Welcome Message – Dr. Harter



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Pathway: Lead: School: District:

3. SYSTEM SUPPORT

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



Criteria #

Criteria Not Met

Criteria Met

Criteria Exceeded

Existing Evidence for Student Outcomes/ Certification Criteria

Self Assessment*


Priority**


3.1 District Policies

3.1.1. Pathway choice, equity, and access



Students are expected to attend their local high school. District and/or school policies and practices do not yet offer pathway of choice or placement equity.

District and school policies and procedures at least allow students to choose pathway options (within the school) and promote equity in placement of students in pathways. The district is addressing issues of school choice and transportation to ensure cross- district choice, equity, and access.

A range of district, school, and pathway policies and procedures support pathway development, implementation, and sustainability, including allowing students to choose pathway options; ensure equity in placement of students in pathways; and ensure that transportation issues do not preclude students from participating in the pathway of their choice.










3.1 District Policies

3.1.2. Recruitment and hiring practices



Administrators tend to assign pathway teachers without ample consideration of unique pathway staffing needs.

District and site administrators do what they can to meet the needs of pathway teams through recruitment, hiring, and retention of pathway teachers, but district policies and procedures do not yet guide these practices in a systemic way.

District policies and practices value the recruitment, hiring, retention, and evaluation of pathway team members, as well as the need for pathway staff stability that supports ongoing pathway maturation and sustainability.










3.1 District Policies

3.1.3. Accountability and autonomy



District policies hold school sites and pathways accountable for improving student outcomes, and in doing so may mandate certain curriculum, instructional methodologies, pacing, and scheduling that is neither consistent with nor supportive of a pathways approach.

District policies hope that pathways will improve student outcomes, and allow for some degree of site and pathway autonomy in determining the curriculum, instructional methodologies, pacing, and scheduling that will result in reaching those outcomes.

District policies hold school sites and pathways accountable for improving student outcomes, but allow for substantial site and pathway autonomy in determining the curriculum, instructional methodologies, pacing, and scheduling that will result in reaching those outcomes.










3.2 Leadership

3.2.1. Support from school board and superintendent



Pathways develop in spite of the system, rather than with district support. As long as pathways are yielding student achievement gains, district administrators allow current functioning.

District leaders support pathways and protect their current level of functioning, but may neither serve as champions nor align resources, policies, and procedures to promote pathway quality and sustainability.

The district Board of Education and Superintendent are champions of a pathways approach, publicly endorse it, offer active support, and align resources, policies, and procedures to promote pathway quality and sustainability.










3.2 Leadership

3.2.2. Support from site leadership



The high school principal and other administrators do not get in the way of pathway development and are willing to support pathway funding, facilities, staffing, and scheduling, when these activities do not conflict with other site priorities. Site leaders may have limited understanding of and commitment to pathways.

The high school principal and other administrators generally support the pathway and cooperate to help secure funding, facilities, staffing, scheduling, and support. Site leaders have a common understanding of, vision for, and commitment to pathways and their potential to improve student outcomes.

The high school principal and other administrators publicly advocate for the pathway and are actively involved in its funding, facilities, staffing, scheduling, and support. Site leaders have a common understanding of, vision for, and commitment to pathways and their potential to reduce high school dropout rates, raise student achievement, increase high school completion and postsecondary transition, and boost students’ earning power.










3.3 Professional

Development

3.3.1. Teacher professional development


The district requires participation in professional development activities that may not be consistent with the needs of pathway teachers and may limit teacher participation in professional development that is better aligned with their needs.

Site and district administrators support training for pathway teachers that is aligned with their self-identified needs. Support may be demonstrated by allocating resources, granting release time, and promoting a team approach.

Site and district administrators provide or help arrange training for pathway teachers in areas central to pathway quality, such as curricular integration, project-based teaching strategies, student support, and employer involvement.










3.4 Qualified Staff

3.4.1. Skilled teachers



The site principal either (1) does not acknowledge that pathway teachers must possess a unique set of skills and proficiencies or (2) does not set priorities for assigning, hiring, and retaining qualified teachers in the pathway.

The site principal acknowledges that successful pathway teachers must possess a unique set of skills and proficiencies, in addition to those required of all teachers. He or she hires and/or assigns qualified and willing teachers to fulfill these roles.

The site principal works collaboratively with pathway teacher leaders to actively recruit and hire uniquely qualified pathway staff that possess a unique set of skills and proficiencies. Policies and/or practices are in place to keep the pathway team of teachers together to promote pathway quality and sustainability.










3.4 Qualified Staff

3.4.2. Teacher leader/pathway coordinator



The pathway lacks effective leadership and/or staff assigned to perform these functions and is not allocated ample time to do so effectively.

A pathway teacher has agreed to serve as the pathway leader/coordinator that is responsible for all pathway administrative and facilitative functions. The pathway lead has ample time to effectively perform these functions.

A pathway teacher has agreed to serve as the pathway leader/coordinator that oversees pathway administration. A distributed leadership model involves many/most pathway staff in clearly defined leadership functions.










3.5 Partnerships 3.5.1. Active employer and community partnerships

Partnerships may exist, but they may be mismanaged, intermittent, and of limited value or depth, and/or serve in roles that do not directly affect student learning.

The pathway has several strong partnerships with local employers, community groups, and individuals. These partners are actively involved in the pathway in a variety of capacities that might include serving as project mentors to students, being guest speakers, hosting field trips, and working with students doing service learning projects. Both through the advisory board and other interactions, there is evidence of a healthy partnership between the pathway/high school and its host community.

The pathway has many formalized partnerships with local employers, community groups, and individuals. These partners voluntarily share responsibility for program effectiveness and student outcomes. A well-developed system has been designed to manage partnerships and ensure their effectiveness.













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 #

Criteria Not Met

Criteria Met

Criteria Exceeded

Existing Evidence for Student Outcomes/ Certification Criteria

Self Assessment*


Priority**


4.1 Student Data

4.1.1. Data collection and reporting



The pathway’s data collection efforts are insufficient to describe pathway participants, make comparisons to the demographics of the school and district, and/or to report on students’ performance on a variety of outcome measures.

The pathway regularly collects, analyzes, and accurately reports student assessment data including those necessary to describe pathway participants (e.g., grade level, gender, race/ethnicity), to make comparisons to the demographics of the school and district, and to report students’ performance on a variety of outcome measures.

The pathway has a system in place to regularly collect, analyze, and accurately report student assessment data including those necessary to describe pathway participants (e.g., grade level, gender, race/ethnicity), to make comparisons to the demographics of the school and district, and to report students’ performance on a variety of outcome measures.










4.1 Student Data

4.1.2. College and career readiness data



Collection and analysis of data that indicate student readiness for college and career may be inadequate, inconsistent, inaccurate, or incomplete. As such, these data would not serve to examine evidence of impact.

The pathway annually collects, analyzes, and reports (to at least its advisory board) on some available indicators of both college and career readiness, which may include a-g completion rates, college enrollment data, SAT data, GPAs, CST scores, CAHSEE pass rates, graduation and dropout rates, pathway completion rates, occupational certification, proficiency through demonstration, completion of and grades in capstone technical courses, and end-of-course exams.

The pathway has a system in place to annually collect, analyze, and report formally and broadly on many available indicators of both college and career readiness (see list in column to the l










4.2 Pathway Evaluation

4.2.1. Evidence of impact



The pathway either (1) does not conduct any analysis of pathway data, (2) does not use that analysis to make programmatic decisions and inform instruction, or (3) cannot demonstrate that the pathway retains its students and improves student performance.

Annual analysis of pathway data is used to make programmatic decisions and inform instructional practice. This analysis demonstrates that the pathway retains its students and that the pathway improves performance on at least a few indicators of student achievement and readiness for college and career.

Ongoing, regular analysis of pathway data is used to make programmatic decisions and inform instructional practice. This analysis clearly demonstrates that the pathway retains its students and improves performance on most, if not all, indicators of student achievement and readiness for college and career.










4.2 Pathway Evaluation

4.2.2. Periodic review and improvement plan



Assessment of pathway functioning may be informal or anecdotal, neither based on hard data, completed in coordination with the advisory board, nor refer back to the pathway’s underlying mission and goals.

Pathway staff annually assesses the pathway’s functioning. These annual reviews result in the development of an improvement plan, whose action items refer back to the pathway’s underlying mission and goals.

Pathway staff and advisory board regularly and formally assess the pathway’s functioning. These periodic reviews result in the development of an improvement plan, whose action items refer back to the pathway’s underlying mission and goals.










4.2 Pathway Evaluation

4.2.3. Postsecondary tracking



Prior to students’ graduation, pathway staff collect students’ self- reports of their postsecondary plans, but the data indicate that pathway students do not continue to postsecondary education and training at high rates.


Prior to students’ graduation, pathway staff

collect students’ self-reports of their postsecondary plans. Data indicate that pathway students continue to postsecondary education and training at rates higher than school site, district, and/or state averages.



Pathway staff conduct a formal follow-up of students for several years after high school graduation and use data collected for continuous improvement of the pathway. Data provide clear evidence that stated outcomes have been met.









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…

  • 21st Century workplace readiness skills

  • Specific workplace skills unique to the career field

  • Having a clear career plan

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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