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Multiple Pathways

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... that content can become rigorous implies that using one or two strategies for ... Articulation is the connection between high school courses and lower division UC ... – PowerPoint PPT presentation

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Title: Multiple Pathways


1
Multiple Pathways
  • A Comprehensive High School Reform Strategy

2
Resolve 1
  • Join the state-wide Coalition for Multiple
    Pathways and endorse a Multiple Pathway strategy
    to high school reform aimed at increasing high
    school graduation rates and preparing students
    for both college and career

3
Resolve 2
  • By 2016 the District shall become the largest
    Multiple Pathway district in the state and ensure
    that
  • All students graduate
  • All students pass the CAHSEE
  • All students graduate high school both college
    and career ready

4
Resolve 3
  • Strengthen and develop MP programs throughout the
    District so that by 2016 all entering 9th graders
    have the choice of enrolling in a wider
    representation of pathway programs within an
    equitable geographic region (or local district)

5
Resolve 4
  • The Superintendent, within 120 days, shall report
    on the development of MP programs as they relate
    to the development of Small Schools and progress
    towards meeting the Diplomas for All goal of 100
    graduation with bi-annual updates

6
Resolve 5
  • Beginning in 2010, technical core courses in MP
    programs and advisory courses shall be counted
    toward the Districts Life Skills graduation
    requirement and Districts Applied Learning
    requirement

7
Resolve 6
  • Relieve the perception that District high schools
    have different curricular tracks for students by
    clarifying the existing policy around student
    waivers for A-G coursework to ensure students are
    not opting out of entire A-G coursework but,
    rather, students and parents are requesting
    waivers for specific courses such as Algebra 2 in
    their junior or senior year

8
Resolve 7
  • That the endorsement of Multiple Pathways as a
    comprehensive high school reform strategy will be
    reviewed and a report made to the BOE at the end
    of one year

9
Assembly Bill 2648 Education Code 5337.5
  • On September 30, 2008, the Governor signed AB
    2648 into law. The law requires the
    Superintendent of Public Instruction to develop,
    in conjunction with the Secty of Ed, Community
    Colleges, UC, CSU, the Legislature, teachers,
    chamber organizations, industry reps, research
    centers, parents, school administrators, ROP reps
    and others a report that explores Multiple
    Pathways

10
Multiple Pathways Defined
  1. A multiyear, comprehensive high school program of
    integrated academic and technical study that is
    organized around a broad theme, interest area, or
    industry sector, including, but not necessarily
    limited to, the industry sectors identified in
    the model standards adopted by the state board
    pursuant to Section 51226

11
Multiple Pathways Defined
  1. A program that ensures that all pupils have
    curriculum choices that will prepare them for
    career entry and a full range of postsecondary
    options, including two- and four-year college,
    apprenticeship, and formal employment training

12
Multiple Pathways Defined
  • A program that is comprised, at a minimum, of the
    following components
  • An integrated core curriculum that meets the
    eligibility requirements for admission to UC and
    CSU and is delivered through project-based
    learning and other engaging instructional
    strategies that intentionally bring real-world
    context and relevance to the curriculum where
    broad themes, interest areas, and career
    technical education are emphasized

13
Multiple Pathways Defined
  • An integrated technical core of a sequence of at
    least four related courses, that may reflect
    career technical education standards-based
    courses, that provide pupils with career skills,
    that are aligned to and underscore academic
    principles, and to the extent possible fulfill
    the academic core requirements listed in
    subparagraph a.

14
Multiple Pathways Defined
  1. A series of work-based learning opportunities
    that begin with mentoring and job shadowing and
    evolve into intensive internships, school-based
    enterprises, or virtual apprenticeships.

15
Multiple Pathways Defined
  1. Support services, including supplemental
    instruction in reading and mathematics, that help
    pupils master the advanced academic and technical
    content that is necessary for success in college
    and career

16
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17
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18
Project Based Learning
19
Defining Standards-Focused PBL
  • The Buck Institute defines PBL as a systematic
    teaching method that engages students in learning
    knowledge and skills through an extended inquiry
    process structured around complex, authentic
    questions and carefully designed products and
    tasks.

20
Attributes of Authentic Curriculum Project Based
Learning
  • Authenticity
  • Academic Rigor
  • Alignment
  • Active Exploration
  • Adult Relationships
  • Assessment

21
Attributes of Authentic Curriculum Project Based
Learning
  • Authenticity
  • The project emanates from a problem or question
    that has meaning to the student.
  • The problem or question might actually be tackled
    by an adult at work or in the community.
  • The problem or question provides opportunities to
    create or produce something that has personal or
    social value and/or is connected to service
    learning.
  • Authentic resources and primary documents are the
    base for research.

22
Academic Rigor
  1. The project leads students to acquire and apply
    knowledge related to one or more content areas.
  2. The project scaffolds to rigor rigor remains in
    the project despite EL or SPED needs.
  3. The project demands a metacognitive approach.
  4. There are multiple pathways for students to
    consider in reaching conclusions.
  5. Students develop higher order thinking skills and
    habits of mind.
  6. Students use the habits of thinking of the
    disciplines (thinking like a scientist,
    historian, economist, writer, journalist,
    mathematician.)

23
Defining Rigor Students develop the capacity to
understand content that is
COMPLEX AMBIGUOUS
PROVACATIVE PERSONALLY OR EMOTIONALLY CHALLENGING
24
Getting to Rigor
  • Some contents like molecular biology are
    economics are complex, composed of interacting
    and over-lapping ideas (the structure of an
    eco-system, cellular respiration, the causes of
    depressions and recessions)

25
Getting to Rigor
  • Some contents are provocative, conceptually
    challenging, dealing with dilemmas, engaging
    students in identifying problems, conducting
    inquiry, taking positions (think of human cloning
    or the themes of Richard Wrights Native Son or
    Katherine Patersons Bridge to Terabithia

26
Getting to Rigor
  • Others, like modern poetry, primary documents,
    and statistics, are ambiguous, packed with
    multiple meanings that must be examined and
    sorted into patterns of significance (think a
    database describing U.S. immigration patterns
    from 1875 to 1920,or Dr. Seuss The Butter Battle
    Book.)

27
Getting to Rigor
  • Finally, some content is personally or
    emotion-ally challenging (the novels of Toni
    Morrison or Lois Lowry, the facts of Shays
    Rebellion, or the Trail of Tears.)
  • How might they personally challenge students and
    their sense of how the world works?

28
IMPLICATION
  • The diversity of ways that content can become
    rigorous implies that using one or two strategies
    for instruction or assessment will not be
    sufficient to help students learn to demonstrate
    rigorous assignments. (PBL)

29
Integrated (Soft) Skills
  • Critical Thinking and Problem Solving
  • Collaboration and Leadership
  • Agility and Adaptability
  • Initiative and Entrepreneurialism

30
Integrated (Soft) Skills
  1. Effective Oral and Written Communication
  2. Accessing and Analyzing Information
  3. Curiosity and Imagination

31
Alignment
  • What concepts and standards are students
    learning?
  • How are the concepts standards organized?
  • How will the project deepen the understanding of
    the standards?
  • How will the project or exhibition demonstrate
    proficiency of the identified standards?
  • How is the project aligned to grade level A-G
    Requirements?

32
Active Exploration
  • Do students spend significant amounts of time
    doing field-based work on the project?
  • Does it require students to engage in real
    investigation using a variety of methods, media,
    sources, and appropriate disciplinary practices?
    (scientific inquiry, historical research,
    investigative journalism)

33
Active Exploration
  • Are students expected to communicate what they
    learn through oral presentation, in writing, and
    in response to questions?
  • How does the use of technology extend the project?

34
Adult Relationships
  • Students meet and observe adults with relevant
    expertise and experience (other than the parent
    or teacher)
  • Students work closely with and get to know at
    least 1 adult
  • Adults collaborate with one another and with
    students on the design and assessment of the
    project

35
Assessment
  • There are opportunities for regular assessment of
    student work through a range of methods
    (presentation, written assignments, portfolios)
  • Students reflect on their learning, using clear
    project criteria and rubrics that they have
    helped to construct
  • Adults from outside the classroom (business,
    community organizations, colleges) are involved
    in the assessment and feedback of the work.
  • Teachers look at the student work as reflective
    professionals in order to improve their practice

36
How Can We Align Our Pathway with A-G?
  • Multiple Pathways
  • CTE
  • Theme
  • Interest Area
  • Industry Sector

37
Articulation A-G Requirements
  • UCOP understands that many schools are guided by
    reform initiatives that encourage the integration
    of academic and career-related content to form
    courses that are both rigorous and relevant.
    These rigorous applied academic courses may be
    approved by UC if teachers focus on the academic
    content, using the career-related content as an
    application and extension of the core knowledge
    taught in the academic area.
  • Articulation is the connection between high
    school courses and lower division UC and CSU
    coursework
  • The agreements that are made to teach the courses
    as described in the approved UC A-G List for
    LAUSD are critical for our students so that they
    will be prepared for university course work.

38
CTE/A-G Alignment
  • Very few LAUSD CTE courses are currently approved
    for a-g however many are approved in the state
  • Our first order of business must be to get our
    courses aligned and approved
  • UCOP A-G Guide lists approved courses by career
    path

39
In Closing
  • Our district has clearly stated the expectations.
  • The only way we will reach them is to work
    together as a team. All of our structures,
    resources and delivery methods must come together
    for a seamless approach that will meet the needs
    of our students and prepare them for
    postsecondary education and the workforce. This
    will be an exciting journey!

40
And remember
Everything you can imagine is real. -Pablo
Picasso
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