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Pathways to Establish Programs of Study: A Process for Student Motivation and Intention

Pathways to Establish Programs of Study: A Process for Student Motivation and Intention. St. Louis Park High School. Greg Goddard Kara Mueller Academy Coordinators. The Beginning. Building Assets Reducing Risks (BARR ) Intentional Relationships/Data Verification

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Pathways to Establish Programs of Study: A Process for Student Motivation and Intention

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  1. Pathways to Establish Programs of Study:AProcess for Student Motivation and Intention St. Louis Park High School Greg Goddard Kara Mueller Academy Coordinators

  2. The Beginning • Building Assets Reducing Risks (BARR) • Intentional Relationships/Data Verification • Small Learning Community Grant • Invest in Innovation (i3) • Developmental grant • Expansion of BARR • College and Career Readiness • A challenge to restructure a public high school • Outside evaluators

  3. Philosophy behind St. Louis Park High School Academy Design(Program of Study) • Middle student focus • Career exploration • Relevance (align to a program of study, learn pathway to college) • Relationships (BARR) • Rigor (align curriculum with local community college programs) • Experiential based education (project based curriculum) • Economic Indicators* Build on the legacy of St. Louis Park High School’s success Establish Collaborative Relationships Create and maintain a postsecondary going culture for all students Create a process to facilitate the student's development of motivation, intention and implementation Modernized responsive program of study blending structure with process

  4. (I) Build on our Legacy • Nationally ranked High School • Strong college prep program (IB, AP) • Several nationally recognized programs and staff • BARR – Building Assets Reducing Risks • School of Innovation • Recipients of i3 Grant (Invest in Innovation) HOWEVER • Recognized gap in meeting the needs of “ALL” • Weak in the development and delivery of college and career programming • Disconnected Electives

  5. (II) Establish Collaborative Relationships • MnScu • Centers of Excellence • Business • Advisory Boards “Tonight, I’m announcing a new challenge to redesign America’s high schools so they better equip graduates for the demands of a high-tech economy. We’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering, and math – the skills today’s employers are looking for to fill jobs right now and in the future.”(President Obama’s 2013 State of the Union Address)

  6. (III) Create and Maintain a Postsecondary Going Culture for All Students • Culture of Building (beliefs, perceptions, and intentions) • Workforce development – Student and Staff • College and Career Credit • Scaffold curriculum http://www.slpsparksonline.org/ • Advisory (60+ High School Teachers, Every student) • Academic and Goal Advisement (BARR) • Classroom lessons with outside requirements (32 Lessons) • Tech Tasks (Naviance) • College and Career Counselor with Career Center • Establishment of Academy (POS)

  7. (IV) Create a process to facilitate the student's development of motivation, intention and implementation

  8. Behavioral Beliefs and Outcome Evaluations:  Is working hard now in school toward a future goal worthwhile?  Do I like going to school and working hard? Attribution Theory of College and Career Readiness My Overall Attitude about Striving toward a Future Goal School-Setting Factors Injunctive and Descriptive Normative Beliefs:  Do people think I should work hard toward a future goal?  Do most people like me work hard toward a future goal? Striving Each Day to do My Best toward a Future Goal My Intention to do My Best in School to Prepare for a Future Goal My Social Norms about Future Goals Control Beliefs and Perceived:  Do I have the skills necessary to succeed in school for a future goal?  If I really wanted to, could I succeed in achieving a future goal? My Self-Efficacy with Future Goals Learning Skills and Abilities

  9. (V) Modernized Responsive Program of Study Blending Structure with Process • Academy Model (POS) • 10th Grade • 11/12th Grades

  10. Academy Structure (POS) Started Fall of 2012 Starting Fall of 2013

  11. Sophomore Foundation Courses • Collaborated with Minnesota State College and University System (MNSCU) to design academy courses. • Foundation course must haves: • College & Career Exploration Units • Ethics Unit • Specific Course Curriculum (project based) • Relationship Establishment – BARR Training • Evaluation • Student Survey

  12. 11th Grade Academy Design • Collaborated with Minnesota State College and University System (MNSCU) to design academy courses. • Designed 11th grade academy courses: • Created new or redesigned courses • Added an Engineering pathway • Collected feedback from teachers • College going experience • On going staff development (SLPH, MNSCU) • Articulation agreements

  13. Measures of Success Internal and External Evaluations (qualitative & quantitative): • Students know about their academic standing • Students are challenging themselves in their classes • Students have post-graduation aspirations • Students are informed about the knowledge and skills needed to be ready for post-graduation aspiration and how their ambitions are related to their academic levels • Students have engaged in a dialog with an informed person in and outside of school about their future prospects following graduation

  14. 10thGrade Foundation Survey

  15. Ongoing and ContinuedAcademy Work • Continued collaboration with MNSCU Deans and Instructors • Professional learning opportunities for staff (Workforce Development) • Create 12th grade academy courses • Build additional articulation agreements • Academy programming evaluation(s) • Identify resource needs for academy courses • Continued curriculum work (release time, summer hours) • Plan and Create Experiential Opportunities • Advisory Board(s) (Business, Industry & Post-secondary) • Promotion

  16. Implications & Take Away • Driving the bus while building it • Culture of the school • Staffing FTE • Registration numbers (free market) • Elective offerings more focused • Course evaluations – does it meet a program of study (modernize) • New classes/redesign of existing courses • Dropped classes (disconnected electives) • Teacher assignments and schedules have changed • +/- • Academic and CTE relationship

  17. Policy Recommendations • Growth Model for Schools • Incentive for success • Mechanism to share strengths of successful schools • Overcoming legacy barriers • Difficult to quickly respond to the demands of industry • Additional Resources/Reallocation of Resources • Teacher licensure • Teacher professional learning opportunities and expectations • Structure with Process • Attribution Theory • Program of Study • Workforce development • Teacher training programs (workforce indicators) • Communication and Collaboration between Secondary, Post-Secondary and Business

  18. Academy Coordinators Greg Goddard and Kara Mueller goddard.greg@slpschools.org, mueller.kara@slpschools.org

  19. Economic Indicators

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