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Examples of Allowable Expenditures



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Examples of Allowable Expenditures


  • Personnel expenses: When developing the annual Proposed Budget, any expenses in line items 1000, 2000, and 3000 inclusive (Certificated, Classified, and Benefits) may not exceed 40 percent of the overall budget.

    • An extra prep period for the project coordinator to coordinate and oversee the critical academy components, i.e. common planning, mentors, internships, field trips, and business partners. If an extra prep period is not possible, after a good faith effort, a small stipend (approximately $1,000-$2,000) can be paid to the coordinator and the team members to manage the critical components of the academy model;

    • Small stipends for curriculum development, such as project-based and integrated curriculum development;

    • Substitute costs for academy team and/or project coordinator to attend conferences/workshops and field trips;

    • Clerical support on an “as needed” basis for specific academy requirements;

    • To support course sections that are supplemental to the contracted school year, and supplemental to the certificated contract, if those sections are for Academy-students only and have a direct impact on the implementation of the Academy program. Permission from the CA Department of Education CPA consultants must be obtained prior to pursuing this option.

  • Instructional supplies and materials such as supplemental books and classroom technology required for the career theme;

  • Transportation for field trips. Field trips should be designed to be instructional in nature and tied to the career focus of the Academy;

  • Academy staff in-state travel and per diem expenses and student transportation costs. Out-of-state travel is not permitted;

  • Equipment/items appropriate to the partnership academy career focus and is used for/by Academy students only.

  • Information technology related items and equipment must be limited to no more than 25 percent of the grant award amount.

  • Awards such as certificates, pins, and medallions reasonable in cost.

  • Background checks for mentors on a limited basis. If this cost is ongoing for a large number of people, it could amount to a large sum of money so another funding source should be explored.

Examples of Non-allowable Expenditures


  • Supplanting salaries or other district responsibilities: CPA funds must supplement, not supplant state general fund and local dollars. CPA funds may not free up state or local dollars for other purposes but should create or augment programs to an extent not possible without CPA dollars. You must be able to demonstrate that CPA funds are added to the amount of state and local funds that would, in the absence of CPA funds, be made available for uses specified in your plan.

  • Contract-negotiated certificated teacher salaries may not be applied as a district match or paid through CPA grant funds.

  • Facility Costs: Expenditures for modernization, unless they are specific to the Academy and being done just to meet the "unique" needs of the Academy, are not an appropriate expenditure of Academy funds. Academy funds should not be used for facility needs. Modernization is the responsibility of the district and should be covered by modernization funds. Academy funds are to be used for Academy purposes--mainly for instructional-related purposes. Facility modernization and construction expenditures that are specifically for Academy use may, however, be used as part of the district match.

  • Vehicle Purchase: This is NOT an allowable expenditure. Grant funds are allocated to support CPA model components, i.e. school-within-a-school, internship/mentoring development/monitoring, integration, tutoring, etc. Transportation for CPA students is an excellent example of a district match.

  • Gift of public funds: Any item which becomes the personal property of a student or staff, such as:

    • Tee shirts, jackets or other clothing or items that become the personal property of a student or staff unless the item or clothing is intended for Academy identification and/or culture-building purposes and remains the property of the Academy. If the item is considered part of a required uniform, and is reasonable in cost, it is allowed. Whenever possible, clothing items should remain the property of the Academy for reuse in subsequent year.

    • Membership dues/fees in associations/organizations unless the membership is for the entire Academy student body and not for specific individual students, i.e. career technical student organizations.

    • Scholarships, student stipends, testing fees or endowment funds

    • Food expense should be guided by your district policy.

    • Cost of admission for students/staff to entertainment/theme parks or other similar social events. When using grant funds for admission costs, the field trip must be directly related to the career focus of the academy with an assignment. You must document the specific program provided by the entertainment/theme park through an agenda of activities.

  • Out-of-state travel: No out of state travel allowed.

Examples of District Match


  • Smaller class size

  • Extra preps for Academy Coordinator(s) and teachers

  • Release time for curriculum development, program planning, and team building

  • Counselor assignment for supplemental Academy-only activities or smaller counselor-to-student ratio than other counselors

  • Additional staff and administrative hours spent on CPA events/needs that are not provided for other programs/students

  • Staff development, in-services, and workshops related to the Academy

  • Transportation for field trips, to postsecondary classes, to internships, and job shadowing locations

  • Program activities applied using any part of another grant (Perkins, Smaller Learning Communities, Agriculture Incentive Grant, Prop 1D, etc.)

  • Administrative time specifically applied to supporting/coordinating the Academy

  • Substitute costs to support program activities

  • Equipment purchased for the academy

  • Instructional and classified assistants for academy-only projects that are over and above normal workload.

  • A Partnership Academy Regional Occupation Program (ROP) class can be counted as a district match if the funding for this class is allocated from the district and if the ROP class is Academy-pure, meaning that it is being offered to only academy students as a class for the Partnership Academy.

Examples of Business Partners Match


  • Serve on an Advisory Committee

  • Help develop career technical curriculum

  • Provide speakers for Academy classes

  • Host field trips giving a workplace perspective

  • Provide mentors who serve as career-related role models and personal points of contact

  • Provide job shadowing, internships, and other work experience opportunities

  • Provide student scholarships

  • Provide equipment and technology

  • Offer externships for academy staff

  • Provide additional funds for academy

  • Sponsor students to go to Career Technical Student Organization (CTSO) events

  • Provide facilities, food for academy activities, clothing items for identification purposes, equipment, and/or transportation.

  • The Partnership Academy ROP class can be counted as a business match if the funding for this class is allocated from the county office of education and if the ROP class is Academy-pure, meaning that it is being offered to only academy students as a class for the Partnership Academy.

Note: Average value per hour for business partner’s time is estimated at $75/hour.

Examples of Motivational Activities


Motivational activities need to be connected to increasing student achievement and occupational preparation. They cannot be activities and/or items that are considered a "gift of public funds" or activities funded "just for fun". Public and personal recognition and selection for special business partnership activities, etc., are ways of motivating students and not considered a "gift of public funds.” The state-district-private sector partnership structure encourages use of private sector support to provide for activities at job sites and other motivational activities.

Goals and Objectives:



  • Facilitate student creativity and social skills development

  • Promote active involvement in education through kinesthetic, rewarding activities

  • Engage students who are performing or behaving below desired levels

  • Develop a family-like, accepting atmosphere

  • Enhance both academic growth and career preparation

Examples:

  • Job shadowing

  • College visitations

  • Team building activities

  • Field trips for learning in context

  • Involvement in CTSOs and competitive events for FBLA, DECA, FHA-HERO, HOSA, SkillsUSA, FFA. You can find information about CTSOs on the California Department of Education Student Organizations Web page.

  • Controlled social events

  • Fund-raising events

  • “Academy Awards” presentations

CPA Annual Timelines 2012-2013 (SB 70 and Prop 98)


JUNE 30, 2012

Due: (1) 201213 Letter of Intent to continue funding; and (2) 2012–13 Budget with narrative. The letter requires approval and signature of the principal and district superintendent. The Budget must also be approved by the district financial officer.

JULY/

AUGUST

STATE BUDGET APPROVED


Grants are contingent on the inclusion of CPA funds in the approved state budget and will not be processed until the state budget is approved and signed by the Governor.

AUGUST 31

2010–11 End-of-Project (EOP) Expenditure Report and narrative is DUE August 31, 2012, for fiscal year 2010–11 grant funds. This report may be submitted at any time prior to the end of the grant period, but only after all funds have been fully expended. The EOP report itemizes actual grant expenditures with a description of activities or purchases and is enclosed with the Grant Award Notification Letter. Work with your district to complete this report.

SEPTEMBER

2012–13 Grant Award Notification (AO-400) letters are processed and mailed to the district superintendent (original); and the site coordinator (copy).

  • Letter of Intent to continue funding and the program budget (mailed in April/May of each year) must be received prior to issuance of grant awards.




  • Signed copies of the Grant Award Notification (AO-400) are DUE to the California Department of Education (CDE) within 10 days of receipt of the

AO-400.

OCTOBER

  • 2011–12 Annual Reports for all funded programs are due October 15, 2012. This report is completed online through the California Partnership Academies Annual Report (CAPAAR) system. The report includes program requirement components as well as the individual student data portion for the 2011–12 school year. This portion calculates the total qualified funding for the academy.




  • The Annual Report must be submitted prior to final payments being issued.

NOVEMBER

PAYMENT: 1st payment/50 percent is processed for current (2012–13) fiscal year grant.

JANUARY/ FEBRUARY

PAYMENT: 2nd payment/final payment processed for prior (2011–12) fiscal year grant, based on number of qualified students in the 2011 Annual Report and approval of this report. (This may take longer when questions/problems are identified.)


FEBRUARY/

MARCH

ANNUAL CONFERENCE. March 10-12, 2013. See the CDE CPA Web site under the conference link for details. http://www.cde.ca.gov/ci/gs/hs/cpagen.asp


APRIL/MAY

Letter of Intent packet is mailed to program coordinators and principals. Packet includes: (1) sample Letter of Intent; (2) proposed budget and narrative; and (3) the CPA timeline. The letter to the field will also include updated information regarding pertinent information for the CPA program.


JUNE 30, 2012

Due: 2013–14 Letter of Intent packet to continue funding due June 30, 2013. Must be signed by principal and district superintendent.

2012–13 CALIFORNIA PARTNERSHIP GREEN “AB 519” ACADEMIES (Green CPAs) FISCAL TIMELINE




MONTH



ANNUAL TIMELINE





JUNE 30, 2012

Due: (1) 2012–13 Letter of Intent to continue funding; and (2) 2012–13 Budget with narrative. The letter requires approval and signature of the principal and district superintendent. The Budget must also be approved by the district financial officer.

JUNE/JULY

Grant Award Notification (AO-400) letters for $81,000 grants are processed and mailed to the district superintendent (original); and the site coordinator (copy).

  • Letter of Intent to continue funding and the program budget (mailed in April/May of each year) must be received prior to issuance of grant awards.




  • Signed copies of the AO-400 are DUE to the California Department of Education (CDE) within 10 days of receipt of the AO-400 packet.

JULY

2010­–11 End-of-Project (EOP) Expenditure Report and narrative is DUE July 31, 2012, for $42,000 planning grants. This report may be submitted at any time prior to the end of the grant period, but only after all funds have been fully expended. The EOP report itemizes actual grant expenditures with a description of activities or purchases. Work with your district to complete this report.


JULY/

AUGUST

STATE BUDGET APPROVED


Grants are contingent on the inclusion of CPA funds in the approved state budget and will not be processed until the state budget is approved and signed by the Governor.

AUGUST/

SEPTEMBER

PAYMENT: 1st payment/50 percent of $81,000 grant is processed for current fiscal year grant.

OCTOBER

  • 2011–12 Annual Reports ($72,000/$81,000 grants) for all funded programs are due October 15, 2012. The report is completed online through the California Partnership Academies Annual Report (CAPAAR) system. The report includes program requirement components as well as the individual student data portion for the 2011–12 school year. This portion calculates the total qualified funding for the academy.

The Annual Report must be submitted prior to final payments being issued.



January

2011–12 End-of-Project (EOP) Expenditure Report and narrative are DUE January 31, 2013,

for $18,000 supplemental grants. This report may be submitted at any time prior to the end of the

grant period, but only after all funds have been fully expended. The EOP report itemizes actual

grant expenditures with a description of activities or purchases. Work with your district to complete

this report. Final payment will be issued after the EOP is received and approved.










JANUARY/

FEBRUARY

PAYMENT: 2nd payment/final payment processed for prior fiscal year grant ($72,000/$81,000), based on number of qualified students in the 2011 Annual Report and approval of this report. (This may take longer when questions/problems are identified.)

MARCH

ANNUAL CONFERENCE. March 10-12, 2013. See the CDE CPA Web site under the conference link for details. http://www.cde.ca.gov/ci/gs/hs/cpagen.asp

APRIL 30, 2013

2010–11 ($72,000 grant) End-of-Project (EOP) Expenditure Report and narrative is DUE April 30, 2013, for fiscal year 2010­–11 grant award funds (30 days after the end-of-grant period). This report may be submitted at any time prior to the end of the grant period but only after all funds have been fully expended. The 2010 grant funds must be spent by March 31, 2013 (each grant has a nineteen month spending cycle).The EOP report itemizes actual grant expenditures with a description of activities or purchases and is enclosed with the Grant Award Notification Letter.













CPA Report Writing

There are three major reports that are required by CPA programs. All reporting is done to the CDE, but initial submissions for each report go to Mike Aaronian (maaronian@wccusd.net). Mike typically will assist with final signatures (at the District level) and submission to the CDE.

Critical Dates (occurring each school year):


  • October 15th: CPA Annual Report is due.

  • June 30th: CPA Letter of Intent Packets are due.

  • August 31: CPA End-of-Project (EOP) Report is due.

CPA Annual Report

Each year, a CPA must report on several critical elements of its program. The report is web-based, and is referred to as the CAPAAR system. The College and Career Readiness Collaborative Office will provide each academy lead teacher with an ID and password to use on the CAPAAR system. The CCRC Office will also assist in collecting some of the data needed for the report. The rest of the student data is collected from the District PowerSchool system. The CCRC Office has also conducted a report workshop designed to walk new users through the process of signing-on to CAPAAR and entering student and program data. The usual due date for the annual report is October 15th of each school year. For more information about reporting, contact Mike Aaronian at the CCRC Office.

CPA Letter of Intent Packet

At the end of each school year, a CPA program is required to submit a packet of information referred to as the Letter of Intent Packet. This packet acknowledges the District’s commitment to following the CPA model for another school year. The packet has the actual Letter of Intent, which confirms the commitment, a budget proposal which describes the Academy plan for spending grant funds for the upcoming year, and a budget narrative to accompany the budget. All forms are provided from the CDE CPA Office in the form of templates. Each program must submit its completed Letter of Intent Packet by June 30th of each year.

CPA End-of-Project (EOP) Report

This report documents how grant funds were spent, covering a two-year cycle, such as 09-11. Every academy completes the EOP report at the end of its second year of funding, and each year afterwards. The procedure for completing this report is to:



  • Schedule an appointment with Carmel Aguilar. Carmel works at the District Office in the Budgets department. Carmel will work with you to complete your EOP report, your report will document how all academy funds were spent, and describe the expenditures through a budget narrative.

  • Complete the budget templates (from CDE) and gather the necessary signatures.

  • Submit to Mike Aaronian, save a copy for your records.

  • EOP needs to be submitted by August 31st of each school year. Mike Aaronian usually calls for the reports one week prior to the State deadline of August 31.

CPA Annual Conference

Attendance of the Annual CPA conference is a required part of being a CPA academy. Each Academy must send a team of teachers/counselors/administrators/partners to the conference each year. The conference features speakers and seminars designed to inform your team and increase your programs’ effectiveness. There are also opportunities to present best practices and lead seminars of your own.

Registration: the CDE will send out registration information in the fall. It’s important to get all attending team members to register early. All registration forms, travel forms and expense sheets go through the College and Career Readiness Collaborative office – Delmy Cornejo.

Academy Lead Responsibilities (from CCASN – Patricia Clark)



PATHWAY COORDINATING TEACHER/S

(LEADS/Co-LEADS) (DIRECTOR/CO-DIRECTORS) Each Pathway will have a lead teacher who has primary responsibility for coordinating successful Pathway implementation/operations and for assuring Pathway student success. (Note: In some Pathways there may be co-leads/co-directors and/or an assistant lead/director that share coordination responsibilities and release time. Additionally, in many effective Pathways, leadership is distributed and shared cooperatively within the Pathway team. All Pathway teachers are teacher-leaders with one (or two) coordinating lead/s.)

Pathway Leadership involves a combination of duties in addition to teacher, including program director, instructional leader, student advocate, publicist/salesperson, bookkeeper, counselor, team builder, vision-keeper, coach, motivator and cheerleader. Answering to many different stakeholders, a Pathway lead implements the best course for student success & ongoing Pathway improvement & growth. In addition to an ability to leap tall buildings at a single bound, some of the Pathway leadership duties involve:



OVERALL PATHWAY LEADERSHIP:

  • co-construct and support a system of shared beliefs and values (aligned with site and District values) which form a basis for Pathway action

  • work with pathway team to develop and disseminate a pathway vision and mission and an annual pathway action plan which addresses critical pathway components

  • collectively accept responsibility for Pathway student learning and for the overall success of the Pathway and of Pathway students

  • develop and implement Pathway policies (aligned w. District/Site SLC policies)

  • participate in the collection and analysis of Pathway student data and adjust Pathway instruction and other aspects of the Pathway based on that data analysis (serve as Pathway data wonk & continuous improvement guide)

  • develop and deploy a system of “scaffolds” and supports for student success

  • participate in Pathway staff development opportunities and implement agreed-upon ideas and strategies.

  • Facilitate regularly scheduled Pathway team meetings; meet with team members during common planning time to discuss Pathway coordination, instructional and learner issues, curriculum integration, partnership activities, and other student success strategies; Facilitate good interpersonal relationships among Pathway team members.

  • Work with Pathway team and school administration to develop and oversee Pathway recruitment, student support, budget, schedule, and other critical aspects of Pathway success

  • Coordinate orders for equipment and instructional supplies; maintain accurate records

  • Organize field trips, job shadowing experiences, etc. Arrange transportation. Handle permission slips, obtain needed signatures, process required paperwork, manage other logistics; maintain accurate records

  • Organize and maintain Pathway Advisory Board which includes industry, postsecondary, governmental, and community partners as well as site/district representatives, one or more parent/student/teacher representatives; co-facilitate regularly scheduled meetings

  • Coordinate postsecondary and middle school articulation

  • Collaborate with site-administrators to coordinate development of Pathway Master Schedule

  • Work with the Pathway Counselor, the College and Career Center staff, and other stakeholders to coordinate college and career guidance for students and their families

  • Coordinate Pathway communication (within the Pathway team; with Pathway students, parents/guardians/families; with Pathway Advisory Board; with Pathway partners; with appropriate District personnel; at the site (with Administration, counselors, other Pathways/SLCs, Department Heads), etc.

  • Complete all required reports and all required paperwork in a timely manner

  • Coordinate special Pathway events and special opportunities for students

  • Coordinate Pathway public relations and publicity

  • Coordinate Pathway Fundraising/Grant Proposal Writing/Resource Development

  • Leap tall buildings at a single bound

  • Keep and advocate for the Pathway vision

  • Advocate for pathway students and teachers

  • Celebrate Pathway successes

SCHOOL-BASED

  • Work with the Pathway team to clarify vision, goals, and priorities

  • Work with the Pathway team to develop and implement an annual action plan for Pathway school-based learning; including, the use of data and a continuous cycle of improvement

  • Work with the Pathway team to develop an Pathway sequence of integrated courses and assuring a “school within the school” structure, including:

    • Grade 9 – At least 1 career-technical/lab class & 2/3 academic classes, including English & Social Studies/Science.

    • Grade 10 – At least 1 career-technical/lab class & 2/3 academic classes, including English & Social Studies

    • Grade 11 – At least 1 career-technical/lab class & 2/3 academic classes, including English & Social Studies

    • Grade 12 – At least 1 career-technical/lab class & 1/2 academic classes, including English & Social Studies

(NOTE: Pathway structures may vary. Some include a middle college approach with juniors and seniors enrolled in dual enrollment courses and/or college courses. Others include one or more online classes and/or credit for community-based or work-based Senior Projects and/or internships tied to academic work.)

  • Serve as Instructional Leader & Professional Development Coordinator

    • Teach with the team and assist team members in building an inviting, stimulating, supportive, personalized, rigorous, and challenging teaching and learning environment for the students

    • Work with the Pathway team to build a high performance, college and career going culture

    • Work to build the Pathway teaching team as a professional learning community

    • Plan and implement integrated, standards-based academic and career-technical curriculum around the Pathway theme

    • Assure alignment of both academic and technical curriculum with State, national, and industry standards (as appropriate)

    • Support/coach teachers to “flavor” their courses with the Pathway theme

    • Support/coach Pathway teachers to increase both the academic rigor and career and community relevance of their courses

    • Support/coach Pathway teachers to infuse strategic literacy, writing across the curriculum, and other effective strategies

    • Promote active learning strategies including project-based learning, problem-based learning, inquiry-learning, service learning, etc.

    • Plan/Coordinate Performance-based/Authentic Assessment and Public Exhibitions of Student Learning

    • Work with the Pathway teaching team to plan, implement, and assess structured Pathway Student Portfolios – purposeful collections of student work which illustrate mastery and/or growth toward mastery of academic and career-technical standards; includes 6-year plan

    • Develop/Enhance Senior Projects (related to the Pathway theme)

    • Promote and coordinate Pathway Service Learning Program, including, develop/enhance Peer Education and/or Advocacy projects related to your Pathway theme

    • Seek and coordinate resources for the team and keep informed of new trends and programs both in education and in the broader industry theme

  • Facilitate effective use of common planning time within the Pathway

  • Work collaboratively with other stakeholders to facilitate the successful inclusion of both special needs students and ELL students into the Pathway

WORK-BASED/COMMUNITY-BASED LEARNING

Work with Pathway Team, District/Site School to Career personnel, Pathway Placement Director, and Pathway Advisory Board to provide:



  • Structured field experiences/study trips beginning in Grade 10

  • Structured job shadowing experiences beginning in Grade 10

  • Service-learning tied to the Pathway career theme beginning in Grade 10

  • Student Run Enterprise (if applicable)

  • Student Internships (often summer following junior year)

  • Pathway Certification of Mastery (tied to Industry standards)

  • Work-based Learning Plans, Portfolios, and Projects

Work with the Pathway Team and Industry partners to connect work-based/community-based learning with classroom learning

Coordinate Pathway student college and career development, including working with

Pathway Career Development Coordinator to prepare students for, place students in, and monitor student success in job shadowing experiences, summer internships, and other community/work-based learning opportunities

Organize and Implement Pathway Field Trips and Field Experiences



GUIDANCE & COUNSELING

Work to assure inclusive student recruitment and selection (balancing equity and choice)

(Each Pathway should reflect the diversity of the school as a whole.)

Provide student assessment, including career interest inventories

Plan and implement College & Career Portfolios

Develop and/or Use Individualized Education Plan that includes a plan for transition from high school to college and career

Provide a Mentoring Program for Pathway students (professional adult-student, academic peer mentoring, email mentors)

Implement Advisories (and/or Advisory strategies which are embedded in the Pathway) plus individual and group counseling

Plan and implement Student-led conferences

Provide support for postsecondary application process and job placement assistance



STUDENT VOICE AND SCAFFOLDING FOR STUDENT SUCCESS

Engage students as co-creators of ongoing Pathway success

Engage students in support for student achievement of all (peer tutors, etc.)

Provide opportunities for under-performing students to “catch up” and for all students to accelerate their learning (credit recovery, extended learning time, dual enrollment, online courses, etc.)

Provide support for students to prepare for State exams, including California High School Exit Exam

Provide support for students to prepare for SAT/ACT and other college or career (apprenticeship) entrance exams and/or certification exams

Provide support for students to complete financial aid forms, apply for scholarships, etc.

Provide opportunities for students to participate in Pathway student leadership and other leadership development opportunities

Build in a student advisory program so that every pathway student is well known and supported to succeed in challenging academic and technical courses and in other ways

As part of a pathway continuous cycle of inquiry and improvement, provide opportunities for students to reflect on and/or to assess aspects of the Pathway (focus groups, surveys, assessment sheets, reflection logs, etc.



PARENT/SUPPORTING ADULT/HOME PARTNERSHIP

Develop a clearly defined Pathway-Home Partnership with ongoing parental/guardian/ supporting adult contact/communication

Provide opportunities for Parents/Guardians/Supporting Adults/Families to engage as co-partners in support of student learning & achievement and as active participants in Pathway governance and events

Develop strategies so that Parents/Guardians/Supporting Adults are knowledgeable about the pathway as well as the college & career going process (workshops for parents, etc.)



POSTSECONDARY LINKAGES/ARTICULATION

Work with Site/District Staff and Pathway Advisory Board to coordinate 2 & 4-year College/University-articulation & partnership agreements

Coordinate Pre-Apprenticeship Programs (if applicable)

Coordinate partnerships with technical schools, community-based employment training programs, etc. (if applicable)

Collaborate with postsecondary partners provide learning opportunities for Pathway students and teachers, including articulated classes, dual enrollment, and college classes

COMMUNITY INVOLVEMENT

Co-Develop and Co-Maintain the Pathway Steering Committee/Advisory Board

Co-Develop and Sustain additional Career and College-related AND School- Community Collaborative/Partnerships

Engage community/industry/postsecondary partners in providing input to and validation of Pathway curriculum

Engage community/industry/postsecondary partners in providing Classroom speakers/Teachers on loan/Consultants for Student Projects

Work with industry, postsecondary and community partners provide learning opportunities for Pathway students and teachers

Engage industry partners in helping to provide validation of achievement of industry standards; certification

CENTRAL OFFICE/SCHOOL SITE SUPPORT

Work with site/district Administrators to assure dedicated Pathway teachers who both desire to and are qualified to teach in the Pathway

Advocate for and assure planning time for Pathway teachers

Advocate for and assure coordination time for Pathway Director/s/Lead Teacher/s

Work to assure Site/District Administrative Support and Engagement

Be active as a teacher-leader at your site and in the District and assure that Pathways are integral to Site/District Plan

Engage with site Administrators, Counselors, and the site Master Schedule Team to assure that the Master Schedule supports Pathway schedules and allows flexibility; Work with your

Pathway team and other stakeholders to develop a proposed schedule for your Pathway;

Justify your master schedule preferences in terms of student learning and needs

Work with site/district administration to assure an Pathway Home Base Room

Work with site/district administrators and your Advisory Board to assure adequate facilities and equipment, including access to technology

Work with District/site Administrators and your Advisory Board to assure adequate resources for Pathway operations

Develop Pathway action plans for essential Pathway components (curriculum integration, support for student success, partnership development and sustainability, etc.)

Provide orientation and support for new Pathway faculty/staff

Work with District/Site Administrators and Pathway support providers to assure ongoing and embedded professional development, including training in Pathway design and enhancement,

Pathway instructional design, research-based instructional practices, industry internships and job shadowing for teachers, looking at student and teacher work, etc.

Work with District/site Administrators and Pathway support providers to assure time for integrated curriculum development

Work with District/site administrators, staff, and counselors to assure access to Pathway data; create a data gathering system for Pathway use; Use Pathway student data (both quantitative and qualitative data) for continuous Pathway improvement, including an annual Pathway self-assessment and review of progress

Understand and utilize support from Site/District Programs and personnel, such as Director of Secondary Programs, School to Career Coordinator, Small Learning Communities Coordinator, etc.

Represent the Pathway on the site Instructional Leadership Council and other appropriate District/Site Committees, Task Forces, Work Groups, etc.

Help to coordinate services and communication with the other Pathways/Houses/ SLCs, the guidance department, the school administration, the rest of the school, and with community partners and stakeholders. (also listed in overall duties)

Assist in development, implementation, and monitoring of management plans and grants as they relate to school, district and Board of Education priorities and curriculum implementation.

Participate in interviewing and selection of new staff for the Pathway team.

Academy Team Responsibilities



PATHWAY TEAM RESPONSIBILITIES

To the extent possible, each Pathway teacher will be part of a Pathway team with a common planning period. (At a minimum, academic and technical teachers who share students in common (often a grade-level team of teachers) should share a common planning period.)



As a team member, each Pathway teacher is expected to share in Pathway roles and responsibilities:

Responsibilities Shared by All Pathway/House Teachers

  • Support the agreed-upon Pathway/House vision and goals

  • Participate in regularly scheduled Pathway/House team meetings

  • Collaborate with Pathway team members to design & teach interdisciplinary units

  • Help monitor student progress

  • Help maintain home-school contacts/communication

  • Participate in student and/or parent conferences

  • Participate in recruitment functions

  • Work to develop, implement, and refine Pathway/House integrated curriculum

  • Help to carefully monitor student class attendance

  • Accept a fair share of agreed-upon Pathway/House responsibilities

  • Participate in professional development workshops whenever possible

  • Represent Pathway/House with school/district administration and/or on community committees

  • Look for ways to flavor your class with Pathway/House theme/s as appropriate

  • Honor your common Pathway/House Team agreements

  • Support one another

  • Have fun! Celebrate your community! Celebrate success!

Possible Individual Team Roles might include:

  • Business/Postsecondary/Community Liaison – Job Shadowing, Internships, Service Learning Opportunities

  • Speakers/Field Trips

  • Mentor Program

  • Student Organizations/Clubs

  • Curriculum Coach & Professional Development

  • Recruitment, Scheduling, Advisement

  • Attendance & Policy Implementation

  • Tutoring Program & other forms of Academic Support/Intervention

  • Report/Grant Writing, Data Collection/Use

  • Public Relations Materials Preparation – brochure, Fact Sheet, etc.

  • Budget and Equipment/Instructional Supplies Order Management (as appropriate)

A Sampling of Possible Areas of Pathway Team Responsibilities

MENTOR PROGRAM COORDINATOR

  • Recruit mentors and mentor coordinators

  • In-service mentors on expectations, support, etc.

  • Assure all legal requirements (fingerprinting, etc. as appropriate) are met

  • In-service students.

  • Work as liaison between the program and mentor coordinators. Contact monthly.

  • Contact each mentor once per quarter/semester

  • Create data base of students to include all pertinent placement information and disseminate to appropriate personnel

  • Counsel unhappy students/mentors and take necessary steps to resolve conflicts.

  • Monitor permission and attendance for mentor visitations

  • Establish regular on-site mentor activities.

  • Establish, promote, and maintain partnerships with the business/postsecondary community.

RECRUITMENT COORDINATOR

  • Work with administration to establish timelines

  • Present program to all 9th grade students (or other grades as appropriate)

  • Compose and send informational letter to parents of all 9th grade students (or other grades as appropriate)

  • Field calls

  • When possible, recruit and in-service existing Pathway students to assist in the recruitment process

  • Coordinate meetings w/interested 9th graders (or other grades as appropriate)

  • Coordinate meeting with interested parents

  • Collect and compile applications and pertinent data from applicants

  • Determine list of students interested in entering the Pathway

  • Coordinate interviews with interested students

  • Make initial determination of Pathway students (Coordinate with other Pathways to do so) (Coordinate lottery if appropriate)

  • Inform students and parents of final decisions

    • Tentative acceptance

    • Waiting list

    • Other?? (If a student is not accepted/why?)

  • Coordinate meeting with parents/supporting adults of all students tentatively scheduled into Pathway.

  • Compose, collect, and compile initial Pathway commitment contracts.

SERVICE LEARNING/COMMUNITY SERVICE COORDINATOR

  • Develop working relationship with volunteer center/appropriate community based organizations (CBOs)

  • Work as a liaison between Pathway and volunteer center/CBOs

  • Establish placements for students not placed by volunteer center/ CBOs

  • Compile data base and provide list of students, placement, supervisors, phone numbers, and locations to all necessary stakeholders

  • Compile and maintain a data base of appropriate service learning/ community service opportunities for students

  • Collect and file appropriate permission slips for all students involved in Pathway Service Learning placements and/or experiences

  • Contact each placement no less than once a month by phone or email

  • Visit each placement once each quarter or more often

  • Counsel with both students and supervisors. If either the student or supervisor is unhappy with the placement, take necessary steps to resolve the problem.

  • Coordinate and oversee volunteer interviews.

  • Monitor service learning/community service participation.

  • Coordinate assessment of student volunteers (and, as appropriate, of placement sites)

PUBLIC RELATIONS COORDINATOR

  • Write articles for school newspaper, local newspaper, staff newsletter, and school’s parent newsletter

  • Develop and maintain an Pathway website which is linked to the school website

  • Establish and coordinate in-service for Pathway parents (i.e., graduation requirements, Pathway goals and expectations, effective parenting workshops, how to support college aspirations, etc.)

  • Coordinate establishment of an Pathway parent support group

  • Coordinate establishment of an Pathway parent volunteer program

  • Work to promote business involvement in the Pathway (i.e., articles for local businesses in-house publications, speaker’s bureau, panels for student exhibitions, etc.

  • Establish an Pathway newsletter for students, parents, administration, other school staff, Pathway partners, and other stakeholders

STUDENT ADVISEMENT/STUDENT SUPPORT COORDINATOR

  • Monitor student progress: Grades, attendance, and other Pathway objectives

  • Inform Pathway staff of student progress on a regular, on-going basis.

  • Develop/implement agreed-upon Pathway interventions, scaffolding and support for student success

  • Counsel/contract with students who are not yet achieving success

  • Notify parents of student progress/growth/achievement

  • Engage parents/supporting adults in supporting student success (home-school partnership)

  • Develop/monitor a Pathway tutoring team, student academic mentors, and other supports for Pathway student success.

PATHWAY CURRICULUM COACH AND PROFESSIONAL DEVELOPMENT COORDINATOR

  • Facilitate work to integrate Pathway curriculum around your Pathway theme and to flavor Pathway classes with your theme.

  • Facilitate integration of literacy and math and career-technical standards into the curriculum of all Pathway classes

Section III – Forms

Photo Release Form: http://www.wccusd.net/page/136.

Study Trip Procedures:

Use the District Links below to review the WCCUSD Study Trip Procedures, Checklist, and Request Form.

Procedures:

http://www.wccusd.net/22771063163058947/lib/22771063163058947/Study_Trip_Procedures_Manual.pdf

Study Trip Request Checklist:

http://www.wccusd.net/22771063163058947/lib/22771063163058947/Study_Trip_Request_Checklist.pdf

Study Trip Request Form:

http://www.wccusd.net/22771063163058947/lib/22771063163058947/Study_Trip_Request_Form.pdf

Linked Learning Hours Request Form:

To request release time or time carded time, contact Mike Aaronian or Delmy Cornejo to receive the proper approval forms via email. To utilize Linked Learning funds through the CCRC office for professional development or expenditures, the form below must be completed and approved by your Principal before submitting to the CCRC office.





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