Program of Study for Career Academies and SLCs

1. Program of Study for Career Academies and SLCs Erin Fender, College & Career Academy Support Network (CCASN), UC Berkeley Chris Almeida, CTE Teacher/Coordinator Folsom Cordova USD Mike Gross, Career Education Coordinator Junction City High School, Kansas 

2. CCASN promotes researched-based practice to improve students’ preparation for college and careers through direct technical 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 About CCASN http://casn.berkeley.edu http://collegetools.berkeley.edu

3. Today’s Objectives Define Programs of Study in the context of Career Academies, SLCs 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

4. Guidelines for this Session Be comfortable! Ask questions as they arise Meet your own physical needs immediately: restroom, water, etc. Frame the content of this session within your own school, community and students

5. 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. Program of Study

6. 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

7. Career Academy POS Goals Career AND college Leverage and expand student interest/relevance Increase student achievement during and after HS Structure Multi-grade articulation Cohort scheduling Physical location Breaks down the large HS into smaller more manageable size

8. Who decides what the POS will be? A Committee Post-secondary representatives CTE teachers Academic teachers College and Career Center and/or Work-based Learning representative(s) Counselors Industry representatives with a broad view Site and possibly District Administrator(s) Career and Technical Student Organization (CSTO) representative

9. 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 agreements Decide how to integrate college and career guidance in the POS Decide how to integrate 21st century skills in the POS Identify PD/TA needs Engage in ongoing evaluation and improvement

10. So, how do you start?

11. 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? Start with the end in mind

12. Career Clusters and/or Industry Sectors What does your state use? 16 Career Cluster defined by the National Association of State Directors of CTE

13. Career Clusters at-a-glance

14. Crossover between clusters more common Examples • Agriculture and Business • Arts, Media & Entertainment and Info Tech • Green Technology • Natural Resource Management • Manufacturing & Product Development • Engineering & Design • Energy & Utilities

15. 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

16. 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 Student Organizations

17. What you don’t want to do Build a Program of Study Around one great teacher Based on current staff and training Based on current facilities Based on current local employer whims

18. Examples: Staff Development to Promote Effective Interdisciplinary POS Teacher Externships Project-Based Learning training and follow up time to plan and improve PBL curriculum Regular conversations b/t academic, CTE and industry representatives Use of technology to improve sharing of content (ex. curriculum mapping)

19. When creating your POS or to stay current Consider setting up Teacher Externships for all the prospective 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

20. 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?

21. Kansas State Licensed Personnel Guide, 2012-2013, Kansas State Department of Education, Teacher Education and Licensure , www.ksde.org

22. Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Mathematics Next Generation Science Standards The Standards

23. http://www.careertech.org

24. Which academic courses will be a part of the POS? • What courses are a natural fit • Which 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)

25. 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

26. What about Advanced Placement ? The big hiccup is English and social studies Embedded Honors/AP with zero period and/or afterschool support The amazing teacher that can do AP and embed a career theme Double up – kids take both the themed and AP version AP and articulated credit courses: can they coexist? What else?

27. 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.

28. 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

29. 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. Articulation & Industry Credentials

30. In the Resources section of http://casn.berkeley.edu Dual Enrollment for High School Students

31. www.statewidecareerpathways.org

32. Sample POS

33. Resources Guides and Articles in the Resources section, College and Career Resources http://casn.berkeley.edu

34. www.careertech.org

35. Typical Cluster Plan of Study at JCHS Information Technology 9th Grade Required Courses: English I (1) Geometry (1) Physical World (1) Life Skills (1) 10th Grade Required Courses: English II (1) Algebra II (1) Biology (1) World History (1) 11th Grade Required Courses: English III (1) Pre-Calculus or Statistics (1) American History (1) General Chemistry (1) 12th Grade Required Courses: English IV (1) American Government (1/2) Economics (1/2) Other Required Courses: Health (1/2) Physical Dimensions (1/2) Computer Credit (1) Humanities/Fine Art Credit (1) Cluster Electives: Web Pages Advanced Web Pages Software Applications Spreadsheet Applications Digital Imaging Other Recommended Electives: Beginning Journalism Newspaper Production Computer Programming Sports Writing Computer Hardware Computer Networking Technical Writing JROTC Concurrent Enrollment Courses: English Comp I College Algebra Intro to Sociology General Psychology 24 Credits Required for Graduation 35 Service Learning Hours Required for Graduation

36. Typical Cluster Plan of Study at JCHS Information Technology Careers in this Cluster: Authentic Workplace Experience Opportunities • Software Engineer • Network Administrator • Web Designer • Database Manager Level I Site Visit/Career Fair Discover Days (9th) Level II Job Shadowing Level III Internship (Pre-req required) Level IV MATC Articulation MCSE Certification Post- Secondary Programs in this Cluster: Tech Degree: CCNA Associates Degree: Information Technology Baccalaureate Degree: Computer Science Programming Network Administration Advanced Degree: Systems Analysis Computer Engineering Interest, Aptitude, Achievement Inventories: eDiscover (9) PLAN (10) PSAT(10, 11) ACT (11, 12) SAT (11, 12) Work Keys (11, 12)

37. 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 Resources

38. 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.

39. 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

40. Lunch Break

41. 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?

42. Facilitated Work Time If you feel working with your group will be beneficial, please continue If you feel you need time to work as an individual, please do so Erin, Chris & Mike will circulate throughout the room to answer questions, help and provide suggestions

43. 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?

44. Remaining Questions What can we help you with in this last bit of time we have together?

45. 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. Outreach and Engagement

46. 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. Ongoing Evaluation and Improvement

47. The Programs of Study process is never finished. Courses, requirements, industry standards and expectations are constantly changing; so must your Program of Study. Conclusion

48. Thank you Erin Fender efender@berkeley.edu Chris Almeida calmeida@fcusd.org Mike Gross MikeGross@usd475.org