Welcome Message – Dr. Harter



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Action Plan Worksheet





Pathway: __________________________ Lead: __________________________ School: ____________________ District: _____________

1. PATHWAY DESIGN

The pathway is designed with a structure, governance, and program of study that provide all students with opportunities for both postsecondary and career success.



Criteria #

Evidence for Student Outcomes/ Certification Criteria

(How will you know that the action step has been (a) completed (b) been a success?)

Benchmark/Action Steps

(List specific actions needed to meet Quality Indicator)

Resources needed

(Both human and financial)

Timeline Start & End

Dates

Person(s)

Responsible


Status*


1.1

Design Structure

1.1.1. Pathway theme




















1.1

Design Structure

1.1.2. Program of study




















1.1

Design Structure

1.1.3. Student recruitment and selection




















1.1

Design Structure

1.1.4. Cohort scheduling




















1.1

Design Structure

1.1.5. Staff collaboration




















1.1

Design Structure

1.1.6. Pathway preparation and orientation




















1.1

Design Structure

1.1.7. Postsecondary articulation




















1.2

Governance

1.2.1. Advisory board with broad representation























Pathway: __________________________ Lead: __________________________ School: ____________________ District: _____________

2. Engaged Learning

In supportive learning communities, students meet technical and academic standards and college entrance requirements through real-world applications, integrated project-/problem-based instruction, authentic assessments, and work-based learning.



Criteria #

Evidence for Student Outcomes/ Certification Criteria

(How will you know that the action step has been (a) completed (b) been a success?)

Benchmark/Action Steps

(List specific actions needed to meet Quality Indicator)

Resources needed

(Both human and financial)

Timeline Start & End

Dates

Person(s)

Responsible


Status*


2.1 Standards-Aligned

Curriculum

2.1.1. Academic core




















2.1 Standards-Aligned Curriculum

2.1.2. Technical core





















2.2 Preparation for Postsecondary Options

2.2.1. Postsecondary preparatory curriculum





















2.2 Preparation for Postsecondary Options

2.2.2. Technical component





















2.3 Real-World Relevance

2.3.1. Real-world relevance






















2.4 Integrated Curriculum

2.4.1. Multidisciplinary integrated curriculum





















2.4 Integrated Curriculum

2.4.2. Curricular alignment





















2.5 Instruction and Assessment

2.5.1. Project-/Problem-based approach





















2.5 Instruction and Assessment

2.5.2. Authentic assessment





















2.6 Work-Based Learning (WBL)

2.6.1. Coordinated, sequenced, and scaled





















2.6 Work-Based Learning (WBL)

2.6.2. Connected to academic and technical coursework





















2.7 Support Services and Personalization

2.7.1. Supportive atmosphere






















2.7 Support Services and Personalization

2.7.2. Student engagement





















2.7 Support Services and Personalization

2.7.3. Differentiated instruction





















2.7 Support Services and Personalization

2.7.4. Academic intervention





















2.7 Support Services and Personalization

2.7.5. Guidance and counseling





















2.7 Support Services and Personalization

2.7.6. College and career planning
























Pathway: __________________________ Lead: __________________________ School: ____________________ District: _____________

3. SYSTEM SUPPORT

District policies and practices provide leadership, support, and resources to establish and sustain quality pathways.



Criteria #

Evidence for Student Outcomes/ Certification Criteria

(How will you know that the action step has been (a) completed (b) been a success?)

Benchmark/Action Steps

(List specific actions needed to meet Quality Indicator)

Resources needed

(Both human and financial)

Timeline Start & End

Dates

Person(s)

Responsible


Status*


3.1 District Policies

3.1.1. Pathway choice, equity, and access





















3.1 District Policies

3.1.2. Recruitment and hiring practices





















3.1 District Policies

3.1.3. Accountability and autonomy





















3.2 Leadership

3.2.1. Support from school board and superintendent





















3.2 Leadership

3.2.2. Support from site leadership





















3.3 Professional

Development

3.3.1. Teacher professional development




















3.4 Qualified Staff

3.4.1. Skilled teachers





















3.4 Qualified Staff

3.4.2. Teacher leader/pathway coordinator





















3.5 Partnerships 3.5.1. Active employer and community partnerships






















Pathway: __________________________ Lead: __________________________ School: ____________________ District: _____________

4. EVALUATION AND ACCOUNTABILITY

A systemic evaluation process documents the pathway’s impact on high school achievement and postsecondary success and drives the pathway’s continuous improvement plans.



Criteria #

Evidence for Student Outcomes/ Certification Criteria

(How will you know that the action step has been (a) completed (b) been a success?)

Benchmark/Action Steps

(List specific actions needed to meet Quality Indicator)

Resources needed

(Both human and financial)

Timeline Start & End

Dates

Person(s)

Responsible


Status*


4.1 Student Data

4.1.1. Data collection and reporting





















4.1 Student Data

4.1.2. College and career readiness data





















4.2 Pathway Evaluation

4.2.1. Evidence of impact





















4.2 Pathway Evaluation

4.2.2. Periodic review and improvement plan





















4.2 Pathway Evaluation

4.2.3. Postsecondary tracking






















Identifying Program Outcomes

The Big Six: A Program Outcomes Springboard


This tool is intended to help pathway and academy design teams develop draft program outcomes. The six program outcome categories included in this tool encompass most of the areas typically covered by school- and district-level ESLRs. By using these categories as a framework for developing program outcomes, most pathway and academy teams can ensure that their work aligns with top-level learning expectations.


The “Big Six” Program Outcomes Categories

These categories represent broad areas of learning expectations that are commonly identified by districts and schools. While final outcome lists may be pared down to include fewer items, pathways and academies are encouraged to consider each of these areas as they develop program outcomes.




Core Academics

Communication

Problem Solving

Citizenship

Career Readiness

Technology




1. Core Academics

Includes…

Sample outcome…

Comments/Our draft outcomes…

  • Meet state standards

  • Meet course expectations

  • Ready for college and/or post-secondary training of some sort in the career field

Students will master the academic and technical course standards required for transition to college and career.”








2. Communication

Includes…

Sample outcome…

Comments/Our draft outcomes…

  • Read, write, and speak effectively

  • Communicate using terms, tools, and techniques unique to the specific career field

Students will correctly employ specific terminology appropriate to the health care setting when communicating verbally and in writing.”







3. Problem Solving

Includes…

Sample outcome…

Comments/Our draft outcomes…

  • Apply math, science

  • Use critical thinking

And sometimes:

  • Creative thinking

Students will demonstrate the ability to apply scientific reasoning while working with complex equipment in authentic settings.”





(The Big Six: A Program Outcomes Springboard, continued)


4. Citizenship

Includes…

Sample outcome…

Comments/Our draft outcomes…

  • Involved community contributor

  • Culturally aware

And sometimes:

  • Ethical

  • Responsible

Students will skillfully use the performing arts to effect positive change in their community.






5. Career Readiness

Includes…

Sample outcome…

Comments/Our draft outcomes…

Students will demonstrate skills associated with practicing law such as client interviewing, alternative dispute resolution, and advocacy in a variety of legal settings.






6. Technology

Includes…

Sample outcome…

Comments/Our draft outcomes…

  • Using technology as a tool to solve problems

  • Communicating using a variety of technological tools

Students will use current technological tools (such as CAD software) to solve engineering challenges and communicate solutions.”



(Questions? See “Troubleshooting Outcomes” on next page)



Troubleshooting Outcomes


Problem

Solution

Unclear on the meaning of “program outcomes”

Consider the ConnectEd definition: “Student learning outcomes are the skills, knowledge, and abilities that students have attained as a result of their educational experiences.”

District or school doesn’t have ESLRs

No problem—that is what this tool is for. Use the Big Six categories as your framework.

We already have outcomes, but our list don’t cover some of these six areas

If you see a real need, revise your existing program outcomes. If you feel that your existing outcomes can essentially “cover” each of these areas, then focus your efforts on the implementation end of things.

We have four, not six outcomes

No problem. Many programs wind up combining areas, such as technology and career readiness. If you have fewer than four outcomes you might be combining a bit too much, causing the outcomes to be very general or global. If you have more than eight it is difficult to maintain focus and measure the outcomes. Four to seven seems to be the “sweet spot” for most programs.

We have more than one outcome that fit within the same category

No problem—in fact, that may be entirely appropriate for your program. As was mentioned above, try to keep the total number of outcomes to a manageable few.

Unclear on who should draft our academy outcomes

Ideally, involve a pathway or academy design team that includes important stakeholders such as staff, students, parents, and employer partners. If you’re beyond that stage and your program is already operating, figure out which team can get a draft set of outcomes started and how you can get feedback and buy-in from other stakeholders.

Not sure how to craft specific outcome language

Some programs use an intensive “unpacking” process that involves reviewing relevant state CTE standards for their career themes. With that overview in mind, they craft statements that encompass the most essential skills and knowledge from their career path. Be sure to pay particular attention to the verbs used in your outcomes statements and focus them on high-level cognitive skills (demonstrate, apply, evaluate, create, etc.).

We have program outcomes but we’re unclear on what to do next

First, figure out specifically what these outcomes look like at each grade level. Next, figure out how students will learn these things and how they will demonstrate proficiency. This typically involves course and project-level work.

Don’t know how to measure outcomes

Determine what the outcomes look like at each grade level and how courses and WBL experiences can contribute to the outcomes, then begin developing experiences (such as projects and performance assessments) and tools (such as rubrics and portfolios) to aid in outcome measurement

Not sure how to keep track of student attainment of outcomes

Some programs create individual learning plan tools that track student attainment of key outcome performance measures. For example, for the technology outcome in an engineering program, 10th graders may need to achieve a passing score on a computer-aided design project. The project’s assessment not only contributes to the student’s course grade, but it also meets the 10th grade technology outcome benchmark which is required for students seeking a special pathway designation on their diploma.

Pathway Development Continuum & Sample Coaching Support



Pathway Development Continuum - DRAFT





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