Developing Program s of Study for College and Career Readiness

1. Developing Programsof Study forCollege and Career Readiness Erin Fender,Project Manager College & Career Academy Support Network (CCASN), Univerity of California, Berkeley - Graduate School of Education Chris Almeida, CTE Teacher/Coordinator Folsom Cordova Unified School District, California Mike Gross, Career Education Coordinator Junction City High School, Kansas 

2. CCASN promotes researched-based practice to improve students’ preparation for college and careers through direct support to schools and districts Conducts practice-based research and documentation Has created 2 websites with over 20 guides, research reports, national directory of academies, “toolbox” of downloadable materials, videos, and more Informs local, state and national policy • About CCASN • http://casn.berkeley.edu • http://collegetools.berkeley.edu

3. Guidelines for this Session • Be comfortable! • Ask questions as they arise • Meet your own physical needs immediately: restroom, water, etc. • Frame the content of this session within your own school, community and students

4. Who are you? • From where? • Your role?

5. Today’s Objectives • Define Programs of Study in the context of Career Academies, Linked Learning Pathways,Small Learning Communities and Career Technical Education (CTE) • Develop or improve effective Programs of Study by using research, data, best practices, community resources and needs of the 21st century economy

6. Image Credit: Corporate Voices for Working Families

7. Table Talk and then Share Out What is your local context? • What do you already have in place? • Where are you headed? • Why are you here?

8. A document that outlines a series of courses that incorporates and aligns high school and postsecondary Integrates academic and career technical content in a coordinated progression of non-duplicative courses in an industry sector Offers opportunity for HS students to acquire postsecondary credits Leads to an industry recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Program of Study

9. What is a Program of Study for a Career Academy? Everything on the last slide and Integrates academic and technical curriculum through interdisciplinary projects, work-based learning and performance assessments Provides support services necessary to ensure all students are successful Includes strong and sustained partnerships with business, community and other stakeholders Incorporates career guidance and mentoring opportunities

10. Integration Continuum SingleSubject Paired Interrelated Conceptual BASIC INTERMEDIATE COMPLEX

11. CTE Course Sequence withSporadic Academic Integration History Science CTE Course 1 CTE Course 2 CTE Course 3 CTE Course 4 English

12. Post-Secondary Articulation College and Career Plan----------College Tours----------Applications ------------Dual Enrollment Social Studies Social Studies Social Studies Social Studies Middle School Articulation Multiple Post-Secondary Opportunities Math Math Math Math CTE CTE CTE CTE Introductory Level Intermediate Level Capstone Level English English English English Science Science Science Science Support Services Support Services Support Services Support Services Work-based Learning Opportunities Company Tours ----------------------------Job Shadowing------------------------------ Internships

13. POS for Career & Career Readiness Goals • Structure • Career AND college • Leverage and expand student interest/relevance • Increase student achievement during and after HS • Recognize need for support and provide early intervention • Leverage and expand community/business involvement • Multi-grade articulation • Cohort scheduling • Physical location • Breaks down the large HS into smaller more manageable size

14. Who decides what the POS will be? A Committee is best practice • Post-secondary representatives • CTE teachers • Academic teachers • College and Career Center and/or Work-based Learning representative(s) • Counselors • Industry representatives with a broad view • Site and possibly District Administrator(s) • Career and Technical Student Organization (CSTO) representative

15. What will the POS committee do? • Identify or develop the non-duplicative sequence of both the CTE and academic courses at secondary & postsecondary levels using the current state and nationals standards • Develop dual credit and/or articulation agreements • Decide how to integrate college and career guidance in the POS • Decide how to integrate 21st century skills in the POS • Identify PD/TA needs • Engage in ongoing evaluation and improvement

16. So, how do you start?

17. What career opportunities will exist for students? • For students who think they want to enter the workforce directly out of high school? • For students who want to attend a short-term training program? • For students who want to go to a community college? • For students who want to go a 4-year school? • Exactly to what postsecondary programs will students matriculate? • What type of credentials and/or certificates can students earn both in high school and beyond? Start with the end in mind

18. High growth, high wage hits the bulls-eye Math Science English Social Studies Prepared for College and Careers Technical Core/Theme Back

19. Career Clusters and/or Industry Sectors • What does your state use? • 16 Career Cluster defined by the National Association of State Directors of CTE

20. Career Clusters at-a-glance

21. Crossover between clusters more common Examples • Agriculture and Business • Arts, Media & Entertainment and Info Tech • Green Technology • Natural Resource Management • Manufacturing & Product Development • Engineering & Design • Energy & Utilities

22. How to choose the Career Clusters and pathways? • Job growth / market data analysis – at the regional, state and national levels • What is already in place at the HS, ROP or nearby community college that is strong and could be built upon? • What is in place that must be eliminated? • What facilities are available? What facilities need to be improved or constructed? • What post-secondary programs can be articulated avoiding duplication? • Student interest

23. Where will you get your data? • US Department of Labor, Bureau of Labor Statistics • Employment Development Department • Workforce Investment Board • O-NET • Doing What Matters • Chambers of Commerce • County Office of Education • Community College

24. Time to Roll Up Your Sleeves Begin researching – Two Options: • Post-Secondary Programs • Job Growth Data What can you find right now to move forward?

25. www.californiahosa.org- Health Occupations • www.tsaweb.org - Technology • www.fbla-pbl.org - Business • www.ffa.org - Agriculture • www.cadeca.org - Marketing, Management, & Entrepreneurship • http://www.hect.org/fhahero - Hospitality, Consumer & Family Services (Home Economics) • http://www.skillsusaca.org - Industrial/Trade/Tech Student Organizations

26. What you don’t want to do Build a Program of Study • Around one great teacher • Based on current staff and training • Based on current facilities • Based on current local employer whims

27. Examples: Staff Development to Promote Effective Interdisciplinary POS • Teacher Externships • Project-Based Learning training and follow up time to plan and improve PBL curriculum • Regular conversations b/t academic, CTE and industry representatives • Use of technology to improve sharing of content (ex. curriculum mapping)

28. When creating your POS or to stay current Consider setting up Teacher Externships for all the teachers both CTE and academic A way to make connections in the industry- may lead to recruitment of guest speakers, advisory boards members or visiting instructors http://casn.berkeley.edu • Resources Tab (top) • - Guides and Articles • - Partnerships w/ Employers • - Teacher Externship Guide

29. Teaching Credentials, defining CTE and technical certifications: this can get interesting! Is Anatomy & Physiology a CTE course? Should a teacher with a biology degree but no Health Science work experience teach this course? (HS Science teacher?) Could a teacher with technical expertise in Anatomy & Physiology but does not have “traditional” teacher preparation coursework/degree teach this course? (PA, Paramedic, RN?) Is this a course that teaches skills and knowledge that lead to a career in Health Science/Medicine?

30. College and Career Readiness Career Academies CCSS

31. Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Mathematics Next Generation Science Standards • The Standards

32. http://www.careertech.org

33. Stairway to Student Success Multiple Courses Theme-Based Single Course Theme-Based Project Teacher Collaboration Business Advisory Pathway Theme Ready for College and Career Theme-Based Interdisciplinary Project-Based Learning Stairway to Student Engagement Leading to Improved Achievement Single Course Authentic Project Master Schedule In Class Project Classroom Activity Staff Development Traditional Classroom Instruction Standards - Student-Centered Learning

34. Which academic courses will be a part of the POS? • What courses are a natural fit • Which teachers want to do this type of work? • What courses could be altered slightly to make it a better fit? • DaVinci Algebra • Geometry by Design • Applied Medical English • Journey for Justice in America (US History in the Public Services Career Cluster)

35. To find more ideas and information about integrated academic and CTE courses visit UC Curriculum Integration (UCCI) Institute website • http://www.ucop.edu/ucci/welcome.html

36. What about Advanced Placement ? • The big hiccup is English and social studies • Embedded Honors/AP with zero period and/or afterschool support • The amazing teacher that can do AP and embed a career theme • Double up – kids take both the themed and AP version • AP and articulated credit courses: can they coexist? • What else?

37. What about International Baccalaureate (IB)? • New IB Career-related Certificate (IBCC) • Built around three interconnected elements: • at least two Diploma Programme courses • an IBCC core that includes approaches to learning, community and service, language development and a reflective project • an approved career-related study.

38. Career-themed Curriculum Database • On the CASN website • A national repository over 650 lesson plans, units and projects that link academic disciplines to specific industry sectors • http://casn.berkeley.edu/curriculum.php

39. Impacts on the Master Schedule? YES! • Check out the sessions by CCASN colleagues at NCAC this week • Use the free Master Schedule Online Guide

40. POS should provide opportunities for students to earn college credit through credit-based transition programs and/or industry credentials WHILE STILL IN HIGH SCHOOL • Offer dual credit courses between high school & college • Seek regular articulation to ensure students will not have to repeat instruction • Align high school & postsecondary courses by common standards & competencies • Apply for statewide articulation • Help students obtain 1st level of industry certification (ex. EMT, CISCO, ServSafe, NOCTI, ASE, NIMS, etc. Articulation & Industry Credentials

41. In the Resources section of http://casn.berkeley.edu • Dual Enrollment for High School Students

42. Kansas Example of Articulation Agreements HANDOUT

43. www.statewidecareerpathways.org

44. Sample POS

45. http://casn.berkeley.edu • Resources Tab (top) • - Guides and Articles • - Academy Design • - Course Sequences

46. www.careertech.org/career-clusters

47. Another example – from the State Level TN State Department of Education

48. Personal Plan of Study Example from Junction City High School HANDOUT

49. Related Resources • http://www.naf.org • http://www.careerclusters.org/ • www.promisingpractices.net • www.cteonestop.org • www.cteonline.org • www.casn.berkeley.edu • www.californiacareers.info • www.cal-impac.org • www.connectedcalifornia.org • www.bie.org • www.mdrc.org • www.msscusa.org • http://web.jhu.edu/csos • www.fordpas.org • www.tc.columbia.edu • www.ncacinc.com • www.ncee.org • www.neponline.org • www.ncn-npcpss.com • educationnorthwest.org • www.sreb.org • www.srnleads.org • www.wested.org

50. Individual Brainstorm • Consider were you are in the process of developing POS based on the info we just shared? • Begin to make a list of what you need to gather and where you might get it or ask one of us for where you can get the info you need.