Developing Programs of Study for College and Career Readiness

Erin Fender, Project ManagerCollege & Career Academy Support Network (CCASN),

Univerity of California, Berkeley - Graduate School of Education

Chris Almeida, CTE Teacher/Coordinator Folsom Cordova Unified School District, California

Mike Gross, Career Education Coordinator Junction City High School, Kansas

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CCASN promotes researched-based practice to improve students’ preparation for college and careers through direct support to schools and districts

Conducts practice-based research and documentation

Has created 2 websites with over 20 guides, research reports, national directory of academies, “toolbox” of downloadable materials, videos, and more

Informs local, state and national policy

http://casn.berkeley.edu

http://collegetools.berkeley.edu

About CCASN

Guidelines for this Session

Be comfortable!Ask questions as they ariseMeet your own physical needs immediately:

restroom, water, etc.Frame the content of this session within your

own school, community and students

Who are you?

From where? Your role?

Today’s Objectives

Define Programs of Study in the context of Career Academies, Linked Learning Pathways, Small Learning Communities and Career Technical Education (CTE)

Develop or improve effective Programs of Study by using research, data, best practices, community resources and needs of the 21st century economy

6Image Credit: Corporate Voices for Working Families

Table Talk and then Share Out

What is your local context? What do you already have in place?Where are you headed? Why are you here?

Program of Study

A document that outlines a series of courses that incorporates and aligns high school and postsecondary

Integrates academic and career technical content in a coordinated progression of non-duplicative courses in an industry sector

Offers opportunity for HS students to acquire postsecondary credits

Leads to an industry recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

What is a Program of Study for a Career Academy?

Everything on the last slide and

• Integrates academic and technical curriculum through interdisciplinary projects, work-based learning and performance assessments

• Provides support services necessary to ensure all students are successful

• Includes strong and sustained partnerships with business, community and other stakeholders

• Incorporates career guidance and mentoring opportunities

Integration Continuum

Single Subject Paired Interrelated Conceptual

BASIC INTERMEDIATE COMPLEX

CTE Course Sequence with Sporadic Academic Integration

CTECours

e1

CTECours

e2

CTECours

e3

CTECours

e4

History

English

Science

Social

Studies

Science

English

Math

Social

Studies

Science

English

Math

Social

Studies

Science

English

Math

Social

Studies

Science

English

Math

CTE

Middle School

Articulation

MultiplePost-

SecondaryOpportuni

ties

Post-Secondary ArticulationCollege and Career Plan----------College Tours----------Applications ------------

Dual Enrollment

CTE CTE CTE

Support

Services

Support

Services

Support

Services

Support

Services

Introductory

Level

Intermediate

Level

Capstone

Level

Work-based Learning Opportunities Company Tours ----------------------------Job Shadowing------------------------------

Internships

POS for Career & Career Readiness

GoalsCareer AND collegeLeverage and expand

student interest/relevance Increase student

achievement during and after HS

Recognize need for support and provide early intervention

Leverage and expand community/business involvement

StructureMulti-grade articulationCohort schedulingPhysical locationBreaks down the large HS

into smaller more manageable size

Who decides what the POS will be?

A Committee is best practice Post-secondary representativesCTE teachersAcademic teachersCollege and Career Center and/or Work-based Learning

representative(s)CounselorsIndustry representatives with a broad viewSite and possibly District Administrator(s)Career and Technical Student Organization (CSTO)

representative

What will the POS committee do? Identify or develop the non-duplicative sequence of

both the CTE and academic courses at secondary & postsecondary levels using the current state and nationals standards

Develop dual credit and/or articulation agreementsDecide how to integrate college and career guidance in

the POS Decide how to integrate 21st century skills in the POSIdentify PD/TA needsEngage in ongoing evaluation and improvement

So, how do you start?

Start with the end in mind

What career opportunities will exist for students? For students who think they want to enter the workforce directly out of

high school? For students who want to attend a short-term training program? For students who want to go to a community college? For students who want to go a 4-year school?

Exactly to what postsecondary programs will students matriculate?

What type of credentials and/or certificates can students earn both in high school and beyond?

Math Science Social Studies

English

Technical Core/Theme

Prepared for

Collegeand

Careers

Back

High growth, high wage hits the bulls-eye

Career Clusters and/or Industry Sectors

What does your state use?

16 Career Cluster defined by the National Association of State Directors of CTE

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Career Clusters at-a-glance

Crossover between clusters more common

ExamplesAgriculture and BusinessArts, Media & Entertainment and Info TechGreen Technology

– Natural Resource Management– Manufacturing & Product Development– Engineering & Design– Energy & Utilities

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How to choose the Career Clusters and pathways?

Job growth / market data analysis – at the regional, state and national levels

What is already in place at the HS, ROP or nearby community college that is strong and could be built upon?

What is in place that must be eliminated?What facilities are available? What facilities

need to be improved or constructed? What post-secondary programs can be

articulated avoiding duplication? Student interest

Where will you get your data?

US Department of Labor, Bureau of Labor Statistics

Employment Development Department Workforce Investment BoardO-NETDoing What MattersChambers of CommerceCounty Office of EducationCommunity College

Time to Roll Up Your Sleeves

Begin researching – Two Options:

Post-Secondary Programs

Job Growth Data

What can you find right now to move forward?

Student Organizations

• www.californiahosa.org - Health Occupations

• www.tsaweb.org - Technology

• www.fbla-pbl.org - Business

• www.ffa.org - Agriculture

• www.cadeca.org - Marketing, Management, &

Entrepreneurship

• http://www.hect.org/fhahero - Hospitality, Consumer

& Family Services (Home Economics)

• http://www.skillsusaca.org - Industrial/Trade/Tech

What you don’t want to do

Build a Program of Study Around one great teacherBased on current staff and trainingBased on current facilitiesBased on current local employer whims

Examples: Staff Development to Promote Effective Interdisciplinary POS

Teacher ExternshipsProject-Based Learning training and follow up time

to plan and improve PBL curriculum Regular conversations b/t academic, CTE and

industry representativesUse of technology to improve sharing of content (ex.

curriculum mapping)

When creating your POS or to stay current

Consider setting up Teacher Externships for all the teachers both CTE and academic

A way to make connections in the industry - may lead to recruitment of guest speakers, advisory boards members or visiting instructors

http://casn.berkeley.edu Resources Tab (top) - Guides and Articles - Partnerships w/

Employers - Teacher

Externship Guide

Teaching Credentials, defining CTE and technical certifications: this can get interesting!

Is Anatomy & Physiology a CTE course? • Should a teacher with a biology degree but no Health Science work experience teach this course? (HS Science teacher?)• Could a teacher with technical expertise in Anatomy & Physiology but does not have “traditional” teacher preparation coursework/degree teach this course? (PA, Paramedic, RN?)• Is this a course that teaches skills and knowledge that lead to a career in Health Science/Medicine?

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CAREER ACADEMIES

CCSS

College and Career

Readiness

Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

Mathematics

Next Generation Science Standards

The Standards

http://www.careertech.org

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Ready for

College and

Career

Stairway to Student Success

Standards - Student-Centered Learning

Traditional Classroom Instruction

Single Course Authentic Project

In Class Project

ClassroomActivity

Theme-Based Interdisciplinary Project-Based Learning

Staff

Dev

elop

men

t

Mas

ter S

ched

ule

Multiple Courses Theme-Based

Teac

her C

olla

bora

tion

Single CourseTheme-Based Project

Busi

ness

Adv

isor

yPa

thw

ay T

hem

e

Stairway to Student E

ngagement Leading to Improved Achievement

Which academic courses will be a part of the POS?

What courses are a natural fitWhich teachers want to do this type of work?What courses could be altered slightly to make it a

better fit? – DaVinci Algebra– Geometry by Design– Applied Medical English– Journey for Justice in America (US History in the

Public Services Career Cluster)

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To find more ideas and information

about integrated academic and CTE courses visit UC Curriculum Integration (UCCI) Institute website

http://www.ucop.edu/ucci/welcome.html

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What about Advanced Placement ?

The big hiccup is English and social studiesEmbedded Honors/AP with zero period and/or

afterschool support The amazing teacher that can do AP and embed a

career themeDouble up – kids take both the themed and AP versionAP and articulated credit courses: can they coexist?What else?

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What about International Baccalaureate (IB)?

New IB Career-related Certificate (IBCC)Built around three interconnected elements:

– at least two Diploma Programme courses– an IBCC core that includes approaches to learning,

community and service, language development and a reflective project

– an approved career-related study.

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Career-themed Curriculum Database

On the CASN website

A national repository over 650 lesson plans, units and projects that link academic disciplines to specific industry sectors

http://casn.berkeley.edu/curriculum.php

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Impacts on the Master Schedule?

YES!Check out the sessions by CCASN colleagues at

NCAC this week

Use the free Master Schedule Online Guide

Articulation & Industry Credentials

POS should provide opportunities for students to earn college credit through credit-based transition programs and/or industry credentials WHILE STILL IN HIGH SCHOOL

• Offer dual credit courses between high school & college• Seek regular articulation to ensure students will not have to

repeat instruction• Align high school & postsecondary courses by common

standards & competencies• Apply for statewide articulation• Help students obtain 1st level of industry certification (ex.

EMT, CISCO, ServSafe, NOCTI, ASE, NIMS, etc.

In the Resources section of http://casn.berkeley.edu

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Dual Enrollment for High School Students

Kansas Example of Articulation Agreements

HANDOUT

www.statewidecareerpathways.org

Sample POS

http://casn.berkeley.edu

Resources Tab (top)- Guides and Articles

- Academy Design- Course

Sequences

www.careertech.org/career-clusters

Another example – from the State Level

TN State Department of Education

Personal Plan of Study

Example from Junction City High SchoolHANDOUT

Related Resources

•http://www.naf.org •http://www.careerclusters.org/•www.promisingpractices.net•www.cteonestop.org•www.cteonline.org•www.casn.berkeley.edu•www.californiacareers.info•www.cal-impac.org•www.connectedcalifornia.org•www.bie.org•www.mdrc.org•www.msscusa.org •http://web.jhu.edu/csos

•www.fordpas.org•www.tc.columbia.edu•www.ncacinc.com•www.ncee.org•www.neponline.org•www.ncn-npcpss.com•educationnorthwest.org•www.sreb.org•www.srnleads.org•www.wested.org

Individual Brainstorm

Consider were you are in the process of developing POS based on the info we just shared?

Begin to make a list of what you need to gather and where you might get it or ask one of us for where you can get the info you need.

Small Group Work Setup

We will help the group divide into small groups based on industry sectors and/or needs.

Please introduce yourselves to each other– Name– Role– Explain where you are at and what you would like to work on

in the group

Lunch Break

Questions That Have Come Up After Lunch

What do you need to know before you have a chunk of time roll up your selves and dive into working on your Programs of Study?

Facilitated Work TimeIf you feel working with your group will be beneficial, please

continue If you feel you need time to work as an individual, please do soErin, Chris & Mike will circulate throughout the room to answer

questions, help and provide suggestions

Teams or Individuals Share Out

What did you accomplish during the work time that may be of interest or help others in the room?

Ideas/Feedback from others in the room?

Remaining Questions

What can we help you with in this last bit of time we have together?

Outreach and Engagement

• POS and their benefits lack value if no one is aware of them. • Market and recruit students, parents, educational staff, and

the community. • Continuous input and support from industry and post-

secondary is essential for continuing the Programs of Study. • Grant development should be pursued to support the

Programs of Study.

Ongoing Evaluation and Improvement

Systems and strategies to gather quantitative and qualitative data on both Programs of Study components and student outcomes are crucial for ongoing efforts to develop and implement Program of Study.

Conclusion

The Programs of Study process is never finished.

Courses, requirements, industry standards and expectations are constantly changing; so must your Program of Study.

Thank you

Erin Fender efender@berkeley.edu

Chris Almeida calmeida@fcusd.org

Mike Gross MikeGross@usd475.org

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