The Urban Assembly School for Global Commerce Sharing

The Urban Assembly School for Global Commerce Sharing experiences of building a CTE maritime program to achieve great outcomes for students Year Zero to Year Three

What is UASGC? O Founded in 2013 with the support of the Urban Assembly family of schools O Located in East Harlem, New York City O Only school in NYC to prepare students for careers in freight logistics and supply chain management O Industry partners include: O Port Authority of NY and NJ, NYC Economic Development Corporation, CSX Freight, Maritime Association, Long Island Import Export Association, Metropolitan Transportation O Post-secondary Partners include: O Arizona State University, Maritime College, Rutgers University, SUNY Farmingdale

How were we able to start a school like this? O Work of the Urban Assembly and Founder/CEO, Richard Kahan O Philosophy of system-wide change under Mayor Bloomberg’s administration O Support of strong industry partners to introduce the school to the industry

UASGC Mission By working closely with public and private partners, UASGC will provide opportunities for economic mobility through access to college and career pathways in the growing field of supply chain management and freight logistics, the backbone of global commerce. We educate students not just “for the occupation, ” but “through the occupation, ” integrating instruction of industry knowledge and skills throughout rigorous academic curricula. Through our extensive public and private partnerships, we create opportunities for students to participate in a growing and dynamic industry and ensure authentic student choice in post-secondary decisions, while providing significant social and emotional supports to ensure student success.

A Model for Collaboration Freight Logistics and SCM Industry Post. Secondary Programs for FL and SCM UASGC: Students, School and Staff

Our Students 2017 and 2018 Cohorts: ü 156 Students ü 53% Males; 46% Females ü 50% Hispanic; 44% Black ü 9% English Language Learners ü 30% Students with Disabilities ü Over 80% Title I Students

Benefits of Our Model O Small, supportive environment that allows O O students to be the center of our work CTE-focus engages students from 9 th Grade in thinking about their future Guides students towards thinking about careers first, then planning the best path to get there Moving towards integrated curriculum to provide more authentic learning experiences Integration of partners into curriculum development, internship experiences for students, field trips, guest lecturers, professional development for teachers

UASGC Highlights O CTE Program beginning in 9 th Grade, with curriculum in O O O conflict resolution skills, collaboration skills and other “soft skills” necessary for professional life, moving into introduction to economics, materials management, warehousing Two Career Tracks: Management of Logistics and Operations; Logistics Technology and Engineering AP Courses in 10 th and 11 th Grade; Pre-AP Program for 9 th Graders Paid Internships with the Port Authority of NY and NJ and the NYC Economic Development Corporation, Ports Division Computer Science, Coding and Robotics Programs Business School Summer Program at the WP Carey School of Arizona State University Advisory Program with focus on Restorative Circles to foster conflict resolution to collaborative problem solving

Outcomes from Years One and Two O In 2014 -2015, achieved a yearly attendance rate of 89%, higher than average in our peer group, and increasing from 87% in 2013 -2014. O In 2014 -2015, over 80% of UASGC students showed significant growth in their reading level, as measured by the Degrees of Reading Progress assessment.

Challenges of Implementation Finding and retaining great CTE teachers 2. Helping families and students understand the program and ensuring that they make an informed choice when choosing to attend UASGC 3. Funding the CTE Program with the provided budget 1.

One Key to Success O Integrating school’s CTE theme and career coursework MEANINGFULLY into academic curricula O Knowledge versus Skills – Logistical Thinking O We focus on SKILLS overlaps first, content overlaps second O Choosing a high-leverage Instructional Focus directly aligned with professional skills development O Ensuring that content teachers are developing units that are aligned to professional skills standards O This is a process (years of development), but needs to be completed through intentional work by faculty with experience in developing curricula

In summary… O If districts are interested in these types of programs, they must do the following: O Find a leader who can craft a strong vision for content-area instruction and how industry preparation can be meaningfully integrated into academic content areas, as well as into career courses O Identify and Engage Industry Partners that believe in the vision of the school and actively work to support the school’s development O Provide support in helping families to understand the vision for the school, support in the student recruitment process and nurture the growing school to ensure its success (while understanding that a model like this requires years to build)

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