2009-10 Grade 10 Implementation Grant Request For Applications (RFA) Workshop

1. California Partnership Academies 2009-10Grade 10 Implementation GrantRequest For Applications (RFA) Workshop

2. Briefly, What is a California Partnership Academy (CPA)? • 3 year high school program, grades 10-12 • School-within-the-school structure • Career theme • Academic and career technical courses with curricular integration • Partnership between CDE, secondary education, industry and post-secondary education • 50% of students accepted into academy must qualify as “at-risk” • CPA Website: www.cde.ca.gov/ci/gs/hs/cpagen.asp

4. Implementation Grant Application Timeline: RFA Released February 1, 2009 RFA Technical Assistance Workshop February 2009 Intent to Submit Form March 9, 2009 Application Submission Postmark Date March 30, 2009 Application Review & Site Visits April 1 – 24, 2009 Notice of Intent to Award April 2009 Appeal Period May 2009 Distribute Grant Award Letters May – June 2009

5. Application Specs • Program narrative section is limited to 18 single-sided pages • This does not include Section X: Timeline, budget, and budget narrative; or any other required forms or attachments • 8 ½ X 11 inch paper, 1 inch margins, double-spaced, 12-point font • Footer with school name and pagination • Up to 10 letters of collaboration • Up to 5 optional pages of support material (charts, brochures, other evidence) • Provide signed original and 3 copies, stapled (do not use binders, covers, folders, or cover letters) • Must be postmarked or delivered to CDE on or before March 30, 2009

6. Section I: Overview of Proposed California Partnership Academy Provide an overview of the non-funded academy program to be implemented in the fall 2009-10: • may be up to three pages, • should clearly describe the career focus of the academy, • under which category this grant is applying (green, goods movement and logistics, or another industry sector funded through SB 70), • describe the district, the school, its community, • the reason for choosing your career focus, • the history and current status of this partnership academy’s development.

7. Understanding This RFA • This Request for Applications (RFA) is the same for all applications • Differences will be in • the career focus, • the partnerships, • the academy courses and activities. • Summer Institute during the summer of 2009. • Three foci of this RFA • Green and Clean • Goods Movement and Logistics • All Other Industry Sectors • Resources for each focus area

8. Green and Clean Academies: AB 519 & AB2855 • Up to 61 grants available • “The bill would require grantees to create partnership academies that focus on clean technology and energy businesses and provide skilled workforces for the products and services for energy or water conservation, or both, renewable energy, pollution reduction, or other technologies that improve the environment in furtherance of state environmental laws.” (AB 519) • Green Careers vs. Green End-User Practices

9. Green Careers • Green or Clean is any activity or service that performs at least one of the following: • Generating renewable energy • Recycling existing materials • Energy efficient product manufacturing, construction, installation, and maintenance • Education, compliance, and awareness • Natural and sustainable product manufacturing • the California Economic Development Department (EDD) Web site • http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/States-Green-Definitions.pdf

10. Curriculum Resource: Grade 10 and/or Project-Based Curriculum • The Ford Partnership for Advanced Studies (Ford PAS) has made available curriculum for interested green academies. • We All Run on Energy • Energy From the Sun: Biomass • Is Hydrogen a Solution? • The Nuclear Revolution • Closing the Environmental Loop • Planning for Efficiency • Ford PAS will provide professional development during the summer of 2009

11. Additional Curriculum Resources: Grades 11 & 12 • CDE Construction Education Project • Contact Dennis Guido, dguido@cde.ca.gov • Alternative Transportation Technologies & Energy initiative (ATTE) • Contact Peter Davis at • (619) 473-0090 or • E-mail at outrchpd@me.com

12. Alternative Transportation Technologies & Energy initiative (ATTE) • Advanced Transportation Technologies: • Alternative Fuel Technology • Rail (Heavy & Light) • GPS/ GIS • Autonomous vehicle  (land, sea, air) and Robotic Technologies • Energy: • Wind Tech Training • Solar PV/Thermal • Biodiesel • Geothermal  • Energy Efficiency • Green Building and Leadership in Energy and Environmental Design (LEED)

13. Other Curriculum and Partnership Options • Curricular and other resources also from industry, postsecondary education, ROCPs, emerging green organizations, and from other curriculum providers • List of resources in Addendum C • Important: Develop a logical sequence of courses that align with post-secondary certificate and degree programs focusing on further developing career opportunities in the green industries.

14. Goods Movement and Logistics Academies: AB 2855 • At least four grants in this category -- at least one in each of California’s four transportation corridors • California’s “goods movement and logistics industries” is a network of industries associated with moving goods into and out of California’s: • Ports • Cargo airports • Transfer of goods from one mode of transportation to another • Movement of goods to other states and countries • Logistics Components Include: • Transportation Services • Logistics Support • Warehousing and Storage • Supply Chain Management

16. Goods Movement & Logistic Categories of Careers & Occupations • Warehousing and Storage • Air Transportation and Support Industries • Freight Trucking and Support Industries • Rail Transportation and Support • Water (Deep Sea, Coastal, Inland) Transportation and Support • Road Transportation and Support • Delivery, Couriers, Messengers • Process, Physical Distribution and Logistics Consulting • Safety and Security Education requirements range from on-the-job- training to professional level degrees & certificates.

17. Resources and Curriculum • Local ROCPs, community colleges, other postsecondary schools, trade schools, and community outreach programs • Additional Resources in Addendum E • Postsecondary program with which you align should be specific to the industry focus of your academy

18. All Other Industry Sectors: SB70 • Up to 58 grants available • Is available to all 15 industry sectors • Green careers fall into many industry sectors (i.e., construction, agriculture, energy and utility, etc.). Applicants must choose theGreen or SB70 grant category • Those applying for grants in the transportation industry sector should consider whether to apply under the Goods Movement and Logistics category or SB70. • CTE curriculum sources • Local ROCPs, community colleges, other postsecondary schools, trade schools, and community outreach programs. • Alignment with postsecondary • logical next steps in a particular career pathway, local and regional postsecondary education resources, and articulation agreements and relationships • Additional Resources in Addendum F

19. Section II: Career-Technical Focus • Description of the process used to determine the most credible Career Technical Education (CTE) focus possible. • Description of the professional resources and experts consulted that include: • An analysis of the local labor market, • Evidence that the field is growing and healthy, • Evidence that the field offers career mobility, • Local companies willing to support the program. • Postsecondary program partners that offer certificates/ degrees in the focus industry • Sequence of CTE courses should • introduce all aspects of the industry • teach employable skills to prepare students for beginning level employment • align with postsecondary education programs

20. -- Section II: CPA Career-Technical Focus (Cont’d) • CTE classes align with academic and CTE standards. • Content Standards and Curriculum Frameworks: http://www.cde.ca.gov/ci/ • Identify industry sector(s) and primary pathway(s) that will guide curriculum • Career pathways are described, alignment path with postsecondary education is clear, and specificarticulation with postsecondary is a goal.

21. Industry Sectors • Agriculture and Natural Resources • Arts, Media, and Entertainment • Building Trades and Construction • Education, Child Development, & Family Services • Energy and Utilities • Engineering and Design • Fashion and Interior Design • Finance and Business • Health Science and Medical Technology • Hospitality, Tourism, and Recreation • Information Technology • Manufacturing and Product Development • Marketing, Sales, and Service • Public Services • Transportation

22. Industry Sectors & Pathway Examples • Agriculture and Natural Resources Industry Sector • A. Agricultural Business Pathway • B. Agricultural Mechanics Pathway • C. Agriscience Pathway • D. Animal Science Pathway • E. Forestry and Natural Resources • F. Ornamental Horticulture Pathway • G. Plant and Soil Science Pathway • Arts, Media, and Entertainment Industry Sector • A. Media and Design Arts Pathway • B. Performing Arts Pathway • C. Production and Managerial Arts • Building Trades and Construction Industry Sector • A. Cabinetmaking and Wood Products • B. Engineering and Heavy Construction • C. Mechanical Construction Pathway • D. Residential and Commercial Construction Pathway • Education, Child Development, and Family Services Industry Sector • A. Child Development Pathway • B. Consumer Services Pathway • C. Education Pathway • D. Family and Human Services Pathway • Energy and Utilities Industry Sector • A. Electromechanical Installation and Maintenance Pathway • B. Energy and Environmental Technology • C. Public Utilities Pathway • D. Residential and Commercial Energy and Utilities Pathway • Engineering and Design Industry Sector • A. Architectural and Structural Engineering • B. Computer Hardware, Electrical, and Networking Engineering Pathway • C. Engineering Design Pathway • D. Engineering Technology Pathway • E. Environmental and Natural Science Engineering Pathway

23. Examples of Scope of Career Academy CTE Focus Areas • Health Careers Academies • Information Technology Academies • Agri-business Academies • Media & Graphic Arts Academies • Accounting & Finance Academies • Engineering Careers Academies • Careers in Law Academies • Hospitality & Tourism Academies • Education Academies

24. Resources for Economic Data • “Career One Stop” Links to local employment dynamics. Includes leading employers: http://maps.servicelocator.org/red/ • U.S. Census Bureau - a wide variety of statistic-gathering tools: http://lehd.did.census.gov/led/datatools/datatools.html • U.C. Berkeley: State and regional statistics in depth, disaggregated and other more specific variables: http://ucdata.berkeley.edu:7101/ • California Employment Development Department: http://www.labormarketinfo.edd.ca.gov/ • California Career Resources Network: http://www.californiacareers.info/resource

25. Resources for Economic Data • Center for Study of CA Economy: http://www.ccsce.com/R_P_CEG_2006.htm • Labor Market Information for Educators and Schools: http://www.labormarketinfo.edd.ca.gov/?PAGEID=112 • Labor Market Information for Program Decision Making: http://www.calmis.ca.gov/file/occmisc/LMI-Help-Program-Decision-Making.pdf • Skills of the American Workforce Study: http://www.skillscommission.org/study.htm

26. -- Section III: At-Risk Enrollment Student meets “at risk” criteria (at least 3 of #1-4) • (1) past record of irregular attendance; • (2) past record of underachievement in which the student is at least one year behind the coursework for the respective grade level; • (3) past record of low motivation or a disinterest in the regular school program; • (4) disadvantaged economically; Or one of the following • (5) scoring in the 40th percentile or below (basic, below basic, or far below basic) in mathematics or English-language arts on the California standards tests; and/or • (6) maintaining a grade point average of 2.2 or below, or the equivalent of a C-.

27. -- Section III: At-Risk Enrollment • Clear availability of student clientele on which a CPA program could have a valuable impact • Data regarding at-risk population at school site, • Economic factors such as free/reduced lunch figures • High school’s attendance, academic, graduation, and test data, • Student interest in career focus area • Program enrollment will exceed the required 30 students for grade 10

28. Section IV: Student/Staff Recruitment, Selection, and Counseling • Recruitment strategies • plan to recruit a substantial number of students • including at least 50% identified as at-risk • student recruitment involves academy staff, non-academy staff, stakeholders, and students • Public relations efforts are described, including • Associated forms, brochures, and applications

29. Middle School Recruitment & Collaboration • Describe collaboration with feeder middle schools • Student recruitment activities • Student projects/presentations • Curricular modules • Advisory Committee • Joint activities

30. Student Interviews & Selection • Recruitment interview process • Interview team is described, • Approach is respectful and professional • Student Selection • Students voluntarily apply, • Are selected on the basis of need, interest, and parent approval. • About 60-70+ students are typically selected for entry each year, enough to comprise two sections of a sophomore class. • At least 50% of students selected for entry must meet at-risk criteria as defined in Ed Code

31. Staffing • Teachers request to participate in the program, based on • An interest in the career theme of the Academy, • An interest in working with a team of teachers in a collegial atmosphere. • Recruitment plan for needed Academy staff is clearly articulated & professional • Attachment 1: Testimony to staff and community support through surveys, support letters, and other documents included as attachments.

32. -- Section V: Attendance, Credits, and Graduation • Sound educational strategies, policies, and activities will be used effectively to maximize student success. • System for identifying student needs • Strategies to address identified student needs • Academic • Behavioral • Motivational • Involves measurement of outcomes • Makes use of existing support programs and funding sources at school when possible or • Develops new support systems that are creative and comprehensive, • Makes appropriate use of CPA funding.

33. Examples of Student Support Strategies • Required Tutoring – Adult, Peer Tutoring • Before and After-School Programs • Structured Study Hall • Peer Helpers (Conflict Mgmt) • Academy-provided parallel academic support classes • Team Building • Progress/Attendance Monitoring and Interventions • Teacher Assistance/Coaching • Parent Active Involvement • Career and Personal Counseling • Incentives, Recognition, Motivations

34. Section VI: Structure and Programmatic Management • Description of Academy team • members, structure, and processes. • shared responsibility for required tasks. • Administrative support • Facilitates team and program development and effectiveness • Provides time in schedule for development of necessary teamwork and activities (common prep or other regular common planning time) • Provides extra prep(s) for academy coordinator • Makes commitment to academy-pure classes • Participates in academy advisory committee

35. Common Planning Time • Teachers are required to have a common planning time and meet regularly to: • plan the required program components and activities; • develop and collaborate on integrated curriculum; • assess and address student needs; • coordinate with business and post-secondary partners; • meet with parents; • assess student and program progress..

36. -- Section VI: Structure and Programmatic Management • Description of the planned academic and CTE course offerings and how and why these class choices were made. • Explanation of site schedule framework, with academy courses described in context • Attachment 2, chart showing type of schedule (6-period, 4X4, trimester, etc.) • Show names of CPA courses and during which periods academy courses will be offered. • A logical sequence of Academic and CTE courses, including a clear capstone course

37. Example: Grade 10 Schedule, CPA Courses

38. Curriculum • The integration of academic and career technical curriculum, aligned with the academic and career technical education standards, is a key ingredient. • Project Based Curriculum • Integration of academic and CTE applications • Problem/Theme Based Curriculum

39. Post-Secondary Alignment • Academies are required to align and are strongly encouraged to articulate with postsecondary education • Courses must provide curricular paths leading to postsecondary education, industry certification, and/or skilled employment, • including sequenced academic and career technical education courses, which go beyond high school graduation,

40. Postsecondary Alignment Possible Options • Planned sequence of secondary courses that prepare students for, or meet prerequisites of, post-secondary programs with a major in the career focus area. • Students can earn college credit through • courses with Articulation Agreements, • dual credit courses, • college credit only courses

41. What is Articulation • Ability of a course taken in one institution (CPA) to transfer for full credit to another institution (Post secondary). • By exam with conditions on credit • Taught by high school teacher • Articulation agreement with agreed-upon curriculum, assessments, minimum performance levels, and college attendance requirements • By direct credit • Taught by qualified high school teacher or • Taught by college teacher • Statewide Career Pathways Articulation Handbook: www.statewidecareerpathways.org

42. www.statewidecareerpathways.org

43. Courses taken within CPA structure • English, History, Math and/or Science • Career Technical Education • Foreign Language • education or health CPA • Physical Education • law enforcement or fire science CPA • Arts • Visual/Performing Arts CPA *Most AP and Honors Courses are taken outside of the CPA structure

44. -- Section VI: Structure and Programmatic Management Form D clearly describes a well-planned, logically sequenced course of study & shows articulation with postsecondary education. For examples of “plans of study” from the national “States’ Career Clusters” website: http://www.careerclusters.org/

47. -- Section VI: Structure and Programmatic Management • Description of planned mentoring program, • With clear evidence of commitment for a sufficient number of mentors from the business community, for grade 11 students.. • Description of planned internship program and/or work-based learning experience related to the academy's occupational field during the summer following the 11th grade or during the 12th grade year, • With clear evidence of commitment to internship positions by business partners

48. Motivational Activities Value: • Facilitate student creativity and social skills development, • Promote active involvement in education through kinesthetic, rewarding activities, • Engage students who are performing or behaving below desired levels, • Avoid withholding motivational activities as a punishment • Develop a family-like, accepting atmosphere • Enhance both academic growth and career preparation.

49. Examples of Motivational Activities • Classroom speakers • Job shadowing • College visitations • Field trips for learning in context • Involvement in Career Technical Student Organizations (CTSOs): http://www.cde.ca.gov/ci/ct/so/ and competitive events • FBLA, DECA, FHA-HERO, HOSA, SkillsUSA, FFA • Controlled social events • Fund-raising events • “Academy Awards” presentations

50. Program and Student Assessment & Improvement • Annual Report due October 15 of each year • Self-assessment and continuous improvement • CalPASS: Districts applying for CPA funding are encouraged to participate in the CalPASS data collection system. • Cal-PASS is an initiative that collects, analyzes and shares student data in order to track performance and improve success from elementary school through university • http://www.calpass.org • All districts receiving Perkins funding for CTE must participate in CalPASS by 2011.