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Linked Learning Needs Assessment Evaluation and Planning Tool for Linked Learning Teams Adapted from ConnectEd

California, The California Center for College and Career, 2011 Pathways are a strategy to prepare students for college and career through equitable access to quality programs that link rigorous academics, demanding technical content and authentic work-based experiences with support services including counseling and supplemental instruction to help students succeed. The following characteristics of a pathway will be used to guide the development of an action plan to support the Linked Learning pathway program at your school. School: STEM Academy Student Outcomes/ Evidence Project- Based Learning is an integral part of the curriculum Students Project Based Learning reflects authentic real- world issues and questions to be solved Benchmarks/ Action Steps Pathway(s): Resources Needed (Both human and financial) Medical/ Biotechnology and Engineering Person(s) responsible Timeline

PATHWAY FORMATION ELEMENTS Criteria Real- world relevance: Academic and technical courses delivered to include standardbased content through authentic, career-related applications. Pathways learning engage students

Project-Based Establish a Learning PD and schedule for the PD integration of industry standards/connections Work with Paul Dubonis to develop Develop an Advisory the Advisory Board Board- create a plan with a timeline Define a meeting schedule

Esther Dabagyan Luke Stromeyer Paul DuBonis Joey Hernandez John Beilock Will Olmedo Karen Perkins

ASAP and ongoing PBL PD 3/1 3/22 4/5 4/26 Meet bi-weekly

through high interest applications and dynamic pedagogy

Students interact with industry professionals

Involve Advisory Board members in developing ProjectBased Learning and Student work evaluation Develop rubrics requiring evidence of real-world connections and 21st C skills Involve Advisory Board members in providing feedback for course work Provide opportunities for externships in industry for academic teachers Develop common rubrics by grade level All faculty, Esther D Talma Shultz


Program of Study: A 3-4 year industry themed pathway serves as an organizational

Students take a CTE course at each grade level Students work on

Develop courses needed to complete the program of study such as Biotechnology

Time Grade level team common planning time

Karen Perkins Esther Dabagyan Susan Slanina John Beilock

Fall of 2011

structure for a 4year high school program of study. By design, it links core academics with technical content at each grade level. Cohort scheduling: Pathway students are program in the academic and technical course as a cohort; master scheduling supports interdisciplinary and work-based learning experiences

PBL integrating technical and academic content

PLTW PD for Medical pathway additional courses Integrate industry connections in the curriculum

Master schedule supporting the program of study All faculty familiar with program of study PD with Mike Neubig Master schedule in place prior to programming students

For industry connections also: Paul Dubonis Joey Hernandez

Students are programmed as cohorts in their respective pathways

Design a master schedule to support program of study for pathway

Jason Doerr Will Olmedo Carolyn Kevner Esther Dabagyan Karen Perkins

Meet weekly

Cohort scheduling At the end of designed to support academic year the needs of all students meet with students counselor to assess progress and SIS coordinator clear update plan as on pathway program needed design and needs Master schedule supports the program of study Master schedule supports teacher Design master schedule that supports WBL

Work-Based Learning: Pathway offers real-world learning opportunities through a 4- year coordinated and structured sequence of workbased learning experiences that progress in duration, intensity, and student expectations and independence. The sequence leads to WBL experiences such as job shadowing, internships, schoolbased enterprise or development of services for clients

common planning time Master schedule supports WBL Students are prepared to engage in WBL Students make connections between classroom academic and technical content, the projects and the WBL activities

Identify the WBL sequence of activities by grade level and align with student outcomes

Planning time

Esther Dabagyan

By June 1st

Prepare students for the WBL experience (Identify key competencies by grade level; infuse through PBL example: - Communication Skills Students use - Collaboration Skills portfolios - Prioritizing performance based (multitasking) assessments - Technical skills and - Confidence /Attitude Include the Advisory Board in implementing opportunities Development of

Point person at school site to coordinate WBL and field trips Financial resources Sponsors for buses and other activities

John Beilock Talma Shultz

Plan due by June 1st

portfolios ( digital) Field trips to provide real world connection example: Forensic lab, Bioengineering lab. Considering technology as additional resource for industry connections for students and teachers Student support services: Pathway students below grade level are supported by a range of services including supplemental instruction, tutoring, before and after school programs, and academic support programs Students learning improves as reflected by data Students attendance high Students are engaged in their learning Improve graduation rates from year to year Programmatic decisions are based on student data All 9th and 10th grades students enrolled in Math tutoring lab session Use of ALEKS software for individualized learning Develop incentives for Scheduling Software All faculty participate in student support systems

Cossette Zugale


Will Olmedo

Curriuc due by June 1st

Paul Hirsch


by 10%

students special activities Celebration of improvement Public recognition with parents Portfolio presentations Student led conferences (PD needed for this) Ed leadership to develop plan with Talma Will help develop procedures and PD necessary to implement June 1st 2011

Advisory curriculum career exploration

Develop curriculum Annie Brown and PD for Talma Shultz facilitation and planning implementation for advisory Karen Perkins Esther Dabagyan Joey Hernandez Dr. Vigil conversation with Steve Steinberg and Esther D and

Due June 1st , 2011

Pathway preparation and orientation: Middle school students, incoming students, and parents, become familiarized with

Revise brochure for STEM


Develop a Summer bridge middle school program

the program, expectations, and opportunities for students

High school students present lessons to feeder middle school students Find out access mechanism for parents through choice or busing (SAS?) Participation in community events Orientation day with activities for parents and incoming freshman

Joey Hernandez

Karen Perkins All faculty Susan S Paul H Karen P Carolyn K In place, ongoing