Pathway RapidMapping - Career Ladders Project · Regional Curriculum Alignment. Early College...

Pathway RapidMapping

Welcome!

1. Team Introductions

2. Mapping our Pathways

– Why? How? Now!

3. Planning our Next Steps

Our Team, Our Mappers

• Robert Curtis, CE Director

• Maeve Katherine Bergman, CLP Director

• Brook Sinclair, CLP Program Coordinator

In Spirit

• Lindsay Anglin, Program Coordinator and Cartographer

Introductions

• Please share your name, institution, position, and first W-2 job

Pathway Mapping and Program of Study

Outcomes

1. Understand the research based strategies for developing 9-14 pathways

2. Understand how pathway mapping and programs of study can support college and career readiness

3. Create draft 9-14 Pathway Maps

4. Identify priority areas for development

5. Develop draft action plan/next steps

Why pathways?

For our students.

0 20 40 60 80

African-American

Latino

White

Asian-American

Math

English Language Arts

2015 CA Smarter Balanced (SBAC) Testing Results: Percentage of Students Meeting/Exceeding

Where are We Losing Students?

Each year dropouts represent $320 billion in lost lifetime earning potential

10SOURCE: Alliance for Excellent Education, “The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools,” (Washington, DC: 2008).

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Navigating College and Career Readiness

K12

CSU/UC

Community Colleges

JobsCareer

Students

Employers

#LLCON2017CONVENTION 2017

Improving K-14 transitions is key!

• Two-thirds nationally enroll in one or more level of Dev. Ed. (remediation), larger percentage are assigned and don’t enroll

• Only 40% of community college students nationally complete a credential or transfer within 6 years

Creative Tension

The gap between vision and current reality is also a source of energy. We call this gap creative tension.

-- Peter Senge

High Quality 9-14 Pathways

Isolated courses, variable quality and lack of alignment

Triads

• What your vision for your pathway? What will it do for students?

• What are you doing already through the pathway to help achieve this vision?

• What is a key challenge you are facing with your pathway work?

Pathways: Now!

Pathways: How?

• Learning and Design: RapidMapping

• Implementation: Integrated Community of Practice

Rapid Mapping 1) Pre-work: Set the Table2) Mapping: Cross

Functional Teams3) Action Planning: Making a

Plan

Why?

School-wide Learning Outcomes (ESLRs)

Pathway Outcomes

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College Admissions

CA State Content Standards

CAHSEEE EL/RSP

21st Century Skills

Next Generation Science Standards

Common Core State Standards

Career-Technical Ed Standards

CST/EAP

PSAT/SAT/ACTBenchmark Tests

Pacing Guides

Smarter Balance Assessments

Linked Learning

District PD

Social-Emotional Learning

Differentiated student needs

Career Preparation

Work-Based Learning

School PD

Project-Based Learning

Department PD

Randy Tillery, Senior Dean, CCCCD

FOCUSING AND ALIGNING OUR EFFORTS

CA Community Colleges

• Basic Skills Initiative

• Career Advancement Academies

• Federal Initiatives: TAACCCT

• Doing What Matters

• Student Equity Plans

• Student Success Act of 2012

• CCC Bachelor’s Degrees

K12 Reforms• Local Control Funding Formula (LCFF)

• Local Control and Accountability Plan (LCAP)

• Next Generation Science Standards

• Common Core

• Smarter Balanced Assessment

• California Partnership Academies

• Linked Learning District Initiative/AB790

CCC/K12• AB86 Adult Ed/CCC Regional Consortia

• SB1070

• CCC Linked Learning Initiative (CCCLLI)

• CA Career Pathways Trust (CCPT)

• WIOA/Youth and Young Adult Programs

• Irvine’s Hubs of Excellence

K16 Pathway Framework for

Success

Framework Elements

•Structure and Sequencing

•Early College Credit

•Student Supports

•Improved Placement

•Integrated Instruction / Learning Outcomes

•Work-Based Learning

Sweet Spot: Our Students!

Greater Structure: Program of Study

9-12 “Program of Study”

Communications Plan

Parents and Students

Academic and Technical Courses

College and Career

Preparation

Master Schedule

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Work-based learning

Experiences

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Architecture, Construction, & EngineeringSample Pathway

Grade 9 Grade 10 Grade 11 Grade 12

English English 1 English 2 English 3 English 4

Math Algebra 1 Geometry Algebra 2 Pre Calc

Science Physics Chemistry Biology AP Physics

History World History

US History Government & Economics

For. Lang Spanish 1 Spanish 2 Spanish 3

Technical Intro to Engineering & Design

Construction Technology

Computer Aided Design

Engineering Design and Development

Other Phys. Ed. Phys. Ed

InternshipWBL Company Tour

Job Shadow Project for a company

Why is the Program of Study so important?

• Sets the direction for the pathway

• Clarifies the vision of where you are going

• Helps to determine when the pathway outcomes will be taught

• Informs the master schedule development

• Becomes the marketing tool for students and parents, and community

Rapid Mapping

What is Pathway mapping?

Northern California Career Pathways Alliance

•Powerful process to identify, align, and strengthen K14 pathways across systems

•A way to communicate the benefits of pathway education to all stakeholders

•Roadmap to high quality pathways

•Identify gaps

What Pathway Mapping is not

• Course content

• Alone, mapping won’t make any changes to program

Northern California Career Pathways Alliance

Benefits of Pathway Mapping

• Identify gaps in the current pathway

• Design includes program of study, transitions, post sec. completion, WBL & industry engagement.

• Creates a clearer/bigger picture of the pathway

• Communicate importance of pathway education to ALL stakeholders

• Inform or leverage other funding sources/initiative (i.e. Perkins Funding, CCSS, NGSS)

Northern California Career Pathways Alliance

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Questions?

Getting Started

Greater Structure and Improved Course Sequence (K12)

Rapid Pathway Mapping

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What’s In Place? What’s next?

1. Use post it notes and update or edit what is on the draft pathway maps for your institution.

– Review prompting questions to generate ideas.

2. Use post it notes with stickers or stars to indicate what is in progress or aspirational.

3. What are areas do you need support? What questions do you have for your partners?

4. Please be prepared to share out briefly your map of what you currently have in place.

Gallery Walk

• K-12

– Please share out:• What is currently in place

• What you aspire to do

• What support is needed or opportunities to partner

– Clarifying questions?

• CC

– Please share out:• What is currently in place

• What you aspire to do

• What support is needed or opportunities to partner

– Clarifying questions?

Next Steps?

Completing your Map!

Samples

Northern California Career Pathways Alliance

Long Beach Unified School District and Long Beach City College Allied Health Pathway

LBUSD and LBCC Allied Health Community of Practice

Lucidchart is a web-based

diagramming software which allows users to collaborate and work together in real time to create flowcharts, organizational charts, website wireframes, UML designs, mind maps, software prototypes, and many other diagram types.

Action!

Moving Together to Action, and Beyond

1. Map and an Action Plan

– Alignment

– Outreach, In Reach

– Early College Credit

– Integrated Student Supports

– Work-Based Learning

– Resource Development

2. Sharing! Rapid Mapping Toolkit and Train-the-Trainer

Local Alignment

Regional Curriculum Alignment

Early College Credit

Includes:• Articulation/Credit

by Exam/Portfolio• Concurrent

Enrollment • Dual Enrollment• AB 288 Dual

Enrollment

Dual Enrollment supports HS completion & college readiness:• Dual enrollment participants learn study skills and other

habits related to college success; they learn “how to play the part.” (Foster & Nakkula, 2005; Karp, 2006; Nakkula, 2006)

• Dual enrollment is related to increased high school graduation. (Karp et al., 2007; Rodriguez, Hughes, & Belfield, 2012; Cowan & Goldhaber, 2013)

• Taking college courses on a college campus gives first generation college students college know-how and confidence. (Karp 2010)

• Dual enrollment participants are more likely to enroll in college than their nonparticipating peers. (Karp et al., 2007; Speroni, 2011; Rodriguez, Hughes, & Belfield, 2012; Cowan & Goldhaber, 2013; Struhl & Vargas, 2012)

Early College Credit

Dual Enrollment benefits sub-groups and students facing multiple barriers:

• CTE program students benefit from dual enrollment participation. (Karp, et al., 2007; Rodriguez, Hughes, & Belfield, 2012; Struhl & Vargas, 2012 )

• Male students may benefit more from participation than other sub-groups. (Karp et al., 2007)

• Low-income, first-generation and academically “at risk” students benefit from participation. (Rodriguez, Hughes, & Belfield, 2012; An, 2013; Struhl & Vargas, 2012)

• Some studies find that they do so to a larger extent than other student groups. (Rodriguez, Hughes, & Belfield, 2012; An, 2013; Struhl & Vargas, 2012)

Early College Credit

Integrated Student Supports

High Impact Pathways have integrated student supports! Counseling and Student Support faculty and staff can, and need, to help!California Counseling Network (CaCN), a community of practice of K-14 counselors is working state-wide to gather and share emerging practice for colleges integrating counseling and student support services with mapping work.

Work-Based Learning

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Making Visible and Aligning Outcomes

Alignment to SJRC Institutional SLOsCCCR Learning OutcomesI. Communication

II. Critical Thinking & Problem-Solving

III. Collaboration

IV. Creative Thinking and Expression

V. Information Management and Research

VI. Self-Management and Academic Mindsets

VII. Digital Literacy

VIII. Ethical, Responsible and Culturally Aware Citizens and Leaders

SJRC Institutional SLOs

I. Foundational Skills

II. Personal Development and Management

III. Communication

IV. Critical Analysis

V. Creativity

VI. Intercultural Literacy and Interaction

VII. Responsibility

Rapid Mapping & Train-the-Trainer

Career Ladders Project and ConnectED partner across the state with K-14 communities!

Rapid Mapping Tool Kit • Pre-work Support• Agenda• PowerPoint• Handouts• Pre-Filled Map Template

Train-the-Trainer• K-14/16 Faculty and Staff• Key Talent

Now, Your Action Plan!

Priorities

• Review Phase 1 Prompting Questions

• Review colorful Key Interventions Document

• What are your priority gaps?

Action Planning/Next Steps

• With your team:

– Starting with one priority area draft action plan• Tasks/Actions

• Responsible folks

• Timeline

• Resources

Process Check

Reflections and Feedback

• Whip Around

– What is one key action you are committed to?

– What worked about today?

– What would you change or what do you still need?

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Questions?

Thank you!

Brook Sinclair: bsinclair@careerladdersproject.org

Katherine Bergman: mkbergman@careerladdersproject.org

Robert Curtis: rcurtis@connectedcalifornia.org

Thank you!

How??

College

and

Career

Ready

Pathway

Graduate

Student Learning

Outcomes&

Performance Criteria

(Rubrics)

Teach

DesignAssess for

Learning

Evidenceof

Student Proficiency

Reflect &

Revise.

Theory of Action

Cycle of Continuous Improvement:For Teacher Teams & Students

Learning Outcomes as North Star

Student Learning

OutcomesCollege

and

Career

Ready

Pathway

Graduate

What should students know and be able to do upon graduation from high school to prepare them for tomorrow’s economy??

Models: NCCPA, CCSF, SCV CCPT

Making Visible and Aligning Outcomes

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College Career Community Readiness (CCCR) Writ Large

COMMUNICATIONCRITICAL THINKING AND

PROBLEM-SOLVING

COLLABORATIONCREATIVE THINKING AND

EXPRESSION

INFORMATION MANAGEMENT AND

RESEARCH

SELF-MANAGEMENT AND ACADEMIC MINDSETS

DIGITAL LITERACYETHICAL, RESPONSIBLE AND

CULTURALLY AWARE CITIZENS AND LEADERS

Machine Tool Program Outcomes

1. Demonstrate safe operation of hand tools, power tools and specialized machine shop tools and equipment;

2. Demonstrate the set up and operation of manual lathes and mills;

3. Interpret CNC (Computer Numeric Control) programming language;

4. Accurately analyze and interpret blueprints and create part(s) to specifications;

What is the connection?

SRCJ Institutional SLO

Critical Analysis• Locate, analyze, evaluate, and

synthesize relevant information• Draw reasonable conclusions in

order to make decisions and solve problems

Mftg Program Outcome

3. Interpret CNC (Computer Numeric Control) programming language;

4. Accurately analyze and interpret blueprints and create part(s) to specifications;