Linked Learning: Pathways to College and Career Success ConnectEd and Long Beach Unified - PowerPoint PPT Presentation


Title: Linked Learning: Pathways to College and Career Success ConnectEd and Long Beach Unified


1
Linked Learning Pathways to College and Career
Success ConnectEd and Long Beach Unified
2
The State of Education
  • The best employers the world over will be
    looking for the most competent, most creative,
    and most innovative people on the face of the
    earth and will be willing to pay them top dollar
    for their services Beyond strong skills in
    English, mathematics, technology, and science,
    candidates will have to be comfortable with ideas
    and abstractions, good at both analysis and
    synthesis, creative and innovative,
    self-disciplined and well organized, able to
    learn very quickly and work well as a member of a
    team and have flexibility to adapt quickly to
    frequent changes in the labor market as the
    shifts in the economy become even faster and more
    dramatic.
  • The New Commission on the Skills of the American
    Workforce, 2007

3
So how do we fare academically on the
international landscape compared to other
countries in the Organization for Economic
Cooperation and Development (OECD)?
The State of Education
4
Program for International Student Assessment
(PISA)
US ranks 14th in Reading 25th in Math 17th in
Science
5
But this is only one measure
  • . So, the big picture from PISA is one of
    education stagnation at a time of fast-rising
    demand for highly-educated workers. The mediocre
    performance of Americas students is a problem we
    cannot afford to accept and cannot afford to
    ignore.
  • Secretary Arne Duncan
  • December 7, 2010

6
State of the Economy and Education (National
Trends)
Source Bureau of Labor Statistics
7
So What Now?Consensogram Activity
  1. To what degree are you familiar with the Rigor
    and Relevance Framework?
  2. To what degree does my SLC integrate real-world
    applications into the academic core?
  3. To what degree does my SLC team know what our
    local workforce requires of a graduating senior?
  4. To what degree does your SLC team use problem-
    and/or project-based learning to drive the
    curriculum?
  5. To what degree do you believe that ALL students
    can be college and career ready upon graduation
    from your SLC?

8
Let me tell you a story...
9
What is Linked Learning?
  • The Linked Learning approach offers students a
    choice among several different multi-year
    programs of study, which combine academic and
    technical skills, organized around broad industry
    themes (i.e., biomedical science engineering
    arts, media, entertainment) and prepare students
    for a full range of postsecondary options,
    including
  • 2- and 4- year college/university admission
  • Apprenticeships
  • Military
  • Formal employment training
  • Careers

10
Organizing Principles
  • Prepare students for both college and career
  • Connect academics to real-world applications
  • Lead to the full range of postsecondary options
  • Improve student achievement

11
Pathway Components
  • A Challenging Academic Component
  • A Demanding Technical Component
  • A Work-based Learning Component
  • Support Services

12
Math
Science
Social Studies
English
Prepared for College and Careers
Technical Core/Work-based Learning
13
Post-Secondary Articulation College and Career
Plan----------college Tours----------Applications
------------Courses
Social Studies
Social Studies
Social Studies
Social Studies
Middle School Articulation
Multiple Post-Secondary Opportunities
Math
Math
Math
Math
Technical Core
Technical Core
Technical Core
Technical Core
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
14
Reflection Linked Learning
  • How does your SLC reflect these guiding
    principles?
  • How does your SLC integrate the four core
    components?

15
Example
  • Health Professions High School in Sacramento

16
Pathways
  • Bring real world relevance to the college
    preparatory curriculum.
  • Promote project-based teaching and learning.
  • Use more authentic assessment methods.

17
Alignment Foundations for Engaging Every
Learner, Every Day
  • High School Reform Initiative 2009-2014
  • 1. Implement a rigorous and relevant
    multidisciplinary curriculum in the academic core
    to increase student achievement.
  • . Provide all students with a sequenced and
    aligned technical curriculum, including
    work-based learning and CTE experiences, for
    career exploration.
  • . Provide for consistent and sustained support,
    including prevention and intervention, to ensure
    that all students achieve their maximum
    potential.
  • . Create a holistic campus climate where
    relationships, social behavior, and positive
    professional interactions lead to academic
    success.
  • Instructional practices that support the ACSI,
    HSRI, and HSO Goals
  • RR Framework (Quadrant D)
  • Linked Learning Strategies
  • Performance Mapping Interdisciplinary
    Teaching Learning

Classroom Instructional Practices
Department/SLC PD Evolution/Action Plans
Site-Level School Improvement Plan (WASC)
High School Office Goals 2010 2011 Prepare all
students for postsecondary education careers
through linked learning. Provide support services
within each pathway. Enroll and support students
in a coherent sequence of rigorous courses
aligned to student outcomes.
High School Office High School Reform
Initiative/District Initiative for Expanding
Pathways
LBUSD Board of Education/Superintendents
Office Academic and Career Success Initiative
18
Quadrant D ? Adaptation Students have the
competence to think in complex ways and also
apply knowledge and skills they have acquired.
Even when confronted with perplexing unknowns,
students are able to use extensive knowledge and
skill to create solutions and take action that
further develops their skills and knowledge.
Taxonomy Evaluation 6 C C C D D D
Taxonomy Synthesis 5 C C C D D D
Taxonomy Analysis 4 C C C D D D
Taxonomy Application 3 A A A B B B
Taxonomy Comprehension 2 A A A B B B
Taxonomy Knowledge/ Awareness 1 A A A B B B
1 2 3 3 4 5 5
Knowledge in one discipline Apply in discipline Apply across disciplines Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations Apply to real-world unpredictable situations
Application Model Application Model Application Model Application Model Apply to real-world predictable situations Apply to real-world unpredictable situations Apply to real-world unpredictable situations

Quadrant C ? Assimilation Students extend and
refine their acquired knowledge to be able to use
that knowledge automatically and routinely to
analyze and solve problems and create unique
solutions.
Quadrant B ? Application Students use acquired
knowledge to solve problems, design solutions,
and complete work. The highest level of
application is to apply appropriate knowledge to
new and unpredictable situations.
Quadrant A ? Acquisition Students gather and
store bits of knowledge and information. Students
are primarily expected to remember or understand
this acquired knowledge.
Rigor Relevance Framework 2008 International
Center for Leadership in Education
19
  • SLC structures and themes give us a context for
    the Application axis on the Rigor and Relevance
    Framework.
  • i.e., business academy students can learn the
    historical context of To Kill A Mockingbird by
    studying the Stock Market Crash, while arts
    academy students can accomplish the same task by
    analyzing Billy Holidays Strange Fruit and
    pictures of the Dust Bowl

20
  • Past

Student Experience was not coordinated for
student engagement or real-world connections.
21
But how can we organize our work between the
disciplines to ensure a coherent experience for
the students?
22
  • Linked Learning

Student Experience IS now coordinated for student
engagement and real-world connections.
23
Industry Sectors and Organizing Themes
24
Why Themes?
  • Context and purpose
  • Provides relevance and connections for the
    students
  • Provides a common ground for content specific
    teachers to talk and plan
  • Connection for business/community

25
Determining Themes Factors to Consider
  • Successful programs
  • Student interest
  • Labor market demands
  • Community resources
  • College connections
  • Partnerships
  • Facilities
  • Staff interest

26
From Student Learning Outcomes to Student Outcome
Charts
  • Opportunity for expert practitioners to work in
    interdisciplinary communities to define what
    students should know and be able to do within a
    particular themed course of study.
  • Process that empowers a pathway to define its own
    identity around key industry themes.

27
Why Define Student Learning Outcomes?
  • Clarity of desired end provides the framework
    for designing ALL student experiences.
  • Ensures a rigorous and RELEVANT experience for
    all students within a pathway.

28
Student Outcome Charts
  • Student Outcome charts are a tool that provides a
    blueprint for a coherent, engaging four year
    educational experience above and beyond the
    academic standards all students take.

29
  • Alignment to an Industry Sector and then a
    subsequent Pathway is critical to focusing our
    work and making sure that students have a
    coherent educational experience.
  • Recognize that certain sectors ( even pathways)
    may NATURALLY overlap
  • Engineering Construction
  • Arts, Media, Entertainment Fashion/Interior
    Design
  • Finance/Business Marketing, Sales, Services
  • Etc.

30
PEACE Academy
  • Industry Sector Public Services
  • Pathway Legal/Government Services

31
Process
VISION
MISSION
More broad and future oriented what we hope to
be about.
More specific and defines why/how we will get
there.
GOALS AND OUTCOMES
32
Why this common language is so important
  • Finish each of the following proverbs/aphorisms
  • People in glass houses shouldnt
  • You can lead a horse to water, but
  • Dont bite the hand that
  • You cant teach an old dog
  • A penny saved is
  • None as so blind as
  • When the blind lead the blind

33
PEACE Academy
  • Vision
  • Enter to Learn, Exit to Serve
  • Mission
  • The PEACE Academy is an international
    negotiations and leadership academy that promotes
    critical thinking, community-minded students to
    advocate for social justice through philosophical
    debates, service learning projects, international
    negotiations, and complex instruction.

34
Student Outcomes.
  • focus on those skills and abilities most critical
    to success within your career theme.
  • So where do these come from?

35
Foundation Standards
  • They cover the 11 areas essential to all
    students success
  • 1.0 Academics
  • 2.0 Communications
  • 3.0 Career Planning and Management
  • 4.0 Technology
  • 5.0 Problem Solving and Critical Thinking
  • 6.0 Health and Safety
  • 7.0 Responsibility and Flexibility
  • 8.0 Ethics and Legal Responsibilities
  • 9.0 Leadership and Teamwork
  • 10.0 Technical Knowledge and Skills
  • 11.0 Demonstration and Application
  • Framework pages xvi - xvii

36
Pathway Standards
  • The pathway standards are concise statements that
    reflect the essential knowledge and skills
    students are expected to master to be successful
    in the career pathway.
  • Each career pathway comprises 3 to 12 standards
    with 2 to 6 subcomponents per standard.
  • Framework pages xvi - xvii

37
Define Attributes of Students in this Pathway
  • Strategy
  • Take the Pathway Standards assigned.
  • Informally unpack the standards to see
  • What students should be able to do? VERB - circle
  • Consider the level of rigor (Blooms Taxonomy)
  • Skills that students might need to master to
    meet/exceed the standard
  • What content do students need to know? NOUN -
    underline
  • Discuss themes patterns that emerge from this
    process and use those to define your students
    3-5 attributes (adjective to describe a student
    in this pathway). Attributes can also be known as
    the broad pathway outcomes.

38
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39
Student Outcomes (Deep Dive)
  • Are observable, measurable results or evidence of
    the educational experience. They may be things
    the program wants
  • students to know (cognitive),
  • ways students think (affective/ attitudinal), or
  • things students should be able to do (behavioral,
    performance, psychomotor).
  • They are detailed meaningful enough to guide
    decisions in program planning improvement,
    decisions about pedagogy practice. NOT
    ACTIVITIES.
  • These statements use active verbs, such as
    create, compose, calculate, develop, build,
    evaluate, translate, etc.

From CUPR Common Language doc
40
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41
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42
(No Transcript)
43
Course (Program) of Study
44
(No Transcript)
45
Integrated Curriculum and Linked
LearningPerformance Mapping
46
Integrated Curriculum Institute
  • This professional development is
  • Process driven Performance Mapping
  • Product driven Integrated Project

47
The goal of performance mapping is to use
content area standards and pacing guides to
discover cross-subject area connections from
which to build an authentic integrated project.
Integrated Curriculum Institute
47
48
Integration Continuum
Single Subject
Paired
Interrelated
Conceptual
BASIC
INTERMEDIATE COMPLEX
48
49
Integrated Curriculum Design
  1. Student Outcomes
  2. Curriculum/Performance Mapping
  3. Share Curriculum and Find Connections
  4. Topic Selection
  5. Essential Question
  6. Establish Performance Tasks/Assessments
  7. Lesson Plans
  8. Reflection and Revision
  • Industry and post-secondary partners advise in
  • Curriculum Development
  • Instruction and Implementation
  • Student Assessment

50
Unpacking the standards
  • Uncover to determine
  • Standard Identification
  • Content what students know
  • Skills what students are able to
    (performances)
  • Performance Standard Measures and Criteria
  • How students demonstrate mastery of knowledge and
    skill

51
Unpacking the Standards
  • Active Verbs matter!
  • Verbs establish the level of learning and drive
    the assessment methods
  • Performance measures and activities in the
    project must allow students to do the VERB!

51
52
Place your post-it notes in chronological order
on the butcher paper
53
Take turns explaining the details of your content
to the team.
54
Connections across subjects come from both verbs
(skills what students should be able to do)
AND/OR nouns (content what students should
know)
54
55
Make Connections
56
Your Turn
  • Practice making connections with a partner
  • Share and discuss your findings at your table

57
Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas
Subject Monday Tuesday Wednesday Thursday Friday

English
Science
Demonstrate proper experimental procedure Draw
conclusions from data regarding prevalence of
bacterial contamination
Identify various modes of transmission for
common pathogens
Explain how different factors influence the
spread of disease
Analyze and evaluate symptoms to determine
patient health status
Health
Paraphrase the research into your own
words. Formulate a preliminary thesis statement
to reveal the specific point of the paper.
Prepare a formal outline using proper outlining
form.
Find information on the topic using a minimum of
five sources
Evaluate the credibility and reliability of
resources.
Distinguish between active and passive transport
along concentration gradients.
Compare and contrast viral replication and
cellular division
Analyze structural differences between cells and
viruses
57
58
Topic Selection
  • Reflects focus of your SLC
  • Relevant to students lives and interests
  • Includes student investigation and research
  • Addressed through multi-disciplinary perspectives
  • Includes industry college professionals

58
59
Integrated Planning in Action
  • Video San Diego Teachers

59
60
Four Major Characteristics of Integrated Projects
  1. Standards driven timely and identifies level of
    mastery
  2. Inquiry driven becomes the students problem
  3. Authentic product, performance, service or
    solution
  4. Personalized differentiated based on students
    motivation and skills

60
61
Lets Take a Closer Look
  • Integrated Project Quality Criteria
  • Project Title Forensic Investigation

62
Integrated Curriculum Design
  1. Student Outcomes
  2. Curriculum/Performance Mapping
  3. Share Curriculum and Find Connections
  4. Topic Selection
  5. Essential Question
  6. Establish Performance Tasks/Assessments
  7. Lesson Plans
  8. Reflection and Revision
  • Industry and post-secondary partners advise in
  • Curriculum Development
  • Instruction and Implementation
  • Student Assessment

63
  • Video Example

64
Integrated Curriculum Design
  • Student Outcomes
  • Curriculum/Performance Mapping
  • Share Curriculum and Find Connections
  • Topic Selection
  • Essential Question
  • Establish Performance Tasks/Assessments
  • Lesson Plans
  • Reflection and Revision
  • Industry and post-secondary partners advise in
  • Curriculum Development
  • Instruction and Implementation
  • Student Assessment

65
Integrated Problem-Based Projects
Topic Essential Question SLC Industry Sector
World Hunger Heifer International How can I impact the world by thinking globally and acting locally? PEACE 10th grade Public Services
Environmental Issues Long Beach Breakwater Can we change our environment? PEACE 9th grade Public Services
Port of Long Beach How do efficiency and innovation affect ethics? CAMS 10th grade Engineering Technology
Improving Community Health How can you make your community healthier with 1 million? CAMS 9th grade Biotechnology/Health
Water Conservation Design a Blue house How can we develop a system that will deliver sustainable, clean water? ACE 10th grade Architecture, Construction, and Engineering
66
ConnectEd Resources
  • Tools and manuals
  • Video examples
  • Self Assessment Rubrics
  • Certification Criteria
  • Online collaboration spaces
  • District framework for support

67
What I didnt tell you was...
  • High academic rigor
  • Technical core was college level
  • There was an internship connected
  • The theme was integrated in all courses
  • Multidisciplinary
  • Exhibition of the work was
  • primary
  • Who was the student?

68
Team Debrief Force Field Diagram
SAMPLE All teachers use performance mapping to
integrate academic content with relevant
real-world competencies resulting in students who
are college and career ready SLC Cohort 10 Goal
1 3.
DRIVERS
PREVENTERS
  • Funding available for training.
  • Teachers will be comforted by the fact that they
    do not have to abandon standards and pacing
    guides.
  • Student-focused, teacher-friendly approach that
    respects a teachers expertise
  • Master schedule will have to support
    collaboration between grade-level teams within
    the school day.
  • Getting our Curriculum Office in the district to
    support this work.
  • Going to scale seems daunting.
  • People may not know how to collaborate.
  • Action Steps
  • Schedule a meeting with the Assistant
    Superintendent of Curriculum and Instruction to
    introduce this approach.
  • Create a needs assessment to make sure the
    professional development is needs-driven and
    presumptive.
  • Pilot the training with one SLC to determine how
    to tailor the approach to our district.

69
Contact Information
  • Rob Atterbury, ratterbury_at_connectedcalifornia.org
  • Director of Professional Development, ConnectEd
    The California Center for College and Careers
  • Nader Twal, ntwal_at_lbschools.net
  • SLC Project Director, Long Beach Unified
  • Veronica Evans, vevans_at_lbschools.net
  • Academic and Career Tech Ed Curriculum Leader,
    Long Beach Unified

70
Why reforms fail?
  • Lack of real commitment, buy-in, and a confluence
    of effort
  • No outside force balancing the changes in
    leadership and their whims
  • Lack of fidelity to the model, cutting corners
  • Lack of a systemic approach
  • Involvement of everyone in the design and
    development
  • Change the structure and never change the
    instruction or culture

71
The Evidence
  • Compared with their peers, students in pathways
  • Attend at higher rates
  • Are less likely to drop out and more likely to
    complete high school
  • Pass the California High School Exit Exam at
    higher rates
  • Are more likely to score proficient or higher on
    California Standardized Tests in English,
    science, and social studies
  • Earn more annually in the five years after high
    school graduation 2,500 per year more!
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Title: Linked Learning: Pathways to College and Career Success ConnectEd and Long Beach Unified


1
Linked Learning Pathways to College and Career
Success ConnectEd and Long Beach Unified
2
The State of Education
  • The best employers the world over will be
    looking for the most competent, most creative,
    and most innovative people on the face of the
    earth and will be willing to pay them top dollar
    for their services Beyond strong skills in
    English, mathematics, technology, and science,
    candidates will have to be comfortable with ideas
    and abstractions, good at both analysis and
    synthesis, creative and innovative,
    self-disciplined and well organized, able to
    learn very quickly and work well as a member of a
    team and have flexibility to adapt quickly to
    frequent changes in the labor market as the
    shifts in the economy become even faster and more
    dramatic.
  • The New Commission on the Skills of the American
    Workforce, 2007

3
So how do we fare academically on the
international landscape compared to other
countries in the Organization for Economic
Cooperation and Development (OECD)?
The State of Education
4
Program for International Student Assessment
(PISA)
US ranks 14th in Reading 25th in Math 17th in
Science
5
But this is only one measure
  • . So, the big picture from PISA is one of
    education stagnation at a time of fast-rising
    demand for highly-educated workers. The mediocre
    performance of Americas students is a problem we
    cannot afford to accept and cannot afford to
    ignore.
  • Secretary Arne Duncan
  • December 7, 2010

6
State of the Economy and Education (National
Trends)
Source Bureau of Labor Statistics
7
So What Now?Consensogram Activity
  1. To what degree are you familiar with the Rigor
    and Relevance Framework?
  2. To what degree does my SLC integrate real-world
    applications into the academic core?
  3. To what degree does my SLC team know what our
    local workforce requires of a graduating senior?
  4. To what degree does your SLC team use problem-
    and/or project-based learning to drive the
    curriculum?
  5. To what degree do you believe that ALL students
    can be college and career ready upon graduation
    from your SLC?

8
Let me tell you a story...
9
What is Linked Learning?
  • The Linked Learning approach offers students a
    choice among several different multi-year
    programs of study, which combine academic and
    technical skills, organized around broad industry
    themes (i.e., biomedical science engineering
    arts, media, entertainment) and prepare students
    for a full range of postsecondary options,
    including
  • 2- and 4- year college/university admission
  • Apprenticeships
  • Military
  • Formal employment training
  • Careers

10
Organizing Principles
  • Prepare students for both college and career
  • Connect academics to real-world applications
  • Lead to the full range of postsecondary options
  • Improve student achievement

11
Pathway Components
  • A Challenging Academic Component
  • A Demanding Technical Component
  • A Work-based Learning Component
  • Support Services

12
Math
Science
Social Studies
English
Prepared for College and Careers
Technical Core/Work-based Learning
13
Post-Secondary Articulation College and Career
Plan----------college Tours----------Applications
------------Courses
Social Studies
Social Studies
Social Studies
Social Studies
Middle School Articulation
Multiple Post-Secondary Opportunities
Math
Math
Math
Math
Technical Core
Technical Core
Technical Core
Technical Core
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
14
Reflection Linked Learning
  • How does your SLC reflect these guiding
    principles?
  • How does your SLC integrate the four core
    components?

15
Example
  • Health Professions High School in Sacramento

16
Pathways
  • Bring real world relevance to the college
    preparatory curriculum.
  • Promote project-based teaching and learning.
  • Use more authentic assessment methods.

17
Alignment Foundations for Engaging Every
Learner, Every Day
  • High School Reform Initiative 2009-2014
  • 1. Implement a rigorous and relevant
    multidisciplinary curriculum in the academic core
    to increase student achievement.
  • . Provide all students with a sequenced and
    aligned technical curriculum, including
    work-based learning and CTE experiences, for
    career exploration.
  • . Provide for consistent and sustained support,
    including prevention and intervention, to ensure
    that all students achieve their maximum
    potential.
  • . Create a holistic campus climate where
    relationships, social behavior, and positive
    professional interactions lead to academic
    success.
  • Instructional practices that support the ACSI,
    HSRI, and HSO Goals
  • RR Framework (Quadrant D)
  • Linked Learning Strategies
  • Performance Mapping Interdisciplinary
    Teaching Learning

Classroom Instructional Practices
Department/SLC PD Evolution/Action Plans
Site-Level School Improvement Plan (WASC)
High School Office Goals 2010 2011 Prepare all
students for postsecondary education careers
through linked learning. Provide support services
within each pathway. Enroll and support students
in a coherent sequence of rigorous courses
aligned to student outcomes.
High School Office High School Reform
Initiative/District Initiative for Expanding
Pathways
LBUSD Board of Education/Superintendents
Office Academic and Career Success Initiative
18
Quadrant D ? Adaptation Students have the
competence to think in complex ways and also
apply knowledge and skills they have acquired.
Even when confronted with perplexing unknowns,
students are able to use extensive knowledge and
skill to create solutions and take action that
further develops their skills and knowledge.
Taxonomy Evaluation 6 C C C D D D
Taxonomy Synthesis 5 C C C D D D
Taxonomy Analysis 4 C C C D D D
Taxonomy Application 3 A A A B B B
Taxonomy Comprehension 2 A A A B B B
Taxonomy Knowledge/ Awareness 1 A A A B B B
1 2 3 3 4 5 5
Knowledge in one discipline Apply in discipline Apply across disciplines Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations Apply to real-world unpredictable situations
Application Model Application Model Application Model Application Model Apply to real-world predictable situations Apply to real-world unpredictable situations Apply to real-world unpredictable situations

Quadrant C ? Assimilation Students extend and
refine their acquired knowledge to be able to use
that knowledge automatically and routinely to
analyze and solve problems and create unique
solutions.
Quadrant B ? Application Students use acquired
knowledge to solve problems, design solutions,
and complete work. The highest level of
application is to apply appropriate knowledge to
new and unpredictable situations.
Quadrant A ? Acquisition Students gather and
store bits of knowledge and information. Students
are primarily expected to remember or understand
this acquired knowledge.
Rigor Relevance Framework 2008 International
Center for Leadership in Education
19
  • SLC structures and themes give us a context for
    the Application axis on the Rigor and Relevance
    Framework.
  • i.e., business academy students can learn the
    historical context of To Kill A Mockingbird by
    studying the Stock Market Crash, while arts
    academy students can accomplish the same task by
    analyzing Billy Holidays Strange Fruit and
    pictures of the Dust Bowl

20
  • Past

Student Experience was not coordinated for
student engagement or real-world connections.
21
But how can we organize our work between the
disciplines to ensure a coherent experience for
the students?
22
  • Linked Learning

Student Experience IS now coordinated for student
engagement and real-world connections.
23
Industry Sectors and Organizing Themes
24
Why Themes?
  • Context and purpose
  • Provides relevance and connections for the
    students
  • Provides a common ground for content specific
    teachers to talk and plan
  • Connection for business/community

25
Determining Themes Factors to Consider
  • Successful programs
  • Student interest
  • Labor market demands
  • Community resources
  • College connections
  • Partnerships
  • Facilities
  • Staff interest

26
From Student Learning Outcomes to Student Outcome
Charts
  • Opportunity for expert practitioners to work in
    interdisciplinary communities to define what
    students should know and be able to do within a
    particular themed course of study.
  • Process that empowers a pathway to define its own
    identity around key industry themes.

27
Why Define Student Learning Outcomes?
  • Clarity of desired end provides the framework
    for designing ALL student experiences.
  • Ensures a rigorous and RELEVANT experience for
    all students within a pathway.

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Student Outcome Charts
  • Student Outcome charts are a tool that provides a
    blueprint for a coherent, engaging four year
    educational experience above and beyond the
    academic standards all students take.

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  • Alignment to an Industry Sector and then a
    subsequent Pathway is critical to focusing our
    work and making sure that students have a
    coherent educational experience.
  • Recognize that certain sectors ( even pathways)
    may NATURALLY overlap
  • Engineering Construction
  • Arts, Media, Entertainment Fashion/Interior
    Design
  • Finance/Business Marketing, Sales, Services
  • Etc.

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PEACE Academy
  • Industry Sector Public Services
  • Pathway Legal/Government Services

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Process
VISION
MISSION
More broad and future oriented what we hope to
be about.
More specific and defines why/how we will get
there.
GOALS AND OUTCOMES
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Why this common language is so important
  • Finish each of the following proverbs/aphorisms
  • People in glass houses shouldnt
  • You can lead a horse to water, but
  • Dont bite the hand that
  • You cant teach an old dog
  • A penny saved is
  • None as so blind as
  • When the blind lead the blind

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PEACE Academy
  • Vision
  • Enter to Learn, Exit to Serve
  • Mission
  • The PEACE Academy is an international
    negotiations and leadership academy that promotes
    critical thinking, community-minded students to
    advocate for social justice through philosophical
    debates, service learning projects, international
    negotiations, and complex instruction.

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Student Outcomes.
  • focus on those skills and abilities most critical
    to success within your career theme.
  • So where do these come from?

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Foundation Standards
  • They cover the 11 areas essential to all
    students success
  • 1.0 Academics
  • 2.0 Communications
  • 3.0 Career Planning and Management
  • 4.0 Technology
  • 5.0 Problem Solving and Critical Thinking
  • 6.0 Health and Safety
  • 7.0 Responsibility and Flexibility
  • 8.0 Ethics and Legal Responsibilities
  • 9.0 Leadership and Teamwork
  • 10.0 Technical Knowledge and Skills
  • 11.0 Demonstration and Application
  • Framework pages xvi - xvii

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Pathway Standards
  • The pathway standards are concise statements that
    reflect the essential knowledge and skills
    students are expected to master to be successful
    in the career pathway.
  • Each career pathway comprises 3 to 12 standards
    with 2 to 6 subcomponents per standard.
  • Framework pages xvi - xvii

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Define Attributes of Students in this Pathway
  • Strategy
  • Take the Pathway Standards assigned.
  • Informally unpack the standards to see
  • What students should be able to do? VERB - circle
  • Consider the level of rigor (Blooms Taxonomy)
  • Skills that students might need to master to
    meet/exceed the standard
  • What content do students need to know? NOUN -
    underline
  • Discuss themes patterns that emerge from this
    process and use those to define your students
    3-5 attributes (adjective to describe a student
    in this pathway). Attributes can also be known as
    the broad pathway outcomes.

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Student Outcomes (Deep Dive)
  • Are observable, measurable results or evidence of
    the educational experience. They may be things
    the program wants
  • students to know (cognitive),
  • ways students think (affective/ attitudinal), or
  • things students should be able to do (behavioral,
    performance, psychomotor).
  • They are detailed meaningful enough to guide
    decisions in program planning improvement,
    decisions about pedagogy practice. NOT
    ACTIVITIES.
  • These statements use active verbs, such as
    create, compose, calculate, develop, build,
    evaluate, translate, etc.

From CUPR Common Language doc
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Course (Program) of Study
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Integrated Curriculum and Linked
LearningPerformance Mapping
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Integrated Curriculum Institute
  • This professional development is
  • Process driven Performance Mapping
  • Product driven Integrated Project

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The goal of performance mapping is to use
content area standards and pacing guides to
discover cross-subject area connections from
which to build an authentic integrated project.
Integrated Curriculum Institute
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48
Integration Continuum
Single Subject
Paired
Interrelated
Conceptual
BASIC
INTERMEDIATE COMPLEX
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Integrated Curriculum Design
  1. Student Outcomes
  2. Curriculum/Performance Mapping
  3. Share Curriculum and Find Connections
  4. Topic Selection
  5. Essential Question
  6. Establish Performance Tasks/Assessments
  7. Lesson Plans
  8. Reflection and Revision
  • Industry and post-secondary partners advise in
  • Curriculum Development
  • Instruction and Implementation
  • Student Assessment

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Unpacking the standards
  • Uncover to determine
  • Standard Identification
  • Content what students know
  • Skills what students are able to
    (performances)
  • Performance Standard Measures and Criteria
  • How students demonstrate mastery of knowledge and
    skill

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Unpacking the Standards
  • Active Verbs matter!
  • Verbs establish the level of learning and drive
    the assessment methods
  • Performance measures and activities in the
    project must allow students to do the VERB!

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Place your post-it notes in chronological order
on the butcher paper
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Take turns explaining the details of your content
to the team.
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Connections across subjects come from both verbs
(skills what students should be able to do)
AND/OR nouns (content what students should
know)
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Make Connections
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Your Turn
  • Practice making connections with a partner
  • Share and discuss your findings at your table

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Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas Performance Map Template Across Subject Areas
Subject Monday Tuesday Wednesday Thursday Friday

English
Science
Demonstrate proper experimental procedure Draw
conclusions from data regarding prevalence of
bacterial contamination
Identify various modes of transmission for
common pathogens
Explain how different factors influence the
spread of disease
Analyze and evaluate symptoms to determine
patient health status
Health
Paraphrase the research into your own
words. Formulate a preliminary thesis statement
to reveal the specific point of the paper.
Prepare a formal outline using proper outlining
form.
Find information on the topic using a minimum of
five sources
Evaluate the credibility and reliability of
resources.
Distinguish between active and passive transport
along concentration gradients.
Compare and contrast viral replication and
cellular division
Analyze structural differences between cells and
viruses
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Topic Selection
  • Reflects focus of your SLC
  • Relevant to students lives and interests
  • Includes student investigation and research
  • Addressed through multi-disciplinary perspectives
  • Includes industry college professionals

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Integrated Planning in Action
  • Video San Diego Teachers

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Four Major Characteristics of Integrated Projects
  1. Standards driven timely and identifies level of
    mastery
  2. Inquiry driven becomes the students problem
  3. Authentic product, performance, service or
    solution
  4. Personalized differentiated based on students
    motivation and skills

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Lets Take a Closer Look
  • Integrated Project Quality Criteria
  • Project Title Forensic Investigation

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Integrated Curriculum Design
  1. Student Outcomes
  2. Curriculum/Performance Mapping
  3. Share Curriculum and Find Connections
  4. Topic Selection
  5. Essential Question
  6. Establish Performance Tasks/Assessments
  7. Lesson Plans
  8. Reflection and Revision
  • Industry and post-secondary partners advise in
  • Curriculum Development
  • Instruction and Implementation
  • Student Assessment

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  • Video Example

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Integrated Curriculum Design
  • Student Outcomes
  • Curriculum/Performance Mapping
  • Share Curriculum and Find Connections
  • Topic Selection
  • Essential Question
  • Establish Performance Tasks/Assessments
  • Lesson Plans
  • Reflection and Revision
  • Industry and post-secondary partners advise in
  • Curriculum Development
  • Instruction and Implementation
  • Student Assessment

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Integrated Problem-Based Projects
Topic Essential Question SLC Industry Sector
World Hunger Heifer International How can I impact the world by thinking globally and acting locally? PEACE 10th grade Public Services
Environmental Issues Long Beach Breakwater Can we change our environment? PEACE 9th grade Public Services
Port of Long Beach How do efficiency and innovation affect ethics? CAMS 10th grade Engineering Technology
Improving Community Health How can you make your community healthier with 1 million? CAMS 9th grade Biotechnology/Health
Water Conservation Design a Blue house How can we develop a system that will deliver sustainable, clean water? ACE 10th grade Architecture, Construction, and Engineering
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ConnectEd Resources
  • Tools and manuals
  • Video examples
  • Self Assessment Rubrics
  • Certification Criteria
  • Online collaboration spaces
  • District framework for support

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What I didnt tell you was...
  • High academic rigor
  • Technical core was college level
  • There was an internship connected
  • The theme was integrated in all courses
  • Multidisciplinary
  • Exhibition of the work was
  • primary
  • Who was the student?

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Team Debrief Force Field Diagram
SAMPLE All teachers use performance mapping to
integrate academic content with relevant
real-world competencies resulting in students who
are college and career ready SLC Cohort 10 Goal
1 3.
DRIVERS
PREVENTERS
  • Funding available for training.
  • Teachers will be comforted by the fact that they
    do not have to abandon standards and pacing
    guides.
  • Student-focused, teacher-friendly approach that
    respects a teachers expertise
  • Master schedule will have to support
    collaboration between grade-level teams within
    the school day.
  • Getting our Curriculum Office in the district to
    support this work.
  • Going to scale seems daunting.
  • People may not know how to collaborate.
  • Action Steps
  • Schedule a meeting with the Assistant
    Superintendent of Curriculum and Instruction to
    introduce this approach.
  • Create a needs assessment to make sure the
    professional development is needs-driven and
    presumptive.
  • Pilot the training with one SLC to determine how
    to tailor the approach to our district.

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Contact Information
  • Rob Atterbury, ratterbury_at_connectedcalifornia.org
  • Director of Professional Development, ConnectEd
    The California Center for College and Careers
  • Nader Twal, ntwal_at_lbschools.net
  • SLC Project Director, Long Beach Unified
  • Veronica Evans, vevans_at_lbschools.net
  • Academic and Career Tech Ed Curriculum Leader,
    Long Beach Unified

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Why reforms fail?
  • Lack of real commitment, buy-in, and a confluence
    of effort
  • No outside force balancing the changes in
    leadership and their whims
  • Lack of fidelity to the model, cutting corners
  • Lack of a systemic approach
  • Involvement of everyone in the design and
    development
  • Change the structure and never change the
    instruction or culture

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The Evidence
  • Compared with their peers, students in pathways
  • Attend at higher rates
  • Are less likely to drop out and more likely to
    complete high school
  • Pass the California High School Exit Exam at
    higher rates
  • Are more likely to score proficient or higher on
    California Standardized Tests in English,
    science, and social studies
  • Earn more annually in the five years after high
    school graduation 2,500 per year more!
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