Building a District System of Engagement and Support for

PathwaysCreated by the James Irvine Foundation

High school is not working for very large numbers of young people

More math, science, English, and social studies—without relevance—

won’t engage students

Strong career and technical education alone can’t produce

career success

Students Say...

3 in 4 say they could be doing better in school if they were motivated to work harder

9 in 10 believe tying classes to their future and real-world careers would inspire them to work hard and do well in school

9 in 10 say they would like to take courses for college as well as have the opportunity to acquire skills and knowledge relevant to future careers

Source: Statewide poll conducted by Peter D. Hart Research Associates (2006), commissioned by The James Irvine Foundation

High schools require a new approach for better results

We need high schools that link strong academics with real world

experience

Linked Learning prepares students for college and career—

not just one or the other

Linked Learning Pathway

“A multi-year, comprehensive and personalized approach to high school that integrates academic and technical study, and is organized around a broad theme, interest area or industry sector”

Pathway Components

• A college-prep academic core emphasizing real world applications

• A technical core of four or more courses meeting industry standards; providing certification

• Work-based learning activities

• System of student supports – supplementary instruction, guidance and counseling, and transportation

A comprehensive four-year program of study:

Common Pathway Features…

Tend to operate as small learning communities, career academies, or small schools.

Incorporate ROP and community college course-taking options, as appropriate and available.

Blend academic and career technical course content

Utilize project-based, student-centered, rigorous and relevant curriculum and instruction, supported by a range of services.

System of Student Supports

Pathways are designed for all students without prerequisites

Pathway staff shares responsibility for supporting every student

Targeted instruction for students below grade level

College and career guidance and counseling

Continuous monitoring of student progress, organized around a multi-year success plan

Creating a District-wide System of Pathways

• Create broad community coalition

• Undertake capacity and needs assessment

• Develop implementation plan

• Set priorities for pathway development and certification

• Establish system of district and pathway coaching

• Begin district and site leadership development

• Data collection and self-assessment

Developing aSystem of Multiple Pathways

District System Development

Site Pathway Development

Inform each other

Multiple Pathway

Certification

Align Policy,

Structures, and

Supports

District System of Multiple PathwaysDistrict has model sites and supports all schools in moving toward

quality multiple pathways and certification

California Linked Learning District Initiative•Implementation districts•Antioch Unified School District•Long Beach Unified School District•Pasadena Unified School District•Porterville Unified School District•Sacramento City Unified School District•West Contra Costa County Unified School District

•New Implementation districts•Los Angeles Unified School District, District 4•Montebello Unified School District•Oakland Unified School District

•Additional Alliance Districts•12 Unified School Districts•2 High School Districts

From Practice to Policy – What Have We Learned?

• Give students choices and access - promote district-wide systems of Linked Learning

• Safeguard equity - pathways must avoid tracking

• Strengthen professional development for teachers and administrators - pre-service, in-service, and credentials

• Support curriculum development - standards-based, real-world, and project-oriented

• Engage industry in effective work-based learning

• Develop better assessments of college and career readiness

• The right leaders matter – pathway, school, district, communities

• Work on policy from the beginning – specific asks for leadership

• Build accountability on outcomes and delivery - quality matters and is not achieved by focusing only on results

Group Activity

How would district structures, culture, leadership, policies, and practices need to shift in order to support a system of pathways/academies that

1. Ensures equity, access, and choice?

2. Promotes high quality instruction?

3. Shifts accountability systems to more broadly assess college and career readiness?

4. Uniquely qualifies staff?

Group Activity

How would district structures, culture, leadership, policies, and practices need to shift in order to support a system of pathways/academies that

5. Guarantees access to work-based learning opportunities for all pathway students?

6. Promotes middle school career exploration that informs student pathway choices?

7. Aligns extended learning opportunities with pathway programs of study and student outcomes?

8. Aligns facilities and budget planning processes with pathway expansion and sustainability?

Relationships,

Rigor AND Relevance

= Results!

WANT TO LEARN MORE?GO TO

For More Information…

ConnectEd Website:www.connectedcalifornia.org

Brad StamVice President

bstam@connectedcalifornia.org