhauser, LBUSD superintendent of schools. “Our students have made great strides in recent years, but they can and will do even better.”

The initiative was recommended to the school board The initiative was recommended to the school board by a diverse committee of students, parents, by a diverse committee of students, parents, employees and community partners. The employees and community partners. The recommendation came after the committee examined recommendation came after the committee examined and discussed graduation requirements, college and discussed graduation requirements, college entrance requirements and survey results from more entrance requirements and survey results from more than 20,000 students, teachers, staff and parents.than 20,000 students, teachers, staff and parents.

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Ten Integrated District Efforts

In addition to the Seamless Education Partnership and the Long Beach College Promise, the Initiative includes several other integrated district efforts:

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Alignment of ACSI to High School Reform

Classroom

Instructional Practices

Department/SLC

PD Evolution/Action Plans

Site-Level

School Improvement Plan (WASC)

High School Office Goals

Prepare all students for postsecondary education and careers.

Provide intensive interventions to assist them.Enroll and support students in a coherent sequence of

rigorous courses.

High School Office

High School Reform Initiative/District Initiative for Expanding Pathways

LBUSD Board of Education/Superintendent’s Office

Academic and Career Success Initiative

Instructional practices that support the ACSI, HSRI, and HSO Goals:

•RRR Framework (Quadrant D)•Applied Learning Strategies•Interdisciplinary Teaching/Learning

High School Reform Initiative 2009-2014

1. Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement.

2. Provide all students with a sequenced and aligned technical curriculum, including work-based learning and CTE/ROP experiences, for career exploration.

3. Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential.

4. Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success.


HSRI and Expanding Pathways

How does the “expanding pathways” approach support this work?

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Expanding Pathways

The “expanding pathways” approach offers students a choice among several different multi-year programs of study, which combine academic and technical skills, organized around broad industry themes (i.e., biomedical science; engineering; arts, media, entertainment) and prepare students for a full range of postsecondary options, including:

2- and 4- year college/university admission

Apprenticeships Military Formal employment training Careers

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Discuss: Begin With The End In Mind

By beginning with the end in mind, “we increase our quality of life as we define our course and work toward our planned destination. The most effective people mentally plan and then physically create… positive results.”

“If you know what you want to accomplish…, you can define the purpose…, enabling [others] to focus on and meet the intended goals and objectives.”

Source: Covey, The 7 Habits of Highly Effective People

“Unclear purpose is a major impediment to successful collective action by voluntary coalitions.”

Adapted from: Implementation of Community Partnerships: Lessons Learned / An EMT Report authored by Joel Phillips and J. Fred Springer, Ph.D.

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Sequence of PD to ensure alignment…

Student Outcome Chart Design and Refinement

CAPSTONE Development

Course of Study Refinement

Performance Mapping Training (CL)

Course Outline Revision (pt. 1)

Performance Mapping Training (9th and 10th g.

teams)


Concurrent Enrollment and Articulation Planning

CTE/ROP Course Revision

Launch Work-Based Learning

SLC Led Processes

OCIPD/HSO Led Processes


Why Student Outcome Charts?

Opportunity for expert practitioners to work in interdisciplinary communities to define what students should know and be able to do within a particular themed

course of study.

Process that empowers SLC to define their own identity around key industry themes.

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Where do our themes come from?

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Agriculture and Natural Resources

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Alignment to an Industry Sector and then a subsequent Pathway is critical to focusing our work and making sure that students have a coherent educational experience.

Recognize that certain sectors (& even pathways) may NATURALLY overlap:

Engineering & Construction Arts, Media, Entertainment & Fashion/Interior Design Finance/Business & Marketing, Sales, Services Etc.

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Arts, Media, & Entertainment; Fashion & Interior Design

Renaissance

Cabrillo Jordan Lakewood Millikan Polytechnic

High School for the Arts

SACMAA ETA

JMAC

The Arts

HERO

COMPASS METS

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Engineering, Construction, & Manufacturing; Information Technology; Health & Medical Services

CAMS Cabrillo

Jordan Lakewood

Millikan

Project Lead the Way, Eng.

CED ACE

JTECH

ATM Global Tech

CAMS Cabrillo Jordan Poly

Project Lead the Way,

Biotech

CHOC AIMS MAPS

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Public Services; Education and Family Services; Business, Finance, Marketing, & Sales

Cabrillo Jordan Millikan Poly

CAL-J Panther Intern’l

PEACE Humanities

(Education)

Cabrillo

Jordan Lakewood

Millikan

Poly

CAB

ISC

BESTT (Busns.

, Tourism, and Hospit.

)

TCB MBA CIC

Pac Rim

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Specialized Programs (without Industry Sector) & Other

Cabrillo Jordan Lakewood Millikan Poly Wilson

University

Scholars

IB Merit Scholars

QUEST PACE Disting. Scholars

Jordan Lakewood Millikan Poly

JFAST(Culinary Arts)

Odyssey GREEN Beach (Green Tech, Energy and Utilities)

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Think Time

Take some time to thumb through the CTE Framework to make sure that your Industry Sector affiliation is clear. Skim the narrative at the beginning to see if it captures some of your group think about your SLC or Pathway Program.

Take some time to make sure that you know what pathways you envision your program to address.

If you need more time, then please select one sector that you can work with today for the sake of learning the process.

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Industry Sector and Pathway


Vision and Mission

Adapted from Implementation of Community Partnerships: Lessons Learned / An EMT Report authored by Joel Phillips and J. Fred Springer, Ph.D.

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Materials from Purdue University’s Strategic Business Planning for Commercial Producers

&

Materials from New Jersey Commission on Higher Education

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VISION MISSION

GOALS AND OUTCOMES

Process

More broad and future oriented… “what” we hope to be about.

More specific and defines “why/how” we will get there.

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Why vision and mission?

Vision & mission are the glue that help to hold an program together by explaining who you are (reason for being). They describe what you're trying to do (purpose & direction), how you want to go about it, & where you're headed (direction). They mark your unique values.

Articulating these things helps to keep your program on track.

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Vision Statement

A guiding philosophy Describes the WHAT of an organization Core ideology

Core Values - timeless guiding principles Core Purpose - reason for being

Envisioned future Supports existing school and district visions

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Activity: Vision Statements

1. Open your envelopes and match the company to its “vision” and mission statement.

2. Choose 2-3 of the vision statements and discuss: “Does each vision statement meet the following criteria?”

A guiding philosophy Describes the WHAT of an organization Core ideology

– Core Values - timeless guiding principles– Core Purpose - reason for being

Envisioned future

3. If not, what can be done to improve them?

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Defining the “What?”

Consider your visions and ideas for your SLC as they pertain to your theme

Visualize & Draw – What does a graduate of your SLC look like? What words come to mind?

Examples of ideas for Agriculture and Natural Resources:

• Ecological awareness• Responsible citizens• Stewards of the natural environment• Respect for creation and its inhabitants

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Crafting a Vision…

Discuss Common ThemesDiscuss Common IssuesRecord Common Visions

Examples of ideas for Agriculture and Natural Resources:

Ecological awareness Responsible citizens Stewards of the natural environment Respect for creation and its inhabitant

Using these ideas, create a vision…

Smokey the Bear Academy:Every student a responsible, productive steward of the environment and its inhabitants.

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Rubric Checklist

How well does our DRAFT vision meet the following criteria? (Qualitative responses, not yes/no)

Acts as a guiding philosophy Describes the WHAT of your SLC or

Pathway ProgramCore ideology

Core Values - timeless guiding principles Core Purpose - reason for being

Envisioned futureSupports existing school and district visions

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Mission Statement

The mission statement of an organization typically contains the following elements:

Provides a concise statement of WHY the organization exists, and what it is to achieve; States the purpose and identity of the organization;

Aligns with the institution's values and philosophy (expressed in the vision); and

Describes HOW the organization will serve those affected by its work.

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Draft Mission Statement Format

The mission of our SLC is…

WHY we exist HOW we will get there

Examples from the real world:

“To reduce alcohol and other drug use by youth through collaboration, education and policy change.”

"To promote child health and development through a comprehensive family and community initiative."

"To create a thriving community through development of jobs, education, housing, and cultural pride.”

"To develop a safe and healthy neighborhood through collaborative planning, community action, policy advocacy and enforcement."

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Crafting a Mission…

The Smokey the Bear Academy seeks to develop environmentally-informed, well-educated stewards of nature through an integrated academic curriculum, real-world experiences, and opportunities for advocacy in the local community.

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WHY?

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HOW?

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Rubric Checklist for Mission Statements:

How well does our mission statement meet the following criteria? (Qualitative responses)

Provides a concise statement of WHY the organization exists, and what it is to achieve;

States the purpose and identity of the organization;

Aligns with the institution's values and philosophy (expressed in the vision); and

Describes HOW the organization will serve those affected by its work.

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(see samples)

Student Outcomes….

focus on those skills and abilities most

critical to success within your career

theme.

So where do these come from?

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CDE Industry Sectors/Pathways

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Foundation Standards

• Foundation Standards are the 11 core standards all students need to master to be successful in the CTE curriculum and in the workplace.

• These standards are similar to SCANS.• The foundation standards are uniform in all sectors, although

the subcomponents will differ.

Framework – pages xvi - xvii

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Foundation Standards

They cover the 11 areas essential to all students’ success:

• 1.0 Academics• 2.0 Communications• 3.0 Career Planning and Management• 4.0 Technology• 5.0 Problem Solving and Critical Thinking• 6.0 Health and Safety• 7.0 Responsibility and Flexibility• 8.0 Ethics and Legal Responsibilities• 9.0 Leadership and Teamwork• 10.0 Technical Knowledge and Skills• 11.0 Demonstration and Application


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For each industry sector…

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Pathway Standards

• The pathway standards are concise statements that reflect the essential knowledge and skills students are expected to master to be successful in the career pathway.

• Each career pathway comprises 3 to 12 standards with 2 to 6 subcomponents per standard.


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Agriculture and Natural Resources

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Define Attributes of Students in this Pathway…

Strategy: Unpacking Standards & Affinity Mapping

Find your Pathway Standards & divide them up.

Informally unpack the standards to see: What content do students need to know? What students should be able to do?

– Consider the level of rigor (Bloom’s Taxonomy)– Skills that students might need to master to meet/exceed

the standard

Consider what standards and subcomponents are in Quadrants B/D. Maybe focus attention here.

Look for themes/patterns/affinities that emerge from this process and use those to define your students’ 3-5 attributes.

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Sample of Unpacking a Standard…

Standard Agriculture and Natural Resources D2.0 – Students understand the key principles of animal nutrition.

Standard Subcomponent

Agriculture and Natural Resources D2.3 – Understand the digestive processes of the ruminant, monogastric, avian, and equine digestive systems.

What do students need to know?

• Names of the 4 types of digestive systems• Names of the parts of the digestive system• Order of the parts of the digestive system• Function of each part of the digestive system• Definition of osmosis and absorption• Lab report write-up

What should students be able to do? At what level?

• Explain osmosis and absorption and demonstrate the process (C)• Dissect and identify the parts of the digestive system (Ap)• Determine what kind of system is being dissected (An)• Describe the physical characteristics of the digestive tract contents and

specific locations (K/C)• Explain the function of each part and the relationship of the structure to

the function (C)• Examine rumen content under a microscope (An)• Write a lab report (varies)

What quadrant is this standard written to?

Quadrants A/C primarily

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Ecologically responsible

Ethically informed

Biomedically aware?

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Student Outcomes…

Are observable, measurable results or evidence of the educational experience. They may be things the program wants:

students to know (cognitive),

ways students think (affective/ attitudinal), or

things students should be able to do (behavioral, performance, psychomotor).

They are detailed & meaningful enough to guide decisions in program planning & improvement, & decisions about pedagogy & practice. NOT ACTIVITIES.

These statements use active verbs, such as create, compose, calculate, develop, build, evaluate, translate, etc.

From CUPR Common Language doc

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May need to revisit the verbiage to make sure that outcomes are measurable and

observable.

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Embed Service Learning

Look for themes that emerge by grade-level and consider how your team can focus the service learning experiences of students in your academy through, but not limited to,…

Focused Field Trips Volunteer Opportunities In-class projects coordinated with local agencies Etc…

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Next Steps

Student Outcome Chart Design and Refinement

CAPSTONE Development

APRIL 29

Course of Study Refinement

MAY - JUNE

Performance Mapping Training (CL)


Performance Mapping Training (9th and 10th g.

teams)

SUMMER 2010


Concurrent Enrollment and Articulation Planning

CTE/ROP Course Revision

Launch Work-Based Learning

SLC Led Processes

OCIPD/HSO Led Processes

SUBMIT REQUESTS FOR EXPENDITURE IF NEED

RELEASE TIME.

Documents

To support the personal and intellectual success of every student, every day. Expanding Pathways: College and Career Success for ALL Students STUDENT OUTCOME