Expanding Pathways: College and Career Success for ALL Students STUDENT OUTCOME CHART TRAINING

1. Expanding Pathways: College and Career Success for ALL Students STUDENT OUTCOME CHART TRAINING Nader I. Twal, High School Office

2. Desired Outcomes • Create or refine meaningful and inspiring vision/mission statements for each SLC or Pathway Program. • Understand the utility, purpose, and process of developing SLC or Pathway Program Student Outcome Charts. • Begin developing an SLC or Pathway Program Student Outcome Chart with embedded service learning.

3. Agenda • Overview of Expanding Pathways – “Big Picture” • Why are we doing this work? • Overview of Student Outcome Charts • Industry/Pathway Alignment (CTE Framework) • Break • Crafting a Vision/Mission • Lunch • Using CTE Standards to design a Student Outcome Chart • Embedding Service Learning • Defining Next Steps

4. 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.”

5. “How experienced are you in crafting inspiring and meaningful vision/mission statements?” 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 Little experience Some experience Substantial experience

6. Sample “How experienced are you in crafting inspiring and meaningful vision/mission statements?” 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 Little experience Some experience Substantial experience

7. 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.

8. Survey Results(from LBUSD Dropouts) 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 OUT • Behind in credits/knew I wouldn’t graduate • No interest in school/classes boring • The work was difficult and I didn’t have/get enough support • Not motivated to do what I needed to do • Wanted to make money Source: Student Survey Conducted in March-May 2009

9. Survey Results(from LBUSD Dropouts) 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 OUT • Behind in credits/knew I wouldn’t graduate • No interest in school/classes boring • The work was difficult and I didn’t have/get enough support • Not motivated to do what I needed to do • Wanted to make money Source: Student Survey Conducted in March-May 2009

10. Long Beach Response Academic and Career Success Initiative for ALL Students (ACSI)

11. 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.

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

13. 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:

14. Alignment of ACSI to High School Reform • High School Reform Initiative 2009-2014 • 1. Implement a rigorous and relevant multidisciplinary curriculum in the academic core to increase student achievement. • . Provide all students with a sequenced and aligned technical curriculum, including work-based learning and CTE/ROP experiences, for career exploration. • . Provide for consistent and sustained support, including prevention and intervention, to ensure that all students achieve their maximum potential. • . Create a holistic campus climate where relationships, social behavior, and positive professional interactions lead to academic success. • Instructional practices that support the ACSI, HSRI, and HSO Goals: • RRR Framework (Quadrant D) • Applied Learning Strategies • Interdisciplinary Teaching/Learning 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

15. HSRI and Expanding Pathways How does the “expanding pathways” approach support this work?

16. 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

17. 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.

18. Sequence of PD to ensure alignment… SLC Led Processes Student Outcome Chart Design and Refinement CAPSTONE Development Course of Study Refinement OCIPD/HSO Led Processes Performance Mapping Training (CL) Course Outline Revision (pt. 1) Performance Mapping Training (9th and 10th g. teams) Course Outline Revision (pt. 2) Concurrent Enrollment and Articulation Planning CTE/ROP Course Revision Launch Work-Based Learning

19. 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.

20. Where do our themes come from?

21. Agriculture and Natural Resources

22. 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.

23. Arts, Media, & Entertainment; Fashion & Interior Design

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

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

26. Specialized Programs (without Industry Sector) & Other

27. 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.

28. Industry Sector and Pathway

29. Vision and Mission Adapted from Implementation of Community Partnerships: Lessons Learned / An EMT Report authored by Joel Phillips and J. Fred Springer, Ph.D. & Materials from Purdue University’s Strategic Business Planning for Commercial Producers & Materials from New Jersey Commission on Higher Education

30. Process VISION MISSION More broad and future oriented… “what” we hope to be about. More specific and defines “why/how” we will get there. GOALS AND OUTCOMES

31. 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.

32. 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

33. Activity: Vision Statements • Open your envelopes and match the company to its “vision” and mission statement. • 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 • If not, what can be done to improve them?

34. 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

35. Crafting a Vision… Discuss Common Themes Discuss Common Issues Record 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.

36. 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 Program • Core ideology • Core Values - timeless guiding principles • Core Purpose - reason for being • Envisioned future • Supports existing school and district visions

37. 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.

38. Draft Mission Statement Format The mission of our SLCis… • 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."

39. Draft Mission Statement Format The mission of our SLCis… • 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."

40. Draft Mission Statement Format The mission of our SLCis… • 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."

41. 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.

42. Crafting a Mission… WHY? 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.

43. 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. HOW?

44. 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.

46. Student Outcomes…. focus on those skills and abilities most critical to success within your careertheme. So where do these come from? (see samples)

47. CDE Industry Sectors/Pathways

48. 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

49. 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 Framework – pages xvi - xvii

50. For each industry sector…