Board of Education Charting Personalized Pathways in Madison - - PowerPoint PPT Presentation

Charting Personalized Pathways in Madison

November 2, 2015

Board of Education

Personalized Pathways BOE Updates 2014-15

August 2014 September 2014 February 2015 March 2015 June 2015 High School Coursework Review Graduate Profile, Personalized Pathways Definition and Guiding Principles Advanced Coursework Alternative Programs Review Personalized Pathways Initial model

Personalized Pathways BOE Updates 2015-16

November 2014 February 2016 Personalized Pathways Model and Planning Process Personalized Pathways Implementation Plan

Meeting Outcomes

Outcomes:

• 1. To provide an update on the progress to date of

Strategic Priority 2: Engaging all students in charting personalized pathways to college, career and community readiness.

• 2. To understand the components of the personalized

pathways model.

• 3. Develop an understanding of the personalized

pathways planning process.

• 4. Gather feedback on model, planning process and

implications of long-term personalized pathways implementation.

Agenda

Welcome and Overview Overview of Personalized Pathways Components of Personalized Pathways Model and Discussion Personalized Pathways Planning Process and Discussion Closing and Next Steps

Why pathways, Why now

“I wish high school focused more on skills that you need later on in life and less on content.”

• MMSD High School Student, James Madison Memorial Focus Group

Current State of High Schools Future State of High Schools

Some students develop the knowledge and skills

• utlined in the Vision of a MMSD Graduate

All students Graduate College, Career and Community Ready as defined by the MMSD vision of a graduate. Some students are engaged in academic and career planning All students grade 6 – 12 will engage in academic and career planning Some students graduate with a post-secondary plan All students will graduate with a post-secondary plan Some students have access to work-based learning experiences All students will have opportunities to engage in a continuum of experiential learning aligned to areas of interests Some students have access to high quality career and technical education All students will have access high quality career and technical education aligned to an area of interest Some students experience integrated project-based curriculum All students will be engaged rigorous integrated project-based curriculum

Guiding Principles

All students will…

• Graduate with a post-secondary vision and plan
• Have timely access to information, supports and advising
• Develop the skills to advocate for themselves
• Have access to a high quality rigorous, relevant

curriculum and flexible scheduling

• Engage in high quality career and personal counseling
• Have access to learning opportunities outside of the

classroom

• Leverage positive relationships with caring adults
• Have access to coursework that integrates content

knowledge, career awareness and life skills

Personalized Pathways

We believe that all students should chart their personalized pathways to college, career and community success. We define personalized pathways as a sequence of rigorous inter-connected courses and experiences, both within and outside of the school setting, that are driven by the student and their academic and career plan. Every student’s personalized pathway will lead to graduation with a post-secondary plan that could lead to an industry recognized certificate and/or licensure, an associate degree or baccalaureate degree and beyond.

Personalized Pathways Elements and Model

Elements* of Personalized Pathways

• Student Outcomes-Driven Practice
• Equity, Access and Achievement
• Program of Study
• Learning and Teaching
• Experiential Learning
• Personalized Student Support
• Leadership and Partnerships

*Adopted from ConnectED, the California Center for College and Career

Academic and Career Planning as a Foundation for Personalized Pathways

EXPLORE: Who am I? Where am I going? How do I get there?

PLAN: Identify Goals and Plan for Getting There GO: Progress

towards Goals REFLECT/REVISE

Smaller Learning Communities

• Students, teachers and student services staff will be
• rganized into smaller learning communities (SLC’s);
• rganized around a theme that is aligned to a career

cluster.

• SLC’s are designed to create a family-like structure that

enables students, staff and families to establish strong relationships.

• SLC themes (ie. Green Team, Innovation Zone, etc.) also

provide context and relevance for students to learn and apply knowledge and skills aligned to one or more career clusters (ie. Government/Public Administration, Science, Technology, Engineering and Math, etc.)

Program of Study

A program of study is a series of interconnected and sequenced courses and experiences personalized for each student as part of their Academic and Career Plan. It is also aligned to postsecondary and industry standards that integrate technical and career skill proficiencies with academic content as well as project-based, experiential learning and also include:

• Courses needed for graduation, including preferred electives for the pathway
• Advanced coursework options, including AP, Dual Credit, and Honors
• Additional options for student selected electives based on interest or life-skills need
• Online/hybrid options appropriate to the pathway
• Integrated Community-Based and Capstone Projects
• ACP Knowledge & Skills/Portfolio Requirements (soft skills)
• Industry Certification, where appropriate

Experiential Learning Experiences

• Many of the skills needed for college, career, and

community success develop over time and must be learned through active and authentic experiences.

• Students need opportunities to identify their interests,

skills, and strengths along with opportunities to learn and practice or apply classroom skills and knowledge along with interpersonal skills, cooperation, teamwork, and other transferable skills.

Experiential Learning Continuum

Awareness

• Guest speakers
• Field trips
• Workplace tour
• College or career

fair

• College tour

Exploration

• Themed project
• Student competition
• Job shadow
• Information interview
• Mentor/tutor
• Career coach

Preparation

• Resume

development

• Mock interview
• Industry project
• School-based

enterprise

• Service learning
• Audition/practicum

Training

• Internships, skills

standard certificate

• Clinical experience
• Work experience
• Youth apprenticeship

Personalized Student Supports

Personalized supports provide proactive and responsive academic and personal supports to help all students to successfully personalize their pathway and develop the competencies outlined in the Graduate Profile

Types of Personalized Student Supports

• Comprehensive School Counseling
• English Language Learner Services
• Special Education Services
• Advanced Learning
• Mental Health Services
• AVID College Readiness System
• Multi-Tiered Systems of Support
• Credit Recovery System

Discussion

• 1. What are you excited about in regards

to the model?

• 2. What questions or concerns do you

have?

Phases for Developing Pathways Systems

MMSD will support pathway development concurrently w/ Phases 1-4

Phase 5: Pathways Team

School-based Pathways Team

Pathways Leader

Pathways Teachers

Student Support

Staff Students and Families Local Business and industry Rep

Higher Education

Rep.

Possible Criteria for Creating a Pathway

• Student interest - Based on trends evidenced in student academic and career

plans and the results of the MMSD student survey.

• School Community and District Readiness – based on current staffing

certification, school community interest, facility conditions, equipment and technology capacity and resources available.

• Labor Market and Workforce Development – based on viable workforce
• pportunities within our community to ensure students have meaningful
• pportunities to engage fully in the continuum of experiential opportunities.
• Community Partner and Business Industry Readiness – based on readiness of

community partner’s capacity support this pathway.

• Postsecondary Program Partner Readiness – based on viable postsecondary
• fferings that are readily available and high quality enabling students the

access to dual credit and industry certification coursework if interested while enrolled in high school.

First Pathway Implementation

1. Implement in 2017-18 2. 9th grade cohort at each high school serving 80 – 120 students per school. 3. Same SLC at each HS to support cross-district learning and implementation 4. Aligned to the Health Services Career Cluster

• Student Interest based on senior survey for past three years
• Community and district readiness
• Fast growing sector both locally and nationally
• Diverse career opportunities across the career cluster
• Post-secondary readiness

Short-Term Timeline

Spring 2016:

Schools identify pathway team members including teachers for health services pathway

Summer 2016:

Pathways teams establish vision and design for 1st pathway including schedules, courses and structures needed.

Fall 2016:

Pathways teams develop performance based assessment and curriculum

Late Fall 2016:

8th grade students and families select into first pathway

Fall 2016- Winter 2017:

Develop personalized student supports

Spring- Summer 2017:

Finalize pathways assessments, curriculum integrated projects and experiential learning structures

Fall 2017:

Health services pathway

• pens at

each HS

Long-Term Timeline

Discussion

How effective do you think process and timeline will be in ensuring a successful implementation of personalized pathways? What questions or concerns do you have about the process or timeline?

Policy Implications

• Graduation Requirements: The district will revise the

graduation requirements to ensure they align with the MMSD Vision of a College, Career and Community Ready benchmarks and assessments designed to determine students’ mastery of related skills and knowledge (i.e. financial literacy, wellness, etc.).

• Work Experience: Expectations, outcomes and policies will

be revised within the district to ensure that current state and school district policies do not further hinder students from engaging in voluntary experiential learning for credit.

Short – Term Actions

November - February

1. Engage and solicit feedback on pathways model and process from stakeholders:

• High School Reform Collaborative
• School-based Leadership Teams and High School Staff
• Madison Teachers Inc.
• Student Advisory
• Parent Groups
• Business Community with focus on Health Services Sector
• Community Based Organizations

2. Provide update for Board in February.

Discussion

To what degree have we helped the Board understand the elements and components of the personalized pathways model to date and the planning process? Any final thoughts/concerns to consider before our update in February?

THANK YOU

Appendix

Long-Term Pathways Implementation

Grade 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 6

ACP Planning ACP Launch ACP ACP ACP 6 - 12 ACP 6 - 12 ACP 6 - 12

7

ACP Launch ACP ACP ACP ACP ACP ACP

8

ACP: Students select into Health Services SLC ACP: Students select into SLC’s ACP: Students select into SLC’s ACP: Students select into SLC’s ACP: Students select into SLC’s ACP: Students select into SLC’s ACP: Students select into SLC’s

9

Planning Year Implement Health Services SLC’s Implement 2 SLC’s per HS Implement 4-6 SLC’s per HS Implement 4 - 6 SLC’s per HS Implement 4-6 SLC’s per HS Implement 4-6 SLC’s per HS

10

ACP Launch Pathway Planning Year Implement Health Services Pathway Implement 2 SLC’s per HS Implement 4-6 SLC’s per HS Implement 4-6 SLC’s per HS Implement 4-6 SLC’s per HS

11

ACP Planning ACP Launch Pathway Planning Year Implement Health Services SLC’s Implement 2 SLC’s per HS Implement 4-6 SLC’s per HS Implement 4-6 SLC’s per HS

12

ACP Planning ACP Launch Pathway Planning Year Implement Health Services SLC’s Implement 2 SLC’s per HS Implement 4-6 SLC’s per HS

Total Students enrolled

80-100 per HS 240 – 300 per HS 640-800 per HS 1040-1300 per HS 1440 – 1700 per HS 1800 – 2200 per HS