A CrossCurricular Pathway OR ACADEMY Turn Your Pathway

A Cross-Curricular Pathway

OR ACADEMY Turn Your Pathway to a Road to Success!

Let’s Start By Clarifying Career Pathways vs Academies

1 st Question • Take out paper and writing implement • Respond to this question in writing: – How do Career Pathways differ from Academies? ◮ You have 3 minutes◮

2 nd Question • Using the same paper and writing implement • Respond to this question in writing: – How are Career Pathways and Academies alike? ◮ You have 3 minutes◮

Your Presenters: from River Valley High School in Yuba City Laverne Denyer & Vella Coffman

BUS INES S ENGIN EERING ICT NEW MED IA

Course Offerings CIENCE Exploring Computer Science PLTW Crossover USINESS Keyboarding (Introductory Computer Applications & Concepts) ECHNOLOGY Computer Repair (Cybersecurity: ICT Essentials) Web Page Design C NGINEERING RT ATH Mechanical Drawing Digital Photo Business Math Computer Assisted Drafting (CAD) Advanced Digital Photo Accounting PLTW Crossover Digital Art Media Web Page Design 2 D Animation OMMUNICATIONS Communications & New Media Computer Applications (Intermediate Computer Applications & Concepts) Small Business Management Sports & Entertainment Marketing Three Departments; Multiple Options (ICT, Business, New Media) STEAM provides solid training for careers of today and tomorrow. STEAM offers a Comprehensive, Cross-Curricular program of study that affords students opportunities to design a sequence of courses (Career Strand) to meet industry standards and personal career goals.

Focus Strand Options *Note: Due to program restrictions beyond our control, the STEAM Pathway accepts PLTW courses, but PLTW cannot accept STEAM courses

GENERAL ICT BUSINESS ENGINEER NEW MEDIA

WHAT WE ARE HERE TO DISCUSS…

Pathway or Academy You can achieve many of the same things.

First Remember What We Are Expected to Accomplish

Pathway/Academy Standards • Unique within an industry sector • Organized by careers within the industry sector of similar functions, services, and work environments • Describe what students should know and be able to do once the standards content is achieved • Build from simple to complex knowledge and performance • Incidental Alignment with Academic Standards ◮ http: //www. cde. ca. gov/ta/tg/sa/documents/cstgstdcte. pdf

Pathway/Academy Criteria • • Has an occupational focus Consistent in size and scope Comprised of similar functions Inclusive of all aspects of the industry Includes 8 -12 pathway specific standards Demonstrates sequence potential Lead to high skill, high wage, or high demand jobs Reasonable and appropriate for high school • Sustainable and viable over next 10 years ◮ http: //www. cde. ca. gov/ta/tg/sa/documents/cstgstdcte. pdf

The Harvard study, Pathways to Prosperity (February 2011) • The Harvard study implies – that a focus on college readiness alone – does not equip young people with all of – the skills and abilities – they need in the workplace, or to – successfully complete – the transition from adolescence – to adulthood ◮

HOW MUCH SUPPORT AND BUY-IN DO YOU REALLY HAVE?

Have You Asked Yourselves the Hard Questions? • How do you know? • Have you done a self-analysis? • How sure are you that what you think you are offering is what others think they want? ◮

Consider Your Buy-In & Support • Market Analysis? – Local, Statewide, National, International – Short term and Long Term: Evolving Industries • • • Staff? Students? Business Partners? Parents? Administrators? Counselors? Funding? Available Curriculum? Recognition? Spotlight? ◮

Example of Self-Analysis Tools • 11 Elements of Effective CTE Programs • Student Buy-In • Parent Buy-In (incomplete) ◮

A Comprehensive Program of Study Integrates: • Rigorous academics. • Real-world technical skills. • Work-based learning. • Personalized student supports◮ Building a Linked Learning Pathway – West Ed http: //www. connectedcalifornia. org/direct/files/resources/Building%20 a%20 LL%20 Pathway_040413_web. pdf

A Comprehensive Program of Study Integrates cont’d: • Rigorous academics. – The academic component of Linked Learning includes – college preparatory English language arts, mathematics, science, history, and foreign language courses ◮ Building a Linked Learning Pathway – West Ed http: //www. connectedcalifornia. org/direct/files/resources/Building%20 a%20 LL%20 Pathway_040413_web. pdf

A Comprehensive Program of Study Integrates cont’d: • Real-world technical skills. – A challenging technical component of three or more courses – that help students gain the knowledge and skills – that can give them a head start on a successful career ◮ Building a Linked Learning Pathway – West Ed http: //www. connectedcalifornia. org/direct/files/resources/Building%20 a%20 LL%20 Pathway_040413_web. pdf

A Comprehensive Program of Study Integrates cont’d: • Work-based learning. – A series of work-based learning opportunities – that begin with mentoring and job shadowing – and evolve into intensive internships, schoolbased enterprises, virtual apprenticeships, or projects with industry professionals ◮ Building a Linked Learning Pathway – West Ed http: //www. connectedcalifornia. org/direct/files/resources/Building%20 a%20 LL%20 Pathway_040413_web. pdf

A Comprehensive Program of Study Integrates cont’d: • Personalized student supports. – Student supports including – college and career guidance, academic counseling, and supplemental instruction in reading, writing, and mathematics – that help students master academic and technical learning ◮ Building a Linked Learning Pathway – West Ed http: //www. connectedcalifornia. org/direct/files/resources/Building%20 a%20 LL%20 Pathway_040413_web. pdf

Pathway to Success • The six major steps in the pathway creation process • A continuous improvement loop • Can help communities and schools • Design and implement a successful pathway • And also sustain it ◮ • Building a Linked Learning Pathway – West Ed http: //www. connectedcalifornia. org/direct/files/resources/Building%20 a%20 LL%20 Pathway_040413_web. pdf

Building a Linked Learning Pathway – West Ed http: //www. connectedcalifornia. org/direct/files/resources/Building%20 a%20 LL%20 Pathway_040413_web. pdf

http: //www. jsedimensions. org/wordpress/content/sustainability-across-theaustralian-curriculum-will-it-remain-a-priority_2014_12/

Discreet Learning • One industry area or curriculum • Isolated • Separate unto itself • A little bit of a stretch, but accurate enough for this discussion ◮

Two Approaches to Integrated Learning Cross Curricular Linked Learning Both are effective In somewhat different ways

Cross-Curricular Learning

Cross-Curricular Definition • A cross-curricular approach to teaching is characterized by sensitivity towards, and a synthesis of, knowledge, skills and understandings from various subject areas. • These inform an enriched pedagogy that promotes an approach to learning which embraces and explores this wider sensitivity through various methods ◮ Jonathan Savage Supporting innovation in education http: //www. jsavage. org. uk/research/cross-curricular-teaching-and-learning-5 -definitions/

Cross-Curricular Learning • Organization of the curriculum to help learners recognize natural connections between separate subjects. Bringing together concepts and skills from different subject areas under a major concept, theme or topic. Rojas (2012) ◮

Cross-Curricular Benefits • According to the National Assessment of Educational Progress, – while students are learning the basic information in core subject areas, – they are not learning to apply their knowledge effectively in thinking and reasoning (Applebee, Langer, & Mullis, 1989) ◮

Cross-Curricular Benefits cont’d • Interdisciplinary/cross-curricular teaching – provides a meaningful way in which students can use knowledge – learned in one context as a knowledge base in other contexts – in and out of school (Collins, Brown, & Newman, 1989) ◮

Cross-Curricular Benefits cont’d • Many of the important concepts, strategies, and skills taught in the language arts are "portable" (Perkins, 1986). • They transfer readily to other content areas ◮

Cross-Curricular Benefits cont’d • The concept of perseverance, for example, – may be found in literature and science. • Strategies for monitoring comprehension – can be directed to reading material in any content area. • Cause-and-effect relationships – exist in literature, science, and social studies ◮

Cross-Curricular Benefits cont’d • Interdisciplinary/cross-curricular teaching – supports and promotes this transfer. • Critical thinking – can be applied in any discipline ◮

Linked Learning

Linked Learning Responds to the Urgent Need to: • Keep students engaged in rigorous learning, and motivated to succeed • Move beyond a high school model built to serve the industrial age and create a more personalized, coherent educational program for youth • Be guided ◮

Transformative • Linked Learning is an approach to high school transformation with the targeted goal of preparing all students for both college and career – Nancy Farnan, San Diego State University ◮ http: //www. ctc. ca. gov/educator-prep/TAP/2012 -10 -TAP-linked-learning. pdf

http: //www. connectedcalifornia. org/direct/files/resources/ Building%20 a%20 LL%20 Pathway_040413_web. pdf

Common Features of Linked Learning Pathways • • • Tend to operate as small learning communities. Incorporate ROP/CTE courses and community college course-taking options, as appropriate and available. Blend academic and career technical education course content By design, all students are expected to complete a rigorous academic core, a demanding technical core, and associated work-based learning activities. Learning is project-based, rigorous and relevant, and supported by a range of services ◮ Nancy Farnan, San Diego State University

Table Discussions

What Are You Doing • In your tables discuss your successes and your challenges – The timer will be on, so give everyone a chance • Then share out with our group.

CTSO Information Mrs. Vella Coffman

Ask Yourself (individual & team) • • Is there a need or market for your program? What are the benefits? What are your accomplishments? What are your resources What are your needs? What are your goals? What are your challenges? • How much of YOU are you willing to invest? For how long? ◮

Can you, and will you be able to do this?

When You Decide To Do This

Be like: Blow Your Own Horn!

? t I Is

Laverne Denyer 530 -713 -4857 (cell) ldenyer@ycusd. org (first letter is a lower case “L”) www. rvhs-denyer. org Vella Coffman 530 -216 -3694 vcoffman@ycusd. org