The Path to High School

1. The Path to High School Transitioning from 8th to 9th grade at Pathways Charter School

2. Program Model Overview • Elementary: home-based program- parent is day to day teacher. IST reviews work and collaborates with family. • High School: Model shifts to more traditional independent study in which the role between student and teacher is increased. There are weekly meetings and weekly assignments. • Teachers awards grades and units.

4. Graduation Requirements and Units • Pathways is a diploma bound program • Pathways is a public high school that is WASC accredited. Min of 220 to graduate within certain categories. • Pathways has our own set of graduation requirements that can be tailored for UC bound students (see chart in packet) • CAHSEE & algebra 1 are diploma/grad requirements

5. Team Designs a High School Semester Plan • Select Courses: using course list and referencing course objectives • Determine course status : college prep, standard or modified • Determine units to be attempted • Select materials that will be used to reach goals (class option).

6. College Prep and General Ed Path • In order to directly enter a UC/CSU and some private schools, student must complete coursework at a college prep level. • College prep is rigorous and is meant to prep students for college expectations and workload. • College prep involves extensive writing and critical thinking as well as evidence of subject mastery through year-end assessments.

7. College Prep • Expectations of teacher, school and outside forces (WASC, UC and Other colleges) is leading to less flexibility of curriculum and assignment load. • Pathways uses a department chair model for the four cores. • Student submit semester portfolios to the chairs for review and verification of college prep level work.

8. How to decide which path to select and what if we change our mind? • What are the student ‘s post-high school goals? • Review sample SLP of each (see packets) • Review 4 year outline of courses (see packet)

9. Weekly meetings and a new Team strategy with a high school IST • Weekly meetings are mandatory except with approval from area coordinator. • Teacher will review work from the prior week and assign new work. • Teacher will grade work and award attendance credit and academic credit at least monthly. • Student meets directly with teacher, parent attends at least one meeting per month. • Student needs to communicate with teacher during the week if they anticipate not being able to complete assigned work. • Review sample assignment sheets (see packet)

10. Grading and Internal Diagnostics • Each IST and class instructor have a grading policy that will outline their expectations and policies. • STAR testing conducted 9th-11th grades: ELA and math are most important. Subject areas tests are varied. • PCS diagnostics • Algebra and math readiness exams • Clear Writing Diagnostic • Foreign Language Exams

11. Role of Classes in High School Coffee Center • Typical offerings • Unit value • Role of IST and instructor • Final grades • Privilege • Expectations: behavior and work completion

12. SRJC • Concurrent enrollment form must be approved prior to enrollment by IST and Area Coordinator • PCS approval process • Fees can be covered by a student budget if submitted to IST prior to payment being due. • PCS sets a unit max. in order for student to maintain enrollment with PCS

13. Why choose PCS?: Pros • Flexibility of curriculum and methods of instruction • Flexibility of daily/weekly time schedules. • Opportunity to pursue areas of interest/passion

14. Why Choose PCS? …Cons • Student must be able to work independently. • Parent has a reduced role in making assignments but has an increased role in tracking and monitoring student work completion. • Labs and foreign language require extra support environments. • Electives can be tricky (ex PE/music/art)