Multiple Pathways

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Multiple Pathways

• A Comprehensive High School Reform Strategy

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Resolve 1

• Join the state-wide Coalition for Multiple
  Pathways and endorse a Multiple Pathway strategy
  to high school reform aimed at increasing high
  school graduation rates and preparing students
  for both college and career

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Resolve 2

• By 2016 the District shall become the largest
  Multiple Pathway district in the state and ensure
  that
• All students graduate
• All students pass the CAHSEE
• All students graduate high school both college
  and career ready

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Resolve 3

• Strengthen and develop MP programs throughout the
  District so that by 2016 all entering 9th graders
  have the choice of enrolling in a wider
  representation of pathway programs within an
  equitable geographic region (or local district)

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Resolve 4

• The Superintendent, within 120 days, shall report
  on the development of MP programs as they relate
  to the development of Small Schools and progress
  towards meeting the Diplomas for All goal of 100
  graduation with bi-annual updates

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Resolve 5

• Beginning in 2010, technical core courses in MP
  programs and advisory courses shall be counted
  toward the Districts Life Skills graduation
  requirement and Districts Applied Learning
  requirement

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Resolve 6

• Relieve the perception that District high schools
  have different curricular tracks for students by
  clarifying the existing policy around student
  waivers for A-G coursework to ensure students are
  not opting out of entire A-G coursework but,
  rather, students and parents are requesting
  waivers for specific courses such as Algebra 2 in
  their junior or senior year

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Resolve 7

• That the endorsement of Multiple Pathways as a
  comprehensive high school reform strategy will be
  reviewed and a report made to the BOE at the end
  of one year

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Assembly Bill 2648Education Code 5337.5

• On September 30, 2008, the Governor signed AB
  2648 into law. The law requires the
  Superintendent of Public Instruction to develop,
  in conjunction with the Secty of Ed, Community
  Colleges, UC, CSU, the Legislature, teachers,
  chamber organizations, industry reps, research
  centers, parents, school administrators, ROP reps
  and others a report that explores Multiple
  Pathways

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Multiple Pathways Defined

• A multiyear, comprehensive high school program of
  integrated academic and technical study that is
  organized around a broad theme, interest area, or
  industry sector, including, but not necessarily
  limited to, the industry sectors identified in
  the model standards adopted by the state board
  pursuant to Section 51226

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Multiple Pathways Defined

• A program that ensures that all pupils have
  curriculum choices that will prepare them for
  career entry and a full range of postsecondary
  options, including two- and four-year college,
  apprenticeship, and formal employment training

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Multiple Pathways Defined

• A program that is comprised, at a minimum, of the
  following components
• An integrated core curriculum that meets the
  eligibility requirements for admission to UC and
  CSU and is delivered through project-based
  learning and other engaging instructional
  strategies that intentionally bring real-world
  context and relevance to the curriculum where
  broad themes, interest areas, and career
  technical education are emphasized

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Multiple Pathways Defined

• An integrated technical core of a sequence of at
  least four related courses, that may reflect
  career technical education standards-based
  courses, that provide pupils with career skills,
  that are aligned to and underscore academic
  principles, and to the extent possible fulfill
  the academic core requirements listed in
  subparagraph a.

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Multiple Pathways Defined

• A series of work-based learning opportunities
  that begin with mentoring and job shadowing and
  evolve into intensive internships, school-based
  enterprises, or virtual apprenticeships.

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Multiple Pathways Defined

• Support services, including supplemental
  instruction in reading and mathematics, that help
  pupils master the advanced academic and technical
  content that is necessary for success in college
  and career

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Project Based Learning
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Defining Standards-Focused PBL

• The Buck Institute defines PBL as a systematic
  teaching method that engages students in learning
  knowledge and skills through an extended inquiry
  process structured around complex, authentic
  questions and carefully designed products and
  tasks.

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Attributes of Authentic Curriculum Project Based
Learning

• Authenticity
• Academic Rigor
• Alignment

• Active Exploration
• Adult Relationships
• Assessment

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Attributes of Authentic Curriculum Project Based
Learning

• Authenticity
• The project emanates from a problem or question
  that has meaning to the student.
• The problem or question might actually be tackled
  by an adult at work or in the community.
• The problem or question provides opportunities to
  create or produce something that has personal or
  social value and/or is connected to service
  learning.
• Authentic resources and primary documents are the
  base for research.

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Academic Rigor

• The project leads students to acquire and apply
  knowledge related to one or more content areas.
• The project scaffolds to rigor rigor remains in
  the project despite EL or SPED needs.
• The project demands a metacognitive approach.
• There are multiple pathways for students to
  consider in reaching conclusions.
• Students develop higher order thinking skills and
  habits of mind.
• Students use the habits of thinking of the
  disciplines (thinking like a scientist,
  historian, economist, writer, journalist,
  mathematician.)

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Defining Rigor Students develop the capacity to
understand content that is
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Getting to Rigor

• Some contents like molecular biology are
  economics are complex, composed of interacting
  and over-lapping ideas (the structure of an
  eco-system, cellular respiration, the causes of
  depressions and recessions)

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Getting to Rigor

• Some contents are provocative, conceptually
  challenging, dealing with dilemmas, engaging
  students in identifying problems, conducting
  inquiry, taking positions (think of human cloning
  or the themes of Richard Wrights Native Son or
  Katherine Patersons Bridge to Terabithia

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Getting to Rigor

• Others, like modern poetry, primary documents,
  and statistics, are ambiguous, packed with
  multiple meanings that must be examined and
  sorted into patterns of significance (think a
  database describing U.S. immigration patterns
  from 1875 to 1920,or Dr. Seuss The Butter Battle
  Book.)

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Getting to Rigor

• Finally, some content is personally or
  emotion-ally challenging (the novels of Toni
  Morrison or Lois Lowry, the facts of Shays
  Rebellion, or the Trail of Tears.)
• How might they personally challenge students and
  their sense of how the world works?

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IMPLICATION

• The diversity of ways that content can become
  rigorous implies that using one or two strategies
  for instruction or assessment will not be
  sufficient to help students learn to demonstrate
  rigorous assignments. (PBL)

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Integrated (Soft) Skills

• Critical Thinking and Problem Solving
• Collaboration and Leadership
• Agility and Adaptability
• Initiative and Entrepreneurialism

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Integrated (Soft) Skills

• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

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Alignment

• What concepts and standards are students
  learning?
• How are the concepts standards organized?
• How will the project deepen the understanding of
  the standards?

• How will the project or exhibition demonstrate
  proficiency of the identified standards?
• How is the project aligned to grade level A-G
  Requirements?

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Active Exploration

• Do students spend significant amounts of time
  doing field-based work on the project?
• Does it require students to engage in real
  investigation using a variety of methods, media,
  sources, and appropriate disciplinary practices?
  (scientific inquiry, historical research,
  investigative journalism)

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Active Exploration

• Are students expected to communicate what they
  learn through oral presentation, in writing, and
  in response to questions?
• How does the use of technology extend the project?

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Adult Relationships

• Students meet and observe adults with relevant
  expertise and experience (other than the parent
  or teacher)
• Students work closely with and get to know at
  least 1 adult
• Adults collaborate with one another and with
  students on the design and assessment of the
  project

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Assessment

• There are opportunities for regular assessment of
  student work through a range of methods
  (presentation, written assignments, portfolios)
• Students reflect on their learning, using clear
  project criteria and rubrics that they have
  helped to construct
• Adults from outside the classroom (business,
  community organizations, colleges) are involved
  in the assessment and feedback of the work.
• Teachers look at the student work as reflective
  professionals in order to improve their practice

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How Can We Align Our Pathway with A-G?

• Multiple Pathways
• CTE
• Theme
• Interest Area
• Industry Sector

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Articulation A-G Requirements

• UCOP understands that many schools are guided by
  reform initiatives that encourage the integration
  of academic and career-related content to form
  courses that are both rigorous and relevant.
  These rigorous applied academic courses may be
  approved by UC if teachers focus on the academic
  content, using the career-related content as an
  application and extension of the core knowledge
  taught in the academic area.

• Articulation is the connection between high
  school courses and lower division UC and CSU
  coursework
• The agreements that are made to teach the courses
  as described in the approved UC A-G List for
  LAUSD are critical for our students so that they
  will be prepared for university course work.

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CTE/A-G Alignment

• Very few LAUSD CTE courses are currently approved
  for a-g however many are approved in the state
• Our first order of business must be to get our
  courses aligned and approved
• UCOP A-G Guide lists approved courses by career
  path

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In Closing

• Our district has clearly stated the expectations.
  
• The only way we will reach them is to work
  together as a team. All of our structures,
  resources and delivery methods must come together
  for a seamless approach that will meet the needs
  of our students and prepare them for
  postsecondary education and the workforce. This
  will be an exciting journey!

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And remember
Everything you can imagine is real. -Pablo
Picasso