#NAFNext2014
Taking the Academy of Health Science Classroom to the Community
#NAFNext2014
Mr. Larry Gray ---- retired Educator --- Pathway Coach
Joanna Madrigal-Cerrillo --- student ---- graduate PAHS
Pamela Avila, FNP-BC, RN, MSN/Ed., PHN, DSE, DSD, DNP(c)
Takes a Village
• District Support/Pathway Support• Campus Support• Classroom Support• Industry Support• Partner Support• Student Interest
District Support• Vision• Financial• Direction• College Field Trip Approval• NAF• CONNECT-ED • Linked Learning• CPA
Why Pathways?
Create small communities of
engaged learners
Prepare students for both college and career
Connect academics to real-world applications
Improve student achievement
Pathways
Linked Learning Core Components
Challenging, rigorous academic core
Demanding technical core
Work-based learning
Intensive support services
Pathways
#NAFNext2014
Work Based Learning Experience
Pathway Student
PUSD Governing Board
K-8 Administration & Staff
Pathway Advisory Boards
Local / Regional Professional Partners
State / National Partners• National Academy Foundation• ConnectEd• James Irvine Foundation• California Partnership
Academies
Pathway Site • Administration• Staff• Counselor
PUSD District Superintendent & Cabinet
P8 Coalition
Post Secondary• Community Colleges• 4 – Year Colleges &
Universities
Pathway Department• Pathway Director• WBL Coordinator• Pathway Coaches• Pathway Mentor
Coordinator• Clerical & Technical
Support
PUSD System of Support
Campus Support• Good team• Common prep• Cohort Scheduling• Staff Education &Training• Dedication• Continuing Education
Industry Support
• Advisory Board• Healthcare provider Membership• Leadership• Direction• Classroom presentations• On-Site Visits
Partner Support
• Hospital• Clinics• Urgent Care• Ambulance• Fire Department• Private Offices
Classroom Support
• Team time• Integrated projects• Class Speakers from industry• Making it relative– English– Math– Science– CTE
Objectives versus SLOs
Objectives Outcomes
Discrete skills, tools, or content that a student will master by the end of the course.
Overarching skill that a student will be able to demonstrate by the end of a course.
Require the use of basic thinking skills such as knowledge, comprehension, and application (three lowest levels of Blooms).
Require the use of higher level thinking skills such as analysis, synthesis, and evaluation (three highest levels of Bloom’s).
Do not necessarily result in a product. Most often are synthesized or combined to produce something that measures an outcome.
Result in a complex product that can be measured or observed and assessed.
CTE Courses by Grade
• Freshmen – Career Explorations, Medical Ethics
• Sophomores – Biotechnology, Global Health/Medical Terminology
• Juniors – Medical Assisting, Essentials of Medicine
• Seniors – Sports Medicine, EMT
Authenticity Academic Rigor Applied Learning Active Exploration Adult Relationships Assessment Practices Teaching about moving from “Me World to a We World”
People Skills Social interaction Communication Collaboration Problem solving
Preparation for Clinical Time
The emphasis on establishing “Community Partners” builds on the fact that robust knowledge and understandings are socially constructed through talk, activity, and interaction around meaningful problems and tools (Vygotsky, 1978).
Teacher Guide
Supports
Define questions
Students Share the responsibility for critical thinking and doing
Distribute their intellectual activity by teaching
Community of practice Powerful context for constructing meaning
Challenging Students thoughts, beliefs and learning
Share and synthesize their knowledge
Why “Community Partner”?
#NAFNext2014
Expected Graduate Outcomes: As a result, all students will develop and demonstrate:
• Critical thinking and problem solving skills
• Cultural awareness and the ability to collaborate with diverse groups
• Technical skills in digital media applications and information management
• Effective communication skills of listening, speaking and writing
• Creativity and innovation
• Leadership, self-management and organizational skills obtained through real world
applications and community involvement
• Adaptability, responsibility and ethical behaviors
• The ability to navigate the global world of work and further their education
PUSD Graduate Profile
My PATHWAY STORY
Joanna CerrilloCERT trainingFirst Responder TrainingOxygen CertificationFire Suppression CertFirst Aide TrainingHealthcare CPR/AEDCNAEMT training Porterville MRCRecipient of Michele
Avila-Emerson Scholarship
Work Based Learning. . .at it’s best
• POD– Tulare County, California
• Statewide Disaster Training– Ventura County, California hosted– Medical Reserve Corp supported
• CPR– Sidewalk hands-only
Student Interest
SEE ONE! DO ONE! TEACH ONE!• Student Learning Outcomes
– Learn to provide high quality medical services for those in need.
– Educate the community to engage in a more health oriented lifestyle.
– Develop critical thinking and skills to better prepare for entry-level positions in career.
WHY DO STUDENTS NEED THIS?
• Guidance • Changing technology • Teach upcoming generations
SENARIO
You are dispatched to aid a 74-year-old male with a history of heart “issues.” Upon arrival, the scene is safe and you enter the home, you see the police officer doing compressions on the elderly man. The man’s wife is present and states he was just watching TV & she thought he’d just fallen asleep, because she had just been speaking with him. As soon as she noticed he was not breathing she called 911 . . .
THIS COULD BE YOUR FAMILY MEMBER
HOW TO RETAIN IT
• Imagine it • Actual use in the “Real World”• See it properly taught• Apply it• Teach it• “See one! Do one! Teach one!”• Now Retained
A STUDENTS PERCEPTION
• Detail is important– Anything can happen
• Must be prepared• Sunburn to severe accident• Cardiac arrest– Know the steps– Save a Life
• “ALWAYS ON DUTY”
TIME FOR
American Heart Association
HANDS ONLY CPR