20122013
Lead Teacher
Handbook
Resource Handbook for Academy/Pathway
Lead Teachers and Teams
This handbook was created to offer Pathway Lead Teachers and Pathway Teams a
resource guide for information relating to managing a WCCUSD Pathway.
Resources have been used by permission and cited when possible.
College and Career Readiness Collaborative – Ben Crosby
WCCUSD
2012-2013
Lead Teacher Handbook
Table of Contents
Welcome Message – Dr. Harter
6
Acknowledgements
7
Section I – Linked Learning Overview
8

Definition of Linked Learning
8

Four Critical Elements
8

Guiding Principles
9

National Standards of Academy Practice
9
Section II – California Partnership Academies

CPA Overview
15

CPA Expenditure Guidelines
18

CPA Timelines
22

CPA Report Writing
25

CPA Annual Conference
27

Academy Lead Responsibilities
27

Academy Team Responsibilities
35
Section III – Forms
40

Photo Release Form
40

Study Trip Form
40

Linked-Learning Hours Request Form
41
Section IV – Key Contact Information
44

WCCUSD Key Contacts
44

California Dept. of Ed. Contacts
44
Section V – Calendars and Timelines
2
15
45

CPA Timeline
45

Lead PD Calendar
45

District Academic Calendar
45
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Section VI – Budgets

Budget Categories
48

Sample Budgets
48

Budget Narratives
49

District Matching
51

Bi-Tech General Information
52
Section VII – Academy Operations – The CCASN Toolbox
3
47
52

Mentorships and Internships
53

Academy Structures
54

Teacher Selection and Teaching
55

Student Recruitment and Selection
56

Student Contracts, Interventions and Recognitions
57

Partnerships with Employers and Community
58

Parental Involvement
59

Connection to Higher Education
62

Tracking Progress
63
Section VIII - Working with ConnectEd California
64

Pathway Communities of Practice Continuum
64

Program of Study Worksheet
69

Gap Analysis
71

Action Plan Worksheet
79

Identifying Program Outcomes
84

Pathway Development Continuum
87

ConnectEd Studios
92

ConnectEd Studios Curriculum Mapping
93

Project Design in ConnectEd Studios
94

CCRC Resources in ConnectEd Studios
96

Linked Learning Certification
97
Section IX – Behaviors of Learning and Teaching Framework
97
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
BLT Context & Link to Full Framework
97

BLT Overview
98
Section X – Curriculum Design
99

Creating an Integrated Curriculum
99

Project Based Learning (PBL)
101

Common Assessments & Samples (Formative and Summative) 103

Integrating Service Learning
108
Section XI – Advisory Boards
108

Developing an Engaged Advisory Board
109

Sample Advisory Board Agendas
122
Section XII – Work Based Learning
124

Internships
124

Mentorships
136

Study Trips
136

Job Shadowing
136

Guest Speakers
136

WBL Continuum
137
Section XIII – Useful References

Useful Web Resources
137
137
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Welcome Message – Dr. Harter
We face unique challenges when striving for high school achievement -- high dropout rates, low
postsecondary education rates, and way too many students underperforming. As we continue to
implement our Linked Learning strategy, it’s becoming clearer that relevance, relationship and rigor help
us create real and long lasting multi-dimensional improvement in student achievement. The early data
suggest that students in our career academies are outperforming similar students who are not part of
Linked Learning.
By improving the system of how we organize for learning in our schools, we give you, the most
important person in the equation, a better chance to be effective in your teaching. With your
commitment and full participation in the program, I’m confident that you’ll see increased gains and the
sense of increased fulfillment that comes with reaching goals.
This handbook was developed by teachers for teachers. It lays out the Linked Learning program in
enough detail to provide the background and context you’ll need without burdening you with everything
about the program. Teaching is still the hardest, most vexing job I’ve ever done, and this manual is
designed to clarify and make things more straight-forward.
Thank you for being part of the Linked Learning effort. Our students are counting on all of us to work
hard and keep their interests and needs at the forefront of everything we do. I greatly appreciate you
and all you do for students.
Bruce Harter
Superintendent
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Acknowledgements
The West Contra Costa Unified School District has embarked on
a District-wide High School Reform effort to implement LinkedLearning Pathways with the help of several strong partners. Below is a
partial list of partners/organizations that have been instrumental in
their contributions to this handbook:
College and Career Academy Support Network (CCCASN), University
of California Berkeley Graduate School of Education
ConnectEd California
The James Irvine Foundation
Jose Irizarry III, RHS Health Academy Lead
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Section I – Linked Learning Overview
What is Linked Learning?
Linked Learning transforms students’ high school experience by bringing together strong
academics, demanding career and technical education, and real-world experience to
help students gain an advantage in high school, postsecondary education, and careers.
Students follow industry-themed pathways, choosing among fields such as engineering,
arts and media, or biomedicine and health. Participation in Linked Learning prepares
students to graduate from high school and succeed in a full range of postsecondary
options—including two- or four-year colleges, certification programs, apprenticeships,
military service, or formal job training. There is no one right way to implement a pathway.
But whatever the strategy, each pathway embraces four guiding principles and four core
components. (http://www.connectedcalifornia.org/downloads/LL_Fact_Sheet_web.pdf)
The Four Critical Elements of Linked Learning
1. A challenging academic component prepares students for success—without
remediation—in postsecondary programs. Pathways complement traditional learning with
project-based instruction that links to real-world applications.
2. A demanding technical component delivers concrete knowledge and skills through a
cluster of three or more technical courses.
3. A work-based learning component offers opportunities to learn through real-world
experiences that enhance classroom instruction.
4. Support services include counseling and transportation as well as additional
instruction in reading, writing, and mathematics to help students succeed with a
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challenging program of study.
(http://www.connectedcalifornia.org/downloads/LL_Fact_Sheet_web.pdf)
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The Guiding Principles of Linked Learning
1. Pathways prepare students for postsecondary education and career—both objectives,
not just one or the other.
2. Pathways lead to a full range of postsecondary and career opportunities by eliminating
tracking and keeping all options open after high school.
3. Pathways connect academics to real-world applications by integrating challenging
academics with a demanding technical curriculum.
4. Pathways improve student achievement.
(http://www.connectedcalifornia.org/downloads/LL_Fact_Sheet_web.pdf)
The National Academy Standards of Practice
(College and Career Academy Support Network, UC Berkeley Graduate School of
Education)
I. Defined Mission & Goals
The career academy has a written definition of its mission and goals. These are available to the
administrators, teachers, students, parents, advisory board, and others involved in the academy. These
include at least the following elements:
a. To focus on college and career. A career academy’s aim is to prepare students for college and careers.
Academies enable students to complete college entrance academic requirements while exposing them to a
vertical segment of the occupations within a career field, encouraging them to aim as high as they wish.
b. To raise student aspirations and commitment. An academy seeks to increase the level of students’
motivation while in high school. The biggest limiting factor in many youths’ future plans is not their ability, but
where they set their sights.
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c. To increase student achievement. An academy provides support to its students to increase their
achievement in high school. This comes through close relationships with teachers and fellow students;
rigorous and relevant curriculum; and exposure to career and educational options outside the high school.
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II. Academy Structure
An academy needs to have a well-defined structure within the high school, reflecting its status as a small
learning community.
a. Cross-grade articulation. The academy incorporates at least two grade levels, ending in the senior year,
with articulation in its teacher team, curriculum and instruction across grade levels.
b. Student selection. Entry to the academy is voluntary. The recruitment/ selection process is written and
widely available. New students are provided an orientation to the academy. Parents participate in this process
and approve of their son or daughter’s choice. Academy enrollment reflects the general high school
population.
c. Cohort scheduling. Academy classes are limited to academy students, who take a series of classes
together each year.
d. Physical space. Where possible, academy classrooms are near each other in the high school building.
The academy Coordinator has access to communication outside the high school.
e. Small size, supportive atmosphere. The academy maintains personalization through limited size,
teacher teamwork, and a supportive atmosphere.
III. Host District and High School
Career academies exist in a variety of district and high school contexts, which are important determinants of
an academy’s success.
a. Support from the Board of Education and Superintendent . The district Board of Education is aware of
the academy and its mission and goals, and is on public record in support. Likewise, the Superintendent
publicly endorses the academy and offers active support. Both serve as academy liaisons to the broader
community.
b. Support from the principal and high school administration. The high school principal and other
administrators are knowledgeable of the academy, public advocates for it, and are actively involved in its
funding, staffing and support. They contribute to a positive academy profile within the high school.
c. Adequate funding, facilities, equipment and materials. District and high school administrative support
results in adequate academy funding, facilities, equipment and learning materials. These reflect a serious
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commitment from the district and high school to the success of the academy.
IV. Faculty & Staff
Appropriate teacher selection, leadership, credentialing, and cooperation are critical to an academy’s success.
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a. Teacher Leader(s)/ Coordinator(s). One teacher (sometimes two) agrees to take the lead, serving as the
academy Coordinator(s). This includes attending advisory board meetings, interacting with administrators and
board members, managing the budget, helping to coordinate teacher professional development, and helping
to coordinate employer, higher education, and parental involvement. Release time and/or a stipend is
provided for this role.
b. Teachers are credentialed in their field, volunteers in the academy, and committed to its mission and
goals. Since a career academy’s success rests on good teaching and good teamwork among a cross
disciplinary group of teachers, they must be well qualified and willingly involved in this role. They understand
and support the philosophy and purpose of the academy, work together as a team, teach a majority of their
classes in the academy, and cooperatively share the duties of operating an academy.
c. Counselors, non-academy teachers, and classified staff are supportive. Non-academy staff are also
important to its operation. Counselors understand the need for cohort scheduling and provide this for
academy students. Non-academy teachers understand the value of the academy and help in recruiting
students for it and providing departmental support. Classified staff help support the academy facilities,
equipment and learning materials.
V. Professional Development
Since an academy places teachers and other adults into roles not normally included in their previous training,
providing adequate professional development time, leadership and support is critical.
a. Common planning time. Academy teachers are provided regular common planning time within the
regular high school schedule for purposes of program coordination, curricular integration, and resolution of
student problems.
b. Teacher professional development. Academy teachers are provided with training in the academy
structure, curricular integration, student support, and employer involvement, where necessary by experts from
outside the high school.
c. Employee & parent orientation. Employee volunteers are adequately prepared for their roles as
speakers, field trip hosts, mentors and internship supervisors. Parents are adequately prepared for their
involvement (if any) as classroom aides, field trip chaperones and social event organizers.
VI. Governance & Leadership
The academy has a governing structure that incorporates the views of all stakeholders.
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a. Advisory board with broad representation. The advisory board has members from the district and high
school administration, academy teaching staff, supporting employers and institutions of higher education. It
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may also include community representatives, and academy parents and students. The board incorporates
viewpoints from all members.
b. Regular meetings. Meetings of the board are held at least quarterly, with defined agendas and
outcomes. The board helps to set policies for the academy. It also serves as a center of resource
development.
c. A healthy partnership. Both through the advisory board and other interactions, there is evidence of a
partnership between the academy/high school and its host community.
d. A student voice. Students have avenues through which they can provide input to the academy policies
and practices.
VII. Curriculum & Instruction
The curriculum and instruction within an academy meets or exceeds external standards and college entrance
requirements, while differing from a regular high school by focusing learning around a theme.
a. Meets external standards. The academic curriculum is framed around state or national standards, and
the career curriculum around industry and SCANS standards.
b. Learning is rigorous and meets college entrance requirements. Coursework reaches high levels of
English and math, generally four years of each, in addition to substantial coursework in science and social
studies. Graduates are qualified to attend four-year colleges and encouraged to do so.
c. Curriculum is sequenced, integrated and relevant. Curriculum articulates from the beginning of an
academy through the senior year, with a defined course sequence and at least two core academic classes
and one career/theme class each year. Curriculum is integrated among the academic classes and between
these and the career class. Learning illustrates applications of academic subjects outside the classroom,
incorporates current technology, and includes authentic project-based learning.
d. Post-graduate planning. Students have access to career and college information, are provided
counseling in these respects, and develop a written post-graduate plan by the end of their junior year.
e. Dual credit options. The academy has articulation agreements with local two-and four-year colleges,
offers dual credit courses and/or college credit for upperclassmen, and articulates its upper level curriculum
with relevant college programs.
VIII. Employer, Higher Education & Community Involvement
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A career academy links high school to its host community and involves members of the employer, higher
education and civic community in certain aspects of its operation.
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a. Career theme fits the local economy. The academy career field is selected to fit with the community
industries and employer base, to allow for adequate involvement of volunteer employees in certain of its
activities.
b. Community involvement. Representatives of employers, higher education, and the community help to
guide the academy’s curriculum, and provide speakers, field trip sites, job shadowing opportunities, mentors,
student internships, community service opportunities, college tours and teacher externships.
c. Incorporates citizenship. The academy fosters a culture of respect for others and encourages student
contributions as citizens.
d. Work/community based service learning. The academy offers work and/or community based service
learning opportunities for all interested students either through paid internships or community service.
IX. Student Assessment
Improvements in student performance are central to an academy’s mission. It is important to gather data that
reflects whether students are showing improvement and to report these accurately and fairly to maintain the
academy’s integrity.
a. Student data are collected. These data include those necessary to describe the student body within the
academy (e.g., grade level, gender, race/ethnicity) and its relationship to the high school in general, as well as
student performance on a variety of outcome measures.
b. Multiple academic measures are included. Measures include a variety of accepted indicators of
performance (e.g., attendance, retention, credits, grade point averages, state test scores, graduation rates,
college going rates).
c. Technical learning is assessed. Measures include knowledge of the field’s terminology, technical
concepts, and ability to apply English, math, and other academic skills to authentic real world projects. Where
appropriate, industry certification is incorporated.
d. Accurate reporting. Analyses of these data are reported accurately and fairly, regardless of the results.
e. Evidence of impact. These measures show whether, and how much, the academy improves student
performance.
X. Cycle of Improvement
No new academy functions perfectly. Even well established and operated academies benefit from self-
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examination and refinement. Ensuring and improving the quality of a career academy requires engaging in a
regular cycle of improvement.
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a. Academy implementation is examined. Program leaders regularly assess the academy’s functioning,
studying its strengths and weaknesses. This involves gathering feedback from key stakeholders, including
students.
b. Academy refinements are planned. These reviews lead to plans to address any problems. Such plans
include timetables and benchmarks for improvement.
c. Changes reflect the academy’s mission and goals. The refinements refer back to the academy’s
underlying mission and goals.
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Section II – California Partnership Academies (CPAs)
The CPA Model is one model of Linked Learning implementation. The
CPA Model is the preferred program in the WCCUSD, although there
all other models which are in line with the Linked Learning principles
and components.
California Partnership Academy Overview
(http://www.cde.ca.gov/ci/gs/hs/cpaoverview.asp)
The Academy Model
The Partnership Academy Model is a three-year program, grades ten through twelve, structured as a schoolwithin-a-school. There are currently 340 funded programs throughout California. The model, originating with
the Philadelphia Academies in the late 1960s, spread to California in the early 1980s. Academies incorporate
many features of the high school reform movement that includes creating a close family-like atmosphere,
integrating academic and career technical education, and establishing viable business partnerships.
Emphasis is also placed on student achievement and positive postsecondary outcomes. Academies have
been carefully evaluated and shown to have positive impacts on school performance. Key components of the
Academy model are:
CURRICULUM focused on a career theme and coordinated with related academic classes.
VOLUNTARY student selection process that identifies interested ninth graders.
TEAM OF TEACHERS who work together to plan and implement the program.
MOTIVATIONAL ACTIVITIES with private sector involvement to encourage academic and
occupational preparation, such as: integrated and project-based curriculum, mentor program,
classroom speakers, field trips, and exploration of postsecondary and career options.
WORKPLACE LEARNING OPPORTUNITIES such as job shadowing, student internships, and
work experience.
Curriculum and Career Focus
15
The career technical focus for an Academy is determined by an analysis of the local labor market, with an eye
toward fields that are growing and healthy, that offer jobs with career "ladders", and that have companies
willing to support the program. Career technical education is kept broad, focusing on industries rather than
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specific jobs in areas such as business technology, health, electronics, media, agribusiness, building trades,
natural resources, finance, and retail trade. The integration of a standards-based academic and careertechnical curriculum is a key ingredient.
Staffing
Teachers request to participate in the program and must be willing to work with "at-risk" students. Teachers
are required to have a common planning period to meet regularly to:
Plan the program activities and curriculum.
Coordinate with business representatives.
Meet with parents.
Discuss student progress.
Student Selection
At least half of each new class must meet specific “at-risk” criteria to determine student eligibility. The
remaining one half has no restrictions. The program is voluntary; students must apply, be interviewed, and be
selected on the basis of need and interest. About 60-70 students are typically selected for entry each year,
enough to comprise two sections of a sophomore class.
Business Involvement
Each Academy has a partnership with employers. Employer representatives:
Serve on an Academy steering committee that oversees the program.
Help to develop the career technical curriculum.
Provide speakers for Academy classes.
Host field trips to give students a perspective of the workplace.
Provide mentors who serve as career-related role models and personal points of contact in
the field of training.
Provide internships and summer jobs for Academy students.
The Mentor Program
In the eleventh grade, Academy students are matched with mentors. Mentors are usually employees of
participating businesses who volunteer to be a "career-related and/or caring adult" in the student's life.
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Internship Program
After their junior year, students performing well enough to be on track for graduation are placed in internship
positions. Students apply for these positions as they would in the open market; i.e., they prepare resumes,
complete job applications, and have interviews. Companies make the hiring decisions.
Funding and Evaluation
Funding is performance based; only those students meeting the 80 percent attendance and 90 percent credit
requirements qualify for funding. State grants must be matched 100 percent by both the receiving district and
business partners. Annual evaluations consistently reflect improved student performance on attendance,
credits, grade point averages, and graduation rates.
Funding Requirements
Following are the funding requirements for California Partnership Academy grants:
1.
The district provides 100 percent match of state funds received in the form of direct and inkind supports.
2.
Participating companies or other private-sector organizations provide 100 percent match of
state funds received in the form of direct and in-kind support.
3.
State funds provided by the Partnership Academy program are only used for the development,
operation, and support of Partnership Academies.
4.
The Academy is established as a "school-within-a-school" with classes restricted to Academy
students.
5.
Academy teachers work as a team in planning, teaching, and troubleshooting program
activities.
6.
An advisory committee is formed that consists of individuals involved in Academy operations,
including school district and school administrators, lead teachers, and representatives of the
private sector. The advisory committee meets regularly.
7.
During grades ten and eleven Academy students are provided instruction in at least three
academic subjects that contribute to an understanding of the occupational field of the
Academy and one career-technical class related to the Academy's occupational field.
8.
Academy classes during twelfth grade may vary, but must include at least one academic and
one career technical education class.
9.
The school site class schedule limits Academy classes to Academy students with classes
block scheduled whenever possible.
10. Students are provided with a mentor from the business community during the student's
eleventh grade year.
17
11. Students are provided with an internship or paid job related to the Academy's occupational
field or work experience to improve employment skills during the summer following eleventh
grade or during the twelfth grade year.
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12. Students are provided opportunities to engage in additional motivational activities with private
sector involvement to encourage academic and occupational preparation.
13. Academy teachers have a common planning period to interchange student and educational
information.
California Partnership Academy Expenditure Guidelines
(http://www.cde.ca.gov/ci/gs/hs/cpaexpenditures.asp)
All grant and matching funds are supplemental and may not supplant what is normally and legally provided
by the school and district. Academy grant funds MUST only be spent on Academy-only items and activities.
The California Partnership Academies (CPA) funded through general funds will have a decrease in funding,
based on the budget act, but are not subject to categorical flexibility. Academies funded through SB70 and
AB519 are not currently subject to funding reductions but may be subject to reductions based on subsequent
legislative and fiscal actions.
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
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option.
Instructional supplies and materials such as supplemental books and classroom technology required
for the career theme;
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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 culturebuilding 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.
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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
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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
20
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
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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
21
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
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Fund-raising events
“Academy Awards” presentations
CPA Annual Timelines 2012-2013 (SB 70 and Prop 98)
JUNE 30, 2012
JULY/
AUGUST
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.
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).
OCTOBER

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.
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.

22

NOVEMBER
The Annual Report must be submitted prior to final payments
being issued.
PAYMENT: 1st payment/50 percent is processed for current (2012–13)
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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/
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
MARCH
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
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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).
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ANNUAL TIMELINE
MONTH
JULY
JULY/
AUGUST
AUGUST/
SEPTEMBER
OCTOBER

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.
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.
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.
PAYMENT: 1st payment/50 percent of $81,000 grant is processed for
current fiscal year grant.

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
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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.
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ANNUAL TIMELINE
MONTH
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
25
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
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(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 15 : CPA Annual Report is due.

June 30 : CPA Letter of Intent Packets are due.

August 31: CPA End-of-Project (EOP) Report is due.
th
th
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 15 of each school
th
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 30 of each year.
th
26
CPA End-of-Project (EOP) Report
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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 31 of each school year. Mike Aaronian
st
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)
27
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
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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:
o
co-construct and support a system of shared beliefs and values (aligned with site
and District values) which form a basis for Pathway action
o
work with pathway team to develop and disseminate a pathway vision and mission
and an annual pathway action plan which addresses critical pathway components
o
collectively accept responsibility for Pathway student learning and for the overall
success of the Pathway and of Pathway students
o
develop and implement Pathway policies (aligned w. District/Site SLC policies)
o
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)
o
develop and deploy a system of “scaffolds” and supports for student success
o
participate in Pathway staff development opportunities and implement agreedupon ideas and strategies.
o
Facilitate regularly scheduled Pathway team meetings; meet with team members
during common planning time to discuss Pathway coordination, instructional and
28
learner issues, curriculum integration, partnership activities, and other student
success strategies; Facilitate good interpersonal relationships among Pathway team
members.
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o
Work with Pathway team and school administration to develop and oversee Pathway
recruitment, student support, budget, schedule, and other critical aspects of Pathway
success
o
o
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
o
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
o
o
Coordinate postsecondary and middle school articulation
Collaborate with site-administrators to coordinate development of Pathway Master
Schedule
o
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
o
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.
o
Complete all required reports and all required paperwork in a timely manner
o
Coordinate special Pathway events and special opportunities for students
o
Coordinate Pathway public relations and publicity
o
Coordinate Pathway Fundraising/Grant Proposal Writing/Resource Development
o
Leap tall buildings at a single bound
o
Keep and advocate for the Pathway vision
o
Advocate for pathway students and teachers
o
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

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Work with the Pathway team to develop an Pathway sequence of integrated
courses and assuring a “school within the school” structure, including:
o
Grade 9 – At least 1 career-technical/lab class & 2/3 academic classes, including
English & Social Studies/Science.
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o
Grade 10 – At least 1 career-technical/lab class & 2/3 academic classes, including
English & Social Studies
o
Grade 11 – At least 1 career-technical/lab class & 2/3 academic classes, including
English & Social Studies
o
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
o
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
o
Work with the Pathway team to build a high performance, college and career going
culture
o
Work to build the Pathway teaching team as a professional learning community
o
Plan and implement integrated, standards-based academic and career-technical
curriculum around the Pathway theme
o
Assure alignment of both academic and technical curriculum with State, national,
and industry standards (as appropriate)
o
Support/coach teachers to “flavor” their courses with the Pathway theme
o
Support/coach Pathway teachers to increase both the academic rigor and career
and community relevance of their courses
o
Support/coach Pathway teachers to infuse strategic literacy, writing across the
curriculum, and other effective strategies
o
Promote active learning strategies including project-based learning, problem-based
learning, inquiry-learning, service learning, etc.
o
Plan/Coordinate Performance-based/Authentic Assessment and Public Exhibitions
of Student Learning
o
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
30
o
Develop/Enhance Senior Projects (related to the Pathway theme)
o
Promote and coordinate Pathway Service Learning Program, including,
develop/enhance Peer Education and/or Advocacy projects related to your
Pathway theme
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o
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:
o
Structured field experiences/study trips beginning in Grade 10
o
o
Structured job shadowing experiences beginning in Grade 10
Service-learning tied to the Pathway career theme beginning in Grade 10
o
Student Run Enterprise (if applicable)
o
o
Student Internships (often summer following junior year)
Pathway Certification of Mastery (tied to Industry standards)
o
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.)
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Provide student assessment, including career interest inventories
Plan and implement College & Career Portfolios
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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
32
students to reflect on and/or to assess aspects of the Pathway (focus groups, surveys,
assessment sheets, reflection logs, etc.
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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
33
Engage community/industry/postsecondary partners in providing input to and validation of
Pathway curriculum
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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
34
Pathway operations
Develop Pathway action plans for essential Pathway components (curriculum integration, support
for student success, partnership development and sustainability, etc.)
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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 selfassessment 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
35
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
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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
36

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
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
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 9 grade students (or other grades as appropriate)

Compose and send informational letter to parents of all 9 grade students (or other
th
th
grades as appropriate)
37

Field calls

When possible, recruit and in-service existing Pathway students to assist in the
recruitment process

Coordinate meetings w/interested 9 graders (or other grades as appropriate)
th
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
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
o
Tentative acceptance
o
Waiting list
o
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.
38

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
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
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 inhouse 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
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Lead Teacher Handbook
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_Procedu
res_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.
40
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COLLEGE & CAREER READINESS COLLABORATIVE
Request for Professional Development or Expenditure Approval
Please check one: ___Study Trip (personnel costs)
___Expenditure
___Other
___Professional Development
Revised March 12, 2013
For the expenditure(s) described below, our academy requests funding support.
This expenditure request needs to be:
1. Completed by academy lead/designee
2. Recommended by the site principal (electronic approval is satisfactory)
3. Submitted electronically to Delmy Cornejo
This form should either precede or accompany any study trip request packet (which
should also be submitted to Delmy Cornejo)
Upon electronic receipt, the CCRC Office will notify you electronically.
For PD, remit approved agenda, sign-in/out sheets and time cards to the CCRC Office.
WHO:
Section 1
School/Academy Name(s):
Staff in Attendance or Staff Impacted by
the Expenditure:
WHEN:
Section 2
Day(s)/Date(s) of meeting (if applicable):
Hours per person requested:
WHERE:
Section 3
Location of activity:
41
WHAT:
Title of Staff Development/Expenditure
Item/Event:
Section 4
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HOW:
Section 5
For study trips, give the destination, the
number of students, the number of
adults/substitutes requested, the date,
admission cost per participant,
transportation cost, total cost for the study
trip, and expected outcomes for
attendees.(complete Sections 1-7)
For PD/conferences, please attach
formal agenda.(complete Sections 1-8)
For materials/supplies, travel/conference
or a study trip, list the objectives and give
a detailed description of your request
For supplies, list the per item cost, the
number of items requested, shipping
costs, applicable taxes, total request cost,
and vendor’s information. (complete
Sections 1-7)
For travel/conference, give the name,
location, date, contact person’s
information, estimated cost per participant
including mileage, transportation, lodging,
subsistence, plus the expected outcomes
for attendees. (complete Sections 1-8)
WHY/Justification for expense:
Section 6
Alignment outcomes of the Academy
Graduate Profile
Alignment outcomes of the WCCUSD
Graduate Profile
Graduate Profile
West Contra Costa Unified School District
The WCCUSD Graduate is a(n):
___Self-Directed Learner: Independently seeks
and uses resources including teachers, peers, print
and digital references to engage
in new learning toward academic,
professional, and personal goals.
Section 7
___SkilledCommunicator: Listens,
comprehends, critiques, and communicates
effectively by adapting to audience, task, purpose,
and discipline. Refines and applies core
content knowledge through speaking and writing.
42
___Effective Collaborator: Works in teams to
share ideas and responsibilities, solve problems,
and achieve shared goals.
___Innovative Thinker: Thinks critically and
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Lead Teacher Handbook
creatively by making claims, assessing evidence and
solutions and draws on multiple
perspectives when approaching complex issues
and adapting to challenges.
___Quality Producer: Consistently produces high
quality academic and professional products and
performances that
Model reflection and revision, persistence and
accountability.
___Responsible World Citizen: Exercises the
rights and obligations of citizenship, engages in
the local and global community
through application of content knowledge and
cultural awareness. Seeks to understand other
perspectives.
___Proficient User of Digital Media and
Technology: Ethically and thoughtfully employs
digital media and technology to analyze,
organize and process content to create quality
products and performances.
___Health & Wellness Advocate: Demonstrates
a commitment to the physical and mental health of
self and others through
interpretation and application of a wide range
of health information and practices.
(Draft 1/22/2013)
Alignment to CCRC Goals (identified
by number/s)
2012-2013 Areas of Focus for College &
Career Readiness Collaborative:
Section 8
(mark/highlight appropriate outcomes)
___ 1. Implement Pathway Quality
Assessment System
___ 2. Build Distributive Leadership
Capacity & Communication Systems
___ 3. Improve Secondary Instruction in
Preparation for the Common Core State
Standards & Beyond
___ 4. Develop Pathway Marketing Systems
Submitted by
(Academy
Lead/Designee)
Position
43
Funding Source/Account
#
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Lead Teacher Handbook
Principal
Recommendation via Email
Date Submitted
Please complete and return this form to Delmy Cornejo (dcornejo@wccusd.net) for
processing. (revised 12 March 2013)
Section IV – Key Contact Information
44
Mike Aaronian
CCRC
maaronian@wccusd.net
Delmy Cornejo
CCRC
dcornejo@wccusd.net
Janet Haun
ROP
jhaun@cccoe.k12.ca.us
Cookie Teat
ROP
cteat@cccoe.k12.ca.us
Carmel Aguilar
Budgets
caguilar@wccusd.net
Mary Kitchen
Bi-Tech
mkitchen@wccusd.net
Patricia Clark
CCASN
patricia510@gmail.com
Kathy Harris
ConnectEd
kharris@connectedcalifornia.org
Dave Yanofsky
ConnectEd
dyanofsky@connectedcalifornia.org
Jerry Winthrop
CDE
jwinthrop@cde.ca.gov
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
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Sasha Kirkman
CCRC
skirkman@wccusd.net
Ben Crosby
CCRC
bcrosby@wccusd.net
Section V – Calendars and Timelines
California Partnership Academy Timeline
*See Page 18 for Annual CPA Timeline
2012-2013 Lead Teacher Professional Development Calendar
*Locations vary, but will be communicated to lead teachers by the CCRC staff

September 13

October 18

November 15

December 13

January 24

February 28

March 28

April 18

May 2

June TBA
WCCUSD Academic Calendar 2012-13
45
New Teacher Orientation
August 15
Staff Development
August 16
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46
Teacher Workday
August 17
First Day of School (Minimum Day)
August 20
Terence Martin Day (Memorial Day) (School is in Session)
August 23
Labor Day (District Holiday)
September 3
Back To School Night - Elementary (Minimum Day,
Elementary Schools)
Back To School Night - Middle Schools (Minimum Day,
Middle Schools)
Back To School Night - High Schools (Minimum Day, High
Schools)
Classified Training Day & Staff Development (No School)
September 13
End of 1st Quarter
October 26
Minimum Day – Middle and High School (Mark Report Cards)
October 29
Minimum Day – Elementary and Middle Schools
October 31
Elementary Conference Day (No School, Elementary
Students Only)
Elementary Parent Conferences (Minimum Days,
Elementary Schools)
End of Trimester 1
November 6
Veterans' Day Holiday (District Holiday)
November 12
Minimum Day, All Schools
November 21
Thanksgiving Holidays (District Holidays)
November 22-23
Minimum Day, All Schools
December 14
Winter Recess (No School)
December 17- January 1
District Holidays
Dec. 24, 25, January 1
Classes Reconvene After Recess
January 2
End of 2nd Quarter
January 18
Martin Luther King, Jr. Day (District Holiday)
January 21
Secondary Work Day (No School, Middle & High School
Students Only)
Presidents' Week Recess (No School)
January 22
End of Trimester 2
March 1
Open House – Elementary Schools (Minimum Day,
Elementary Schools)
Open House – Middle Schools (Minimum Day, Middle
schools)
Open House – High Schools (Minimum Day, High schools)
March 7
Minimum Day – Middle and High School (Mark Report Cards)
March 29
End of 3rd Quarter
March 29
Spring Recess (No School)
April 1-5
District Holiday
April 1
Memorial Day (District Holiday)
May 27
Last Day of School (noon dismissal)
June 7
September 20
September 27
October 12
November 5,7,8,9
November 8
February 18-22
March 14
March 21
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Section VI – Budgets
CPA Lead Teachers oversee their Academy Budget. Budgets, PRs, and POs are monitored and
created in the District Bi-Tech system. Lead Teachers can be granted access to Bi-Tech by
contacting Mike Aaronian. There is also training opportunities for lead teachers to learn how to
navigate the Bi-Tech system, contact Mike Aaronian for more information.
Budget information is part of the Letter of Intent completed at the end of each school year, AND
the End of Project report due August 31 .
st
For CPA programs, there are clear guidelines:
*No more than 40 percent should be allocated for personnel costs (line items 1000, 2000,
and 3000 inclusive)
*No more than 25 percent should be allocated for technology.
*Field trips should be instructional in nature and tied to the career area of the academy
Planning Your Budget:
Evaluate the progress of the Academy each year. Use the CPA funds for time to
evaluate for program improvement.
Include input from your Advisory Committee when developing the Academy’s
budget for the upcoming year. Carefully plan expenditures of the grant funds, as
well as the district and business partner matches for the success of the Academy
and the students.
The CPA grant funds are supplemental in nature, use these funds for
activities/items over and above what is offered at the school site as part of every
student’s standard curriculum.
47
Make sure that your budget forms are completed thoroughly and accurately and
that the narrative portion is included with enough detail to show a good picture of
planned expenditures.
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Make sure the budget includes the appropriate signatures from the principal and
the district business manager.
*Be careful NOT to supplant activities or items, such as:
o
Annual allocated classroom supplies for ALL school classrooms
o
Standard classroom textbooks
o
Teaching salaries
Budget Categories
CPA budgets are organized around the types of funds. Below is a brief summary of the budget
classifications:
1000
Certificated Personnel Salaries (District) or Partner Time (Bus.)
2000
Classified Personnel Salaries
3000
Employee Benefits
4000
Books and Supplies
5000
Services and Other Operating Expenses/Travel and Conferences
6000
Capital Outlay (Refer to District for capital outlay dollar threshold)
7000
Indirect Rate (CDE approved rates apply. Visit CDE Web site at:
http://www.cde.ca.gov/fg/ac/ic)
Sample CPA Budget Narrative
48
*A complete CPA budget includes the budget form and the budget narrative. The narrative
explains the numbers shown on the budget form. Carmel Aguilar (caguilar@wccusd.net; ext.
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
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11138) in the Fiscal Department will support you with getting accurate budget numbers. The
sample below is a BUDGET NARRATIVE, which is completed by each Academy Lead Teacher.
EXAMPLES ONLY: The descriptions and line items may or may not apply to your specific CPA
program. This example pertains to a Biotechnology Academy
Object
Code
1000
CPA GRANT
FUNDS
NARRATIVE
DISTRICT MATCH NARRATIVE
$4,000 = Extra time
for curriculum
development
$10,000 = 1/6 coordinator time to
plan, coordinate, & oversee
academy components/activities
$1,082 substitute
time
$18,285 = Class size reduction
costs
$2,640 = Subs for planning time
$4,000 = 8 days site administration
support above normal
responsibilities
$4,000 = After school Tutoring
Program
2000
$3,300 Part-time
secretary: 20 weeks,
provides general
support
3000
Certificated Benefits
(approx.):
Certificated time @
25% = $3,500
Classified Benefits:
BUSINESS MATCH
NARRATIVE
$4,775 = Estimated value of
advisory committee meetings
$20,000 = Estimated value of
classroom speakers
$11,000 = Estimated value of
mentor coordination
$18,000 = Estimated value of
partners’ time in job
shadowing coordination/
activities
$8,750 = 25% benefits for above
costs
Part-time secretary
@ 8% =$825
49
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
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Object
Code
4000
CPA GRANT
FUNDS
NARRATIVE
$9,750 = Anatomical
models for Health
studies; DNA lab
and teaching activity
lab
$5,000 = 2 laptops
@ $1,250; 1 laser
printer @ $2,500
5000
DISTRICT MATCH NARRATIVE
$6,500 = Supplemental CTE
textbooks for the health class &
health-oriented literature books for
English
$4,000 = Computer software for
academy
$1,000 = award certificates/pins
$3,500 = Printing costs for
marketing material, i.e.
brochures/presentations and parent
correspondence
Example: (Travel &
Conf.):
$550 = Site
Coordinator to
attend HS Regional
Support Workshop
$3,500 = 3 academy
staff to attend annual
conference, March
2008
$20,755 = Field Trips
for:
$3,000 = Van/bus transportation for
field trips
$4,000 = Travel/conference costs
for academy staff to attend
professional development activities
BUSINESS MATCH
NARRATIVE
$1,750 = Uniform shirts
$1,750 = Academy
promotional items, such as
cups, pens, health-related
items, and plaques
$6,000 = Donated
computers/software
$5,500 = Donated Bio
Rhythm machine
$10,000 = Rental costs of
facility for academy staff
professional development
activities and student events
ceremonies
$2,225 = food for student
events/ceremonies
$3,250 = Rental costs for academy
recognition activities
10th- [trips
w/location/description
]*
11th- [trips
w/location/descriptio
n]* 12th- [trips
w/location/descriptio
n]*
Example
(Subcontract Info):
50
$5,000 = 2 trainers
to provide 15 days of
research-based,
health tech. training
$500 = facility rental
cost for advisory
meeting
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Object
Code
CPA GRANT
FUNDS
NARRATIVE
6000
$12,460 = Cost of
DNA Separator
(includes filtering
equipment for
chemical lab)
$8,000 = 1 Network
Server
7000
Indirect: For indirect
approved rate, visit
CDE Web site at:
http://www.cde.ca.go
v/fg/ac/ic/
DISTRICT MATCH NARRATIVE
BUSINESS MATCH
NARRATIVE
$8,075 = Renovate and enlarge lab
to accommodate academy technical
class
Note: indirect is not
charged on line item
6000
Total: = $2,778
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
51
Equipment purchased for the academy
Instructional and classified assistants for academy-only projects that are over and above normal
workload.
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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.
Bi-Tech General Information
To make purchase requisitions and purchase orders from your CPA budget, you will use the District
purchasing system – Bi-Tech. The link below will take you to the District Purchasing Department web page,
where detailed procedures and forms are available for download. The District typically provides several
training sessions on the Bi-Tech system each school year, and it is to your benefit to attend these sessions.
You may contact the purchasing department for information on these training sessions, or contact Mike
Aaronian to express your interest in this training. At most school sites, the office staff will have someone
responsible for making purchase orders, and they are an invaluable resource in the purchasing and receiving
processes. Delmy Cornejo at the CCRC office is also available to answer questions regarding the Bi-Tech
system, but it is ultimately the responsibility of the Academy Lead. Within the purchasing department, Mary
Kitchen (510-231-1191) is usually your best contact person. She is extremely knowledgeable about the
systems, forms, training, and procedures necessary to effectively make, track, and receive purchases.
Link to the Purchasing Department Web Page:
http://www.wccusd.net/page/333
Section VII – Academy Operations - The CCASN Toolbox
One of the best resources for supporting you in your efforts to lead an academy is the College & Career
Academy Support Network at the University of California at Berkeley. CCCASN has developed the Toolbox, an
online collection of tools and resources. The link to the toolbox is:
http://CCASN.berkeley.edu/toolbox.php
In this section of the Lead Teacher Handbook, you can learn about the different categories of the CCCASN
Toolbox and view samples from each section. It is strongly encouraged that you visit and use the CCCASN
website frequently, as it is the mission of CCCASN to support you and your academy team. Here are the main
sections of the CCCASN Toolbox:
52

Mentorships and Internships

Academy Structures

Teacher Selection and Teaching
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
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
Student Recruitment and Selection

Student Contracts, Interventions and Recognitions

Partnerships with Employers and Community

Parent Involvement

Connection to Higher Education

Tracking Progress
The Mentorships and Internships Section:
In this section of the CCCASN toolbox, you will find an abundance of resources supporting mentorships and
internships. The direct link to this section is: http://CCASN.berkeley.edu/resources.php?c=7 . The sample
resource below, “Planning Your Mentorship”, talks about potential mentor/mentee goals and measurements
that you might consider.
“Planning Your Mentorship:
You have goals for this experience, so perhaps the student mentee does, too. They may be quite different.
The challenge is for you and the student to plan an experience that reaches both sets of goals. Mentorship
activities can be flexible, but they are more successful when mentors and mentees have something to
work on together; it gives them more direction. Completing the student/mentor contract gives you a
tangible focus for the relationship.
Examples of goals for mentees are:
•
Learn specific skills. Example: "I want to know how to write a business letter, or how to use the
main branch of the public library."
•
Gain an overview of careers. Example: "I want to learn more about careers in business education,
science, engineering, health, law, banking, law enforcement, social services, television, theater,
military, and/or accounting. “I would like to gain an understanding of what an accountant or
engineer does day-to-day and what skills and training are required."
•
Improved personal growth. Example: "I hope to become more comfortable in communication
with adults. “I will improve my study habits; will complete all homework and turn it in on time,
will spend time reading for an hour and not watch TV!”
Examples of goals for mentors are:
•
53
Help the mentee grow/learn in specified ways. Example: Help the mentee gain confidence in
his/her abilities. Teach the mentee about mentor's work or work in another field.
•
Help mentee to explore the career field of their interest
•
Introduce mentee to post-secondary education options
•
Help mentee explore scholarship and financial aid options for college
•
Help mentee qualify for a better paying job or a job in the career focus area
•
Assist mentee to improve in specific learning or study skills
•
Introduce mentee to new cultural experiences
Measurements might include:
•
Mentee improves his/her grades due to learning and study skills we addressed
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
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•
•
•
Mentee can make informed career decisions based on research and knowledge about career
options
Mentee engages in two or three job interviews and feels more confident with each one
Mentee attends a ballet, opera, and museum event with mentor this year”
The Academy Structures Section:
This section of the CCCASN toolbox contains a collection of resources that relate to the structure of your
academy. There are resources ranging from potential academy requirements to student information forms.
The direct link to this section is:
http://CCASN.berkeley.edu/resources.php?c=8
The sample resource below describes what requirements might be for an incoming student into your
academy.
“Academy Requirements
The Academy is a three-year accelerated learning program. Once accepted, students will be
required to remain in the Academy for at least one year (two semesters). Attendance or
behavioral problems will result in a transfer to an alternative education program.
Academic courses with the Academy meet California State University and the University of
California requirements for admission.
Upon high school graduation, students will receive a specialized high school diploma and will
have the option of attending college, receiving advanced technical training or going directly
into employment in business and industry.
Student elective classes will be determined by the Academy requirements.
54
Students may be required to attend special summer programs in pre-algebra, English and
computer skills and/or make up necessary graduation requirements. Summer apprenticeships
and training programs will be required as well.
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Lead Teacher Handbook
Academic achievement is the highest priority for the Partnership Academies! Tutoring, makeup sessions, working with the business partners, meeting your mentor, and community service
projects must have first priority over other activities.”
Teacher Selection and Teaching
The Teacher Selection and Teaching section of the CCCASN toolbox includes resources related to forming
teacher teams as well as a few resources for teacher collaboration. The direct link to this section is:
http://CCASN.berkeley.edu/resources.php?c=9. The sample resource below is the “Teacher Information
Form” and might be useful when trying to recruit a teacher to join your Academy/Pathway teacher team.
“Teacher Information
Form
Overview:
The Academy will be a school-within-a-school that will use an interdisciplinary team
approach to learning. Selected students* will progress through this three-year program
with the same Academy staff which will consist of selected teachers from the fields of
math, science, language arts, and social studies.
Goals:
All Academies share one common goal:
To work cooperatively with local business/industry within the framework of the public
schools to provide a bridge to carry students from education to employment and/or
higher education.
OBJECTIVES:
As a replication it has been proven that students participating in Academy programs
have developed:
improved attitudes towards school and learning
improved academic performance
improved self-esteem
job and work skills
knowledge of the world of work
viable career paths
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KEY PROGRAM FEATURES:
Inter-related academic and technical courses tailored to the needs and career interests of
the students
Small class size
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Lead Teacher Handbook
Easy access to tutoring and individual instructional attention
Counseling services from a specially assigned counselor
Careful monitoring of individual student performance and attendance
Frequent contact between the school and parents
First-hand exposure to career information through fieldtrips, guest speakers, a mentor
program, and industry-loaned instructors
INSTRUCTIONAL STAFF:
The classroom teachers and the specially assigned counselor who are in direct daily
contact with the students have an enormous influence on Academy students and are
crucial to the success of the program. Teachers selected for these programs have:
the opportunity to perform new professional roles, such as coordinating with industry
common, and often extra, release (or preparation) periods
the esprit de corps of a small, well-integrated department
the opportunity for professional grown, such as acquiring skills in electronics, computer
operation, and management
the opportunity to develop curriculum, and create and implement innovative
instructional approaches
the sense of accomplishment and stimulation that comes from being part of a program
that dramatically changes student outlook and performance
increased involvement with students and parents on a personal level
SUMMARY:
Research has demonstrated that high school students who are under-achievers can
profit from a close identity with a supportive group of teachers and peers. The
Academy approach provides this structure.”
Student Recruitment and Selection
This section of the Toolbox provides some resources around recruiting students into your Academy/Pathway.
The direct link to this section is: http://CCASN.berkeley.edu/resources.php?c=10. The sample resource below
might be shared with parents whose student has expressed an interest in joining your Academy/Pathway.
“Parent Intro
Letter
56
Date:
Parent Name
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Parent Street Address
City, State, ZIP
Dear Parents:
Your freshman student has indicated interest in and/or has been recommended for the
Partnership Academy Program. He/she will be interviewed in a few weeks for
enrollment into the program. Out of the names we have been given, 50 will be chosen
for next year’s sophomore class.
The Academy staff has talked with most of the students about the Academy. The
students were instructed to share that information with you, the parents. Since some of
them may not have done that, we are writing you this letter and including an
informational brochure so that you might become acquainted with the program.
Basically, the Academy shows students how their school subjects are related to the
world of work. It provides an excellent background for students who are interested in
pursuing further training, education, or work in careers if fields of their interests and
goals. Students are closely monitored in smaller classes. Attendance, achievement,
improvement, and high school graduation are major priorities. Students who meet the
requirements are given job opportunities at industry sites.
If your student is accepted into the program, you will be invited to a follow-up meeting
in mid-May. A letter will be sent to you regarding this.
If you are interested in learning more about this program as it relates to your student,
please call:
Teacher/Director/Counselor
Telephone Number”
Student Contracts, Interventions and Recognitions
Check out this section of the Toolbox to get ideas around student contracts, interventions and recognitions.
The direct link to this section of the Toolbox is: http://CCASN.berkeley.edu/resources.php?c=11. The sample
resource below is an example of a student contract that could be used for an intervention.
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“Breach of Student Contract
Student Name: ________________________________
Date: ___________________
Upon enrollment in this Partnership Academy, you signed an agreement that indicated
your agreement, and commitment to, the following standards:
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Lead Teacher Handbook
Academic Performance:
It is expected that students in the Academy seek out assistance in courses in which they
perceive a need for help. Teachers within the Academy have regularly scheduled office
hours and are available at other times upon request. Students who receive a grade
below a “C” in any class must request tutoring from the instructor and may be required
to attend after-school tutoring.
Attendance:
Attendance at school is always imperative. In the Academy it is that much more
important because of our commitment to the industry partners and our community to
educate future workers and professionals. It is expected that Academy students will
have exemplary attendance.
Professional Behavior and Attitude:
Since we frequently interface with the industry community, it is important that
behavior and attitude reflect knowledge about our specific pathway. We expect
Behavior that respects the rules and regulations of that industry
A professional demeanor and appearance
An attitude of enthusiasm and seriousness regarding school, the Academy program,
and each student’s goals.
The Academy staff has expressed concern regarding your progress toward achieving
these goals. The following must be addressed to ensure your continued enrollment in
the Academy program:
The following are suggestions for improvement:
I agree to address the above mentioned concerns.
Student Signature: _______________________________________
Date: __________________
Parent(s)
Signature: _________________________________________________________________”
Partnerships with Employers and Community
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This section of the handbook contains several tools for engaging with employers and your community. The
direct link to this section is: http://CCASN.berkeley.edu/resources.php?c=15. The sample resource below
provides some tips to employers around working with teenagers.
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Lead Teacher Handbook
“GUIDELINES FOR BUSINESS/INDUSTRY PARTICIPANTS
1. Hands-on activities are the best. Students learn by doing.
2. Give your student some sample job descriptors for yourself and others in your
department.
3. Remember that shyness or false bravado is often used as a defense mechanism- don't
take it personally.
4. Think of ways to have your student feel comfortable in a new and unfamiliar
environment, e.g.:
• Introduction to co-workers
• Outline of how the first day will look
• Location of restrooms
5. Use your student's name and make sure the student knows and remembers yours
(supply your business card).
6. Set up an activity that creates a sense of independence, e.g.:
•
Have the student make a phone call for you to set up an appointment or research
a topic.
• Allow the student to follow a piece of paperwork through its normal cycle in
your department.
• Set up a scavenger hunt that requires the student to go to several locations to get
some information for you.
7. Schedule a break for your student- eat lunch with them.
8. Most of all, have fun!”
Parent Involvement
The Parent Involvement section of the CCCASN Toolbox has great ideas for getting parents involved with your
program. The direct link to this section is: http://CCASN.berkeley.edu/resources.php?c=12. The sample
resource below is an approach to getting feedback from parents about your program.
“Parent
Survey
59
Parent Name: ____________________________________________
Student Name: ___________________________________________
Grade: _______
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Dear Parent:
The following survey is to help us determine the impact of the Academy program on
the students enrolled. The goals of the Academy are to help students make informed
career decisions, to prepare them with knowledge and skills needed to succeed in postsecondary education, and to prepare them with employable skills. Please let us know
how we are doing so that we can create a valid and valuable program for our students.
Please rate these statements using the following scale by placing a check-mark in the
column expressing your opinion.
Please circle the answer that best describes your opinion and provide written
explanation below each statement.
This program has helped prepare my child for success in college.
Strongly Agree / Agree / Somewhat Agree /Disagree
This program has helped prepare my child for success in the workplace.
Strongly Agree / Agree / Somewhat Agree /Disagree
This program has provided my child with opportunities to explore career options.
Strongly Agree / Agree / Somewhat Agree /Disagree
This program has provided a support structure not found in the traditional high school
setting.
Strongly Agree / Agree / Somewhat Agree /Disagree
The school-within-a-school, 3-year Academy structure has provided continuity and
focus to the high school experience.
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Strongly Agree / Agree / Somewhat Agree /Disagree
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Lead Teacher Handbook
The integration of curriculum between subjects through projects, application of
academy theory to industry situations, and coordination between the Academy
teaching team has made the learning process more meaningful to and better understood
by your child.
Strongly Agree / Agree / Somewhat Agree /Disagree
I would recommend the Academy to other parents for their children.
Strongly Agree / Agree / Somewhat Agree /Disagree”
Please rate your overall satisfaction with the Academy. Circle one of the following:
Exceeds Expectations/ Meets Expectations/ Needs Improvement/ Unacceptable
Please list ways in which you have participated in the Academy program and/or
Parents’ Club (speaker, chaperone, judge at event, awards, advisory, fundraising, etc.):
If you have any additional comments or recommendations you would like to make,
please list them below:
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Thank you for helping us to evaluate and improve our program. If you have any
questions, please contact:
Name:
Telephone:”
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Lead Teacher Handbook
Connection to Higher Education
Making connections to higher education can be challenging for students. Check out this section of the
Toolbox for ideas and tools for assisting with making those connections. The direct link to this section is:
http://CCASN.berkeley.edu/resources.php?c=16. The sample resource below provides a list of questions that
students and mentors could discuss around college and career planning.
“CAREER PLANNING PROCESS
Students and mentors should go over the following questions together:
1.
2.
3.
4.
5.
6.
7.
8.
9.
What are some aspects about your personality that should be considered when
choosing a career area for yourself?
What are the factors that you consider important when choosing a career (i.e.,
money, time, education, job functions, geographic location, etc.)?
Choose three occupational areas of interest
Identify the factors that made these areas interesting to you (i.e., you like
working with people, you like a fast pace, you like managing finances and
records, you like to draw, you like the technology, etc.)
What level of employment is your ultimate career goal? Where do you want to
be when you are at the top of your career?
What level of employment is your first career goal (i.e., do you want to first aim
towards a beginning or technical level job and continue your education while
you work? Or do you want to complete your education first and enter your
career at a higher level?)
How many years of education and how much expense are you and your family
willing and/or able to contribute towards your education- Will you need a job?
At this point, do a realistic evaluation of your own ability and willingness to
proceed with the plan you have formulated thus far. If you have any doubts, go
back and start at the beginning to determine where you might need to alter your
answers and your plan.
Choose two careers that meet all of the parameters that you have determined are
important to you and explain why you chose them- These will be the careers for
which we research colleges and scholarships and apply for entrance in the fall.
Please discuss this in depth with your family before making this selection.”
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Lead Teacher Handbook
Tracking Progress
In the Tracking Progress section of the CCCASN Toolbox, you will find a wide variety of resources for keeping
track of student progress. The direct link to this section is: http://CCASN.berkeley.edu/resources.php?c=17.
The sample resource provided might give you some ideas on how to monitor student progress during a work
based learning experience.
“Worksite Monitoring Report
Employer: ____________________________________ Supervisor: ___________________
Are the following forms (or copies of them) on file and available at the worksite?
Time sheets
Emergency contact information
Work schedule
TB clearance, if appropriate
Signed parental consent
Is the worksite safe?
Does the student have an assigned place to check in?
Are there any major concerns from the Supervisor?
Are there any major concerns from the student?
How is the student doing?
(attendance, progress, areas of improvement, strengths, weaknesses)
Comments:
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Worksite Evaluator Signature: _______________________________ Date: ___________”
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Section VIII – Working with ConnectEd California
ConnectEd is the District Partner in Linked Learning implementation, and provides resources and
professional development for pathway teams and educational leaders. This section will provide a
collection of resources developed by ConnectEd for their District Partners.
Pathway Community of Practice Continuum (Draft, 2012)
Pathway Community of Practice Continuum – Collaborative Team Cycle of Inquiry and Improvement
Collaborative teams in Linked Learning pathways can use this tool to understand the design of high quality, outcome-aligned
performance tasks and units of instruction and the creation of a collaborative culture of continuous improvement, to assess
current status as a learning-focused community of practice, to set specific goals, to reflect on progress and the results of their
efforts, and to identify support needs.
Identifying and Using Learning Outcomes
Academic and CTE teachers work with colleagues on their pathway team, and with district and industry partners, to create clear pathway,
course and project outcomes aligned with academic content, Common Core and CTE standards. These outcomes guide their pathway’s
program of study and their assessment, curricular and instructional planning.
(0)
Emerging (1)
(2)
Developing (3)
(4)
Sustaining (5)
Pathway outcomes…
Pathway outcomes…
Pathway outcomes...
include knowledge and skills from
more than one domain:
academic, career, or 21st
century
include academic, career, and 21st century
knowledge and skills
integrate academic, career, and
21st century knowledge and
skills within the context of the
pathway theme
align with both the school’s and
district’s graduate outcomes
fully reflect Common Core and CTE
standards, and the level of
performance necessary for
college and career readiness.
are fully articulated across the
grade levels through progress
benchmarks
Include all key standards
appropriate to the pathway
fully drive the pathway’s program
of study, instruction and
assessment
100% of pathway teachers use
aligned course and project
outcomes to drive curriculum and
assessment in single classes and
across the pathway
Teachers describe how a specific
skill or standard assessed connects
to pathways outcomes
align with either the school’s or district’s
graduate outcomes.
partially reflect the measurable
performance level necessary for
college and career readiness.
are partially articulated across the grade
levels, forming progress benchmarks
include some key standards
Implicitly inform the program of
study, curriculum, instruction,
and assessment
Course and project outcomes are
largely independent of pathway
outcomes
School personnel can generally refer
to pathway outcomes
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Students and industry partners can
make general reference to pathway
outcomes.
Include all key standards appropriate to
the pathway
partially guide the design of the
pathway’s program of study,
instructional and assessment
50% of pathway teachers use pathway
outcomes to drive curriculum and
assessment through aligned course and
project outcomes
School personnel can describe the
pathways and explain generally how
outcomes are supported within the
program of study, curriculum, and
assessment
When asked, students can generally
describe how their work addresses a
pathway outcome.
Students can articulate where they
are in the process toward outcome
mastery
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Developing and Using Common Criteria and Rubrics:
Academic and CTE teachers collaborate with colleagues on their team, and with district and industry partners when appropriate to select the
outcomes-aligned criteria and language in common rubrics that they will use to judge the quality of student products and performances.
(0)
Emerging (1)
(2)
Developing (3)
Teachers design/adapt rubrics:
Teachers design/adapt common rubrics:
that are checklists that describe task
completion
with quantitative criteria language that
does not address task complexity
and quality of student work
that are project-specific, typically in
isolation from each other
are independent of pathway
outcomes
that are aligned to pathway, school, or
district outcomes
that are aligned to key standards
that they write by themselves in
isolation
in collaboration with colleagues
to score one or two tasks with shared
criteria

as a formative learning tool for
students
as a formative learning tool for students
(4)
Sustaining (5)
Teachers design/adapt common
rubrics:
with descriptive language to
address task complexity and
quality of student work as a
means to show learning
that are aligned to pathway,
school, and district outcomes
that are aligned to key standards
with help from students and
industry partners
that, when appropriate, are
validated by industry partners
as representing what it means
to perform well for that
criteria
use more than two common tasks
that are designed to score
multiple tasks with shared
criteria
which students use them for selfassessment and to assess
anchors/exemplars in order
to internalize quality criteria
and levels
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Lead Teacher Handbook
Designing Assessment Tasks:
Academic and CTE teachers, collaborate with industry and other partners to design authentic performance assessment tasks for projects and
courses by which students will demonstrate their progress towards and defend their mastery of course, pathway and district graduate
outcomes, as measured on common rubrics.
(0)
Emerging (1)
(2)
Developing (3)
(4)
Sustaining (5)
Performance assessment tasks:
Performance assessment tasks:
Performance assessment tasks:
are designed by a single teacher for
individual classroom use.
are designed by an interdisciplinary
teacher team for application in
multiple subject areas
are aligned to project-specific rubrics
are aligned to pathway outcomes and
common rubrics
are designed by the
interdisciplinary teacher
teams with industry partners
for application in multiple
subject areas
are intentionally aligned to
pathway outcomes and
common rubrics, mindful of
past patterns of student
learning
lead to a culminating event at the
course level or grade level
with clearly aligned to
pathway outcomes
allow students to have multiple
opportunities to revise and
perform the task and reflect
upon their progress toward
pathway outcomes
provide clear instructions,
including the knowledge and
materials needed, timeline,
and models of performance
or product students are to
create
provide as realistic a context as
possible
comprise a system of scaffolded
and rigorous performance
assessments that culminate in
a clear body of work that
shows demonstration of
mastery of all aspects of the
pathway’s grade level
benchmarks at the end of the
year
ensure quality by:
o
including a broader
audience or client
beyond the school
o
requiring some form of
public exhibition
o
requiring critique by
teachers as well as
students and external
industry partners using
a shared set of rigor
and quality indicators
lead to a culminating event at the course
level or grade level
are designed to have students
complete a performance task
once and their grade is recorded
are designed to have students receive
feedback about a task and have at
least one opportunity to revise and
reflect upon their work
provide some, but not all of the following
information: knowledge, materials,
timeline, parameters, product or
performance
provide a somewhat realistic context
provide some differentiated access to
task, though some aspects may be
more difficult for some students to
obtain
that culminate with the class or
teacher as audience
include an internal audience or
consequence in the design of
performance assessments
Designing Units of Instruction:
Academic and CTE teachers collaborate with industry and other partners to design integrated units of instruction that reflect the five linked
learning behaviors of learning and teaching (BLTs) and through which students demonstrate proficiency on the performance assessment tasks
as measured by the rubric.
66
(0)
Emerging (1)
(2)
Developing (3)
(4)
Sustaining (5)
Individual teachers:
Pathway teams:
Pathway teams:
design and implement singlediscipline project-based units
collaboratively align and integrate themes
and essential questions with either
other academic disciplines or
collaboratively align and integrate
themes, essential questions,
multiple content areas and
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
industry partners
use elements of the Linked Learning
Learning & Teaching Framework
in the design of projects
partially align units of instruction to
pathway outcomes
assess student work upon
culmination of student learning
develop formative assessments while
teaching the unit to monitor student
learning
design units with discipline-specific
projects
link the design of project based units of
instruction to the expectations of the
performance assessments
learning beyond the
classroom (e.g. work-based
learning) into the core of the
multidisciplinary project
align units of instruction to the
pathway outcomes, planning
with the end in mind.
develop in advance formative
assessments to be used at
specific points throughout the
unit to monitor learning
design the units so students get
practice and have support
meeting the demands of the
performance task.
ensure units provide
exemplars/anchors to inform
students and teachers about
what “good” looks like
collaborate and agree to use
shared instructional strategies
throughout the entire
pathway and collect data on
implementation and impact
of strategies
some modeling of proficient
performances or products provided
for students
use their own instructional strategies
to support student mastery of
course outcomes
begin to discuss and project teams try
shared instructional strategies
Designing Formative Assessments to Monitor Learning:
Pathway teachers design short-cycle formative assessments to be used during their units of instruction to (a) identify students
who need additional time and support for learning; (b) use patterns in student learning to discover strengths and weaknesses
in curriculum and our individual teaching; and (c) measure individual and common progress toward pathway outcomes and
key standards, (d) provide corrective feedback to students so they can revise and refine their work
(0)
67
Emerging (1)
(2)
Developing (3)
(4)
Sustaining (5)
Teachers monitor learning:
Teachers monitor learning:
Teachers monitor learning:
sporadically during the task or
lessons
before the end of a task through
formative assessments
at the end of a task or a set of
lessons through quizzes or
tests
by collecting data that measures daily
instruction and informs of
student progress towards
culminating outcome
and view the data it yields as an
indicator of student learning
only
to note their strengths and
weaknesses in the curriculum
and in their teaching
by using formative assessments
to note progress toward
the end outcomes and
plan the next action to
address student learning
needs
by collecting data from
formative assessments and
by involving students in
self-assessment to
understand their progress
toward the end outcomes,
their learning needs, and
plan their next action
by using the results of
formative assessments to
improve the curriculum
and their teaching
in order to revise their units of
instruction by
incorporating feedback
from all of the
stakeholders (students,
industry partners, pathway
co-teachers)
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Lead Teacher Handbook
Glossary
Term
Definition
Common Rubrics
Backwards Planning
The teacher starts with outcomes for the students and then plans the curriculum to lead toward
those outcomes.
Formative Assessment
Assessment that provides feedback to the teacher and to students for the purpose of improving
instruction and learning. Frequently referred to as “assessment FOR learning”. Formative
assessment includes minute-by-minute monitoring of student learning, checking for understanding,
diagnostic and progress monitoring assessments, and pre-assessments, and student selfassessments.
Learning Outcome (or
Learning Target)
The academic knowledge, behaviors, and skills that students (or others) are expected to learn and
demonstrate. Learning outcomes can be created for a specific lesson, task or project, for a course,
or for a student’s career in a pathway or school.
Multidisciplinary Project
When working on multi-disciplinary projects, students are charged with finding viable solutions to
real problems, or with achieving specific individual or group outcomes, through units of instruction
that are horizontally aligned in several disciplines.
Performance-Based
Assessment
(ConnectEd’s definition)
A form of testing that requires students to perform a task rather than select an answer from a
ready-made list. It is an activity that requires to construct a response, create a product, or to
perform a demonstration. The more it reflects a “real world” situation, the more authentic it is.
Performance
Assessment (Envision’s
definition)
A multi-step assignment that asks students to create a response or product in order to
demonstrate and measure complex skills.
Performance Mapping
The process of determining and representing performance criteria within a purposely designed
course and pathway scope and sequence.
Portfolio
A systematic and organized collection of a student’s work that exhibits to others the direct
evidence of a student’s efforts, achievements, and progress toward learning outcomes over a
period of time. The collection should involve the student in selection of its contents, and should
include information about the performance criteria, the rubric of criteria for judging merit, and
evidence of student self-reflection or evaluation.
Portfolio Assessment
A portfolio becomes a portfolio assessment when (1) the assessment purpose is defined; (2) criteria
or methods are made clear for determining what is put into the portfolio, by whom, and when; and
(3) criteria for assessing either the collection or individual pieces of work are identified and used to
make judgments about performance. Portfolios can be designed to assess student progress, effort,
and/or achievement, and encourage students to reflect on their learning.
Rubric
A rubric is an important teaching and assessment tool that clearly defines for the student, teacher,
and others a range of performance and/or product quality for specific criteria linked to student
learning outcomes. Rubrics have performance criteria, levels and descriptors.
Performance Criteria: Criteria define the attributes of the performance and/or product being
assessed on the rubric.
Performance Levels: Levels define the scale for scoring performance and/or product quality.
Performance Descriptors: Descriptors specifically define the attributes of the performance or
product for each criterion, at each level of quality.
Summative Assessment
A culminating assessment, which gives information on students' mastery of content, knowledge, or
skills. Frequently referred to as “assessment OF learning”.
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Lead Teacher Handbook
Program of Study Worksheet
9th grade
10th grade
11th grade
12th grade
English
Mathematics
ACADEMIC CORE
Science
History/Social
Science
Language Other
Than English
TECHNICAL CORE
Visual and
Performing Arts
Technical
Courses
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College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
INTEGRATED CURRICULUM
SUPPORT SERVICES
WORK-BASED
Lead Teacher Handbook
Work-based
Learning
Opportunities
Support
Services and
Personalization
Integrated
Curriculum
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Lead Teacher Handbook
Gap Analysis Worksheet
Gap Analysis Worksheet: To be used in conjunction with the Rubric for Linked
Learning Pathway Certification
To facilitate team collaboration and shared leadership, each certification criteria section is color coded
with a page break between each section.
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 #
71
Criteria Not Met
Criteria Met
Criteria Exceeded
1.1
Design Structure
1.1.1. Pathway
theme
Pathway theme is
either (1) defined
narrowly and, as such,
limits postsecondary
and/or career options
for participants, or (2) is
not designed to
accommodate a full
range of students
regardless of their prior
academic achievement
and/or postsecondary
aspirations.
Pathway represents a
theme that is broad
enough to appeal to
and engage any
student, regardless of
his or her prior
academic achievement
and postsecondary
aspirations. The theme
has been selected
based on at least
student interest and
one other criterion.
1.1
Design Structure
1.1.2. Program of
study
Pathway consists of a
program of study that
either (1) is not
coherent, (2) spans
less than 3 years, (3)
includes fewer than
three academic
courses and one
technical course per
grade level, or (4) is not
sequenced and
coordinated.
Pathway consists of a
coherent program of
study that spans at
least grades 10–12 and
includes at least three
core academic courses
and one technical
course (or equivalent)
in each grade level. By
design, the curriculum
is sequenced and
coordinated.
Pathway represents a
theme that is broad
enough to appeal to
and engage any
student, regardless of
his or her prior
academic
achievement and
postsecondary
aspirations. The
theme has been
thoughtfully selected
based on student
interest and several
other criteria, which
may include teacher
expertise, regional
workforce needs,
existence of related
career and technical
education (CTE)
course sequences,
articulation
opportunities with
nearby postsecondary
institutions, and the
interest of industry
partners.
Pathway consists of a
coherent 4-year
program of study that
includes core
academic courses and
at least one technical
course at each grade
level. By design, the
curriculum is
sequenced and
coordinated.
1.1
Design Structure
1.1.3. Student
recruitment and
selection
Pathway’s student
recruitment and
selection process either
(1) is not formalized, (2)
does not provide open
access, (3) assigns
students, or (4) yields a
demographic
distribution that is
substantially different
than that of the school
and district.
Pathway’s student
recruitment and
selection process is
formalized and ensures
open access to
students who volunteer
for the pathway based
on their interests.
Pathway demographics
reflect relatively well
(within 20 percent of
racial/ethnic, gender,
and achievement
groups) those of the
school and district.
Existing Evidence
for Student
Outcomes/
Certification
Criteria
Self Assessment*
Priority**
Pathway’s student
recruitment and
selection process is
formalized and
ensures open access
to students who
volunteer for the
pathway based on
their interests.
Pathway
demographics reflect
almost exactly those
of the school and
district.
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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 #
Criteria Not Met
Criteria Met
Criteria Exceeded
1.1
Design Structure
1.1.4. Cohort
scheduling
Cohort scheduling is
not implemented at a
level that allows the
vast majority of
pathway students to
participate in
multidisciplinary
projects.
Pathway students
participate as a cohort
in the academic and
technical courses that
are part of the Program
of Study to enable
flexible use of class
time and instructional
methodologies that
promote
multidisciplinary
projects and workbased learning
experiences.
School and pathway
leadership nurtures a
professional learning
community among
staff, and the schedule
provides daily
collaboration time for
program coordination,
the analysis of student
work and data,
curricular integration,
and resolution of
student problems.
1.1
Design Structure
1.1.5. Staff
collaboration
Pathway staff either (1)
do not operate as a
professional learning
community, (2) do not
meet regularly, or (3)
do not make effective
use of collaboration
time.
1.1
Design Structure
1.1.6. Pathway
preparation and
orientation
Students enter into a
pathway with little or no
orientation or transition
services.
School and pathway
leadership nurtures a
professional learning
community among
staff, and the schedule
provides weekly
collaboration time for
program coordination,
the analysis of student
work and data,
curricular integration,
and resolution of
student problems.
The pathway provides
an orientation and other
transition services for
incoming students
preferably beginning in
middle school and
involving parents.
1.1
Design Structure
1.1.7. Postsecondary
articulation
Pathway may have
connections with local
postsecondary
institutions, but formal
agreements are either
lacking or limited.
School and pathway
leadership nurtures a
professional learning
community among
staff, and the schedule
provides daily
collaboration time for
program coordination,
the analysis of student
work and data,
curricular integration,
and resolution of
student problems.
For two or more years
prior to pathway entry,
parents and students
are informed of
pathway options and
are exposed to a
sequence of activities
to ensure appropriate
pathway selection,
preparation, and
smooth transition.
Pathway assures a
seamless transition to
multiple
postsecondary
education and training
options through
articulation
agreements, dualenrollment, and other
formal and informal
activities.
1.2
Governance
1.2.1. Advisory board
with broad
representation
An advisory board may
exist, but either (1) is
not active, (2) meets
infrequently, (3) doesn’t
serve in an advisory
capacity, or (4) includes
limited stakeholders.
Pathway promotes a
seamless transition at
least to local
community college(s)
by putting in place
articulation
agreements, dualenrollment, and/or
other formal and
informal activities.
Articulation with other
institutions is planned
or in progress.
An active advisory
board meets at least
quarterly to set policies,
develop resources, and
advise the Program of
Study. It includes
representation from
several involved
stakeholders, including
employers, educators,
and community
partners.
Existing Evidence
for Student
Outcomes/
Certification
Criteria
Self Assessment*
Priority**
An active advisory
board meets monthly
to set policies,
develop resources,
and advise the
Program of Study. It
includes
representation from
involved employers,
students, parents,
higher education and
community partners,
pathway staff, and
district and site
administration.
72
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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 #
Criteria Not Met
Criteria Met
Criteria Exceeded
2.1 StandardsAligned
Curriculum
2.1.1. Academic
core
The academic curriculum
is not rigorous enough to
lead to student mastery
on standardized tests or
other authentic
assessment measures.
2.1 StandardsAligned
Curriculum
2.1.2. Technical
core
The technical courses
either (1) are limited to
fewer than three courses
or (2) are not aligned to
state CTE or industry
standards.
The academic curriculum is
aligned to state standards
and designed to lead to
student mastery on
standardized tests as well
as on more authentic
assessment measures.
A sequence or cluster of
three or more technical
courses (or their equivalent)
is aligned to state CTE
standards and/or industry
standards.
2.2 Preparation
for Postsecondary
Options
2.2.1.
Postsecondary
preparatory
curriculum
The pathway Program of
Study does not
adequately prepare
students for success—
without remediation—in
California’s community
colleges, universities,
apprenticeships, and
other postsecondary
programs.
A sequence or cluster of
technical courses either
(1) consists of fewer than
three courses, (2)
delivers basic or
advanced industry
knowledge and skills, but
not both, (3) does not
adequately emphasize
industry-related
knowledge and skills, or
(4) does not use
authentic applications.
Attempts at delivering
academic core courses
using career-related
applications either lack
authenticity or lower
student expectations.
The pathway Program of
Study prepares students for
success—without
remediation— in
California’s community
colleges, universities,
apprenticeships, and other
postsecondary programs.
The academic curriculum is
aligned to state standards
and demonstrated to lead to
student mastery on
standardized tests as well as
on more authentic
assessment measures.
A sequence or cluster of six
or more technical courses is
aligned to state CTE
standards and/or industry
standards. Multiple
sequences offer
specialization options for
students.
As evidenced by several
years of data, the pathway
Program of Study prepares
students for success—
without remediation—in
California’s community
colleges, universities,
apprenticeships, and other
postsecondary programs.
2.4 Integrated
Curriculum
2.4.1.
Multidisciplinary
integrated
curriculum
Use of inquiry-based
instruction is not yet
common practice among
many pathway teachers
and/or regular teachers.
This approach actively
fosters student
development of
communication and
teamwork skills, among
other Habits of Mind,
SCANS, and 21stCentury Skills.
Pathway teachers
commonly use inquirybased instruction that
enables students to
experience authentic
theme-based situations that
require integrating
knowledge and skills from
several disciplines. This
approach fosters
communication and
teamwork skills, among
other Habits of Mind,
SCANS, and 21st- Century
Skills.
2.4 Integrated
Curriculum
2.4.2. Curricular
alignment
There is relatively little
curricular alignment
across disciplines and/or
grade levels.
Teachers collaborate within
and across disciplines and
grade levels to provide
students with a
coordinated, coherent
curriculum.
2.5 Instruction
and Assessment
2.5.1. Project/Problem-based
approach
Pathway students may
participate in
multidisciplinary projects,
but they are either
infrequent, include few
disciplines, or are brief
(i.e., days).
Each year, pathway
students participate in at
least two extended (2- to 4week) multidisciplinary
projects that integrate
academic and technical
course content. Additional
2.2 Preparation
for Postsecondary
Options
2.2.2. Technical
component
2.3 Real-World
Relevance
2.3.1. Real-world
relevance
73
A sequence or cluster of
three or more technical
courses delivers basic and
advanced industry
knowledge and skills. The
focus is on preparing youth
for high-skill, high-wage
employment by
emphasizing industryrelated knowledge and
skills, using authentic
applications that bring
learning to life.
Academic core courses
deliver standards- based
content through authentic,
career- or industry-related
applications. Pathways alter
how core academic
subjects are taught; they do
not lower expectations
about what is taught.
Existing Evidence for
Student Outcomes/
Certification Criteria
Self
Assessment*
Priority**
A sequence or cluster of six
or more technical courses
delivers basic and advanced
industry knowledge and
skills. The focus is on
preparing youth for high-skill,
high-wage employment by
emphasizing industry-related
knowledge and skills, using
authentic applications that
bring learning to life.
Academic core courses
deliver standards-based
content through complex,
authentic, career- or
industry-related applications.
Students interact regularly
with industry partners.
Student assessment
incorporates both academic
and industry standards.
A good portion of the
pathway curriculum is
delivered through inquirybased instruction that
enables students to
experience authentic themebased situations that are
integrated and
multidisciplinary. Through
this approach, students
master communication and
teamwork skills, among
other Habits of Mind,
SCANS, and 21st-Century
Skills, which are assessed
and reported.
Teachers use formalized
processes and structures to
collaborate within and across
disciplines and grade levels
to provide students with a
highly coordinated, coherent
curriculum.
Each year, pathway students
participate in several
extended multidisciplinary
projects that integrate
academic and technical
course content.
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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 #
Criteria Not Met
Criteria Met
Criteria Exceeded
Existing Evidence for
Student Outcomes/
Certification Criteria
Self
Assessment*
Priority**
projects are planned or in
development.
74
2.5 Instruction
and Assessment
2.5.2. Authentic
assessment
Pathway teachers rely
almost exclusively on
traditional or standardized
assessments to measure
student success, and
they make little effort to
design and use more
authentic assessments.
2.6 Work-Based
Learning (WBL)
2.6.1.
Coordinated,
sequenced, and
scaled workbased learning
(WBL)
Work-based learning
(WBL) experiences are
available to a limited
number of pathway
students. Plans are being
developed to expand
these opportunities.
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
Students are left to their
own devices
to make connections
between WBL
experiences and
classroom learning.
To complement traditional
or standardized student
assessments, pathway
teachers periodically design
and use a variety of
assessments to gain an
accurate understanding of
student learning.
Assessments include
opportunities for students to
demonstrate skills and
knowledge through realworld application.
Pathway offers one or more
WBL experiences to a large
percentage of pathway
students. Pathway has
plans and resources to
substantially expand WBL
experiences in the next
year or two so that they
become more coordinated,
sequenced, and scaled.
At least in limited ways
(e.g., through reflection),
WBL experiences do not
occur in a vacuum: they are
connected to and reinforce
classroom learning.
To complement traditional
and standardized student
assessments, pathway
teachers regularly design
and use a variety of
assessments to gain an
accurate understanding of
student learning.
Assessments include
opportunities for students to
demonstrate mastery of
skills and knowledge through
real-world application.
Pathway offers real-world
learning opportunities to all
pathway students through a
4-year coordinated and
structured sequence of WBL
experiences that progresses
in duration and intensity and
increases student
expectations and
independence.
In an intentional and
structured way, WBL
experiences and classroom
learning mutually reinforce
one another.
Pathway promotes
personalization through
limited size, teacher
teamwork, and/or strong
student- teacher
relationships, but not
necessarily all three.
Pathway maintains
personalization through
limited size, teacher
teamwork, and strong
teacher-student
relationships. Students feel
supported.
2.7 Support
Services and
Personalization
2.7.2. Student
engagement
Pathway staff attempt to
create, but have not fully
succeeded in doing so, a
culture where students
are actively engaged in
their learning.
2.7 Support
Services and
Personalization
2.7.3.
Differentiated
instruction
Daily instruction may be
differentiated by some
teachers some of the
time, but doing so is
based on individual
teacher training and
inclination, rather than
pathway staff
collaboration and
coordination.
Pathway staff consciously
and consistently work to
create a culture where
students are actively
engaged in their learning,
both in and out of the
school setting.
In a somewhat routine way,
daily instruction is designed
with the knowledge that
students vary in their
preferred method of gaining
information, understanding
ideas, and demonstrating
mastery. Some pathway
teachers use multiple
methods of presenting
course content and
assessing student learning
to address each student’s
learning needs.
Pathway maintains
personalization through
limited size, teacher
teamwork, and strong
teacher-student
relationships. Students feel
supported, highly valued,
and part of a family.
Evidence suggests that staff
have succeeded in creating
a culture where students are
actively engaged in their
learning, both in and out of
the school setting.
2.7 Support
Services and
Personalization
2.7.4. Academic
intervention
Academic interventions
are emerging and serve
the needs of some
students, but more must
be done to address a
range of needs for
students.
Pathway students
performing below grade
level are supported by a
range of services, which
may include supplemental
instruction, tutoring, credit
recovery, before- and/or
after- school programs, and
academic support
programs.
Through formalized
processes, daily instruction
is designed with the
knowledge that students
vary in their preferred
method of gaining
information, understanding
ideas, and demonstrating
mastery. All pathway
teachers regularly use
multiple methods of
presenting course content
and assessing student
learning to address each
student’s learning needs.
Pathway students
performing below grade level
are supported by a range of
services that, to the extent
possible, are provided within
the pathway and use the
pathway’s theme to motivate
and engage students in
learning. Evidence has
demonstrated that these
interventions have yielded
substantial gains in student
achievement.
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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 #
Criteria Not Met
Criteria Met
2.7 Support
Services and
Personalization
2.7.5. Guidance
and counseling
Pathway students are
served by counselors, but
they may be assigned
alphabetically or by grade
level, rather than by
pathway.
Pathway has a designated
counselor who knows
pathway students and is
familiar with the unique
characteristics and needs
of the pathway. The
counselor participates
actively in pathway team
meetings.
2.7 Support
Services and
Personalization
2.7.6. College and
career planning
Each pathway student
has a 4-year pathway
Program of Study, but it
may neither extend down
to middle school nor
ahead to postsecondary
education, training, and
career pursuits.
Each pathway student has
a multiyear college and
career plan that is informed
by a range of college and
career planning activities,
extends through high
school, and guides
decisions about
postsecondary education,
training, and career
pursuits.
Criteria Exceeded
Existing Evidence for
Student Outcomes/
Certification Criteria
Self
Assessment*
Priority**
Pathway has a designated
counselor who knows
pathway students well and is
familiar with the unique
characteristics and needs of
the pathway. The counselor
participates actively in
pathway team meetings. The
counselor plays a lead role
in recruiting students,
coordinating interventions,
and aligning course selection
and WBL experiences with
student interests, among
other roles.
Each pathway student has
an 8- to 10-year college and
career plan that establishes
a throughline from middle
school career exploration
activities to postsecondary
degree attainment and
career pursuits. It is informed
by a robust set of college
and career planning
activities.
75
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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
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.
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.
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.
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 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 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.
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.
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.
3.2 Leadership
3.2.1. Support
from school
board and
superintendent
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.
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.
The site principal either
(1) does not acknowledge
that pathway teachers
must possess a unique
set of skills and
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.
The site principal
acknowledges that
successful pathway
teachers must possess a
unique set of skills and
The site principal works
collaboratively with pathway
teacher leaders to actively
recruit and hire uniquely
qualified pathway staff that
3.4 Qualified
Staff
3.4.1. Skilled
teachers
Self
Assessment*
Priority**
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.
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.
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.
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.
76
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.
Existing Evidence for
Student Outcomes/
Certification Criteria
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Pathway:
Lead:
School:
District:
3. SYSTEM SUPPORT
District policies and practices provide leadership, support, and resources to establish and sustain quality pathways.
Criteria #
Criteria Met
Criteria Exceeded
proficiencies or (2) does
not set priorities for
assigning, hiring, and
retaining qualified
teachers in the pathway.
proficiencies, in addition to
those required of all
teachers. He or she hires
and/or assigns qualified and
willing teachers to fulfill
these roles.
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.
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.
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.
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.
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.
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.
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 welldeveloped system has been
designed to manage
partnerships and ensure their
effectiveness.


Criteria Not Met
Existing Evidence for
Student Outcomes/
Certification Criteria
Self
Assessment*
Priority**

77
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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
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.
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 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.
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.
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.
Prior to students’
graduation, pathway staff
collect students’ selfreports of their
postsecondary plans, but
the data indicate that
pathway students do not
continue to postsecondary
education and training at
high rates.
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 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.
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.
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.
4.2 Pathway
Evaluation
4.2.3.
Postsecondary
tracking
78
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.
Existing Evidence for
Student Outcomes/
Certification Criteria
Self
Assessment*
Priority**
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.
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.
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.

College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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 #
79
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
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Pathway: __________________________ Lead: __________________________ School: ____________________ District:
_____________
2. Engaged Learning
In supportive learning communities, students meet technical and academic standards and college entrance requirements through realworld 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 StandardsAligned
Curriculum
2.1.1. Academic
core
2.1 StandardsAligned
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
80
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
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Pathway: __________________________ Lead: __________________________ School: ____________________ District:
_____________
2. Engaged Learning
In supportive learning communities, students meet technical and academic standards and college entrance requirements through realworld 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*
2.6 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
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Lead Teacher Handbook
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
82



College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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

83
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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…
 Meet state standards
 Meet course expectations
 Ready for college and/or post-
“Students will master the
academic and technical course
standards required for
transition to college and
career.”
secondary training of some
sort in the career field
Comments/Our draft outcomes…
2. Communication
Includes…
Sample outcome…
 Read, write, and speak
“Students will correctly employ
specific terminology
appropriate to the health care
setting when communicating
verbally and in writing.”
effectively
 Communicate using terms,
tools, and techniques unique
to the specific career field
Comments/Our draft outcomes…
3. Problem Solving
Includes…
Sample outcome…
 Apply math, science
 Use critical thinking
“Students will demonstrate the
ability to apply scientific
reasoning while working with
complex equipment in
authentic settings.”
And sometimes:
Comments/Our draft outcomes…
 Creative thinking
84
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
(The Big Six: A Program Outcomes Springboard, continued)
4. Citizenship
Includes…
Sample outcome…
 Involved community
“Students will skillfully use the
performing arts to effect
positive change in their
community.”
contributor
 Culturally aware
Comments/Our draft outcomes…
And sometimes:
 Ethical
 Responsible
5. Career Readiness
Includes…
Sample outcome…

“Students will demonstrate
skills associated with practicing
law such as client interviewing,
alternative dispute resolution,
and advocacy in a variety of
legal settings.”
21st
Century workplace
readiness skills
 Specific workplace skills
unique to the career field
 Having a clear career plan
Comments/Our draft outcomes…
6. Technology
Includes…
Sample outcome…
 Using technology as a tool to
“Students will use current
technological tools (such as
CAD software) to solve
engineering challenges and
communicate solutions.”
solve problems
 Communicating using a
variety of technological tools
Comments/Our draft outcomes…
(Questions? See “Troubleshooting Outcomes” on next page)
85
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
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.
86
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Pathway Development Continuum & Sample Coaching Support
Pathway Development Continuum - DRAFT
Pathway Development and Coaching Support -DRAFT
87
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Possible Outcomes
Lead Teacher Handbook
Planning and Design
Structures and
schedules
Integrated
Curriculum &
Performance
Assessment
Engaged Learning
(Teaching and
Learning)
Embedded
Student Supports
Continuous
Improvement
 Design team
formation,
research and
planning
 Theme
determination
 Partner
recruitment and
collaboration
(Advisory
Committees)
 Vision, Mission
Goals
 Student Outcomes
 Program of Study
that promotes
equity
 Articulation
agreements and
processes
 Base line data and
tracking processes
 Staffing
determination
 Recruitment and
placement
processes
 Cohort scheduling
assuring access
and equity
 Team and
community of
practice
configuration
 Collaboration time
and processes
 Coordination
theme-based
pathway activities
 Work-based
learning
continuum for all
students
 Thoughtfully
designed, well
facilitated and
goal driven
communities of
practice
 Alignment and
backwards
mapping of
outcomes
 Common Core
alignment
 Performance
Mapping
 Authentic
Performance
assessments
 Integrated lessons
and projects
 Integration of
work based
learning
experiences with
pathway
curriculum
 Evaluation of
curriculum
effectiveness
 Coordinated project
design/
management
 Calibrated
performance
expectations and
common rubrics
 Researched and
agreed upon
instructional
practices
 Equitable classroom
strategies designed
for every student’s
career and college
readiness
 Peer support
processes and
protocols
 Accountability for
participation
 Structures and
processes for
monitoring
individual student
progress
 System of
coordinated and
consistent
interventions
 Common
strategies for
addressing
identified
improvement
targets
 Sustained career
development and
college planning
for all students
 Close
relationships and
coordination with
family and
community
partners
 Established, data
driven processes
for monitoring
student progress
toward college and
career readiness
 Community
collaboration to
assess
effectiveness, plan
and implement
corrections
 Transparency with
stakeholders
 Publication and
celebration of
successes
Coaching Support For Pathway Development
Conditions for Success (Structures and Scheduling)
88
Possible Outcomes
Design team plan
Sample Coaching Support
 Assist with selection and facilitation of a design team
 Assistance in defining the scope of work
 Suggestions for researching student interest, employment potential, economic
development needs and community support for theme determination
 Identification of promising programs and practices
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Conditions for Success (Structures and Scheduling)
Possible Outcomes
Committed involved community partners (Advisory Committees)
Vision, Mission and Pathway Goals
Student Outcomes
Well designed, equitable Program of Study (POS)
Articulation agreements and processes
Base line data and data driven monitoring procedures
Sample Coaching Support
 Encouragement to explore a range of Linked Learning delivery structures and
facilities
 Model and share self assessment and
 Plan development protocols
 Strategies for inclusion and building ownership
 Strategies for recruiting and forming a committed, involved advisory
committee
 Sample membership lists, scope of work statements, agendas and minutes
 Facilitation strategies for effective meetings
 Share and/or model facilitation protocols for surfacing beliefs and drafting
vision, mission and goals
 Share samples
 Encourage stakeholder involvement
 Facilitation tools and samples for crafting student outcomes
 Suggestions for fully engaging stakeholders and team members
 Samples and guidelines for program of study development
 Secure technical assistance (i.e. for CTE sequence)
 Inform about the 4 components and college and career program design
 Encourage involvement of middle school and post secondary partners
 Help construct list of the indicators of success
 Share sample data dashboard
 Introduce protocols for data driven reflection
Structures and schedules
Possible Outcomes
Staffing determination
Recruitment and placement processes
Cohort scheduling assuring access and equity
Team and community of practice configuration
Collaboration time and processes
Coordinated theme-based pathway activities
Work-based learning continuum for all students
Sample Coaching Support
 Advice on designing teams with distributed leadership
 Relate the benefits of site administration and counselor involvement on
teams
 Offer samples or suggest networking with high functioning team to help
determine involvement and role delineation
 Suggest ways to allow staff choice of pathway assignments
 Share material, strategies, policies and process being successful in other
public school choice programs
 Provide resources for templates and pre designed materials
 Connect with the District Initiative district demonstrating promising practices
 Encourage technical assistance and PD as needed
 Network among other district and schools for samples and processes for
master scheduling for cohort and common planning
 Meet with schedulers to field questions and offer suggestions
 Encourage the identification of sub-team by grade level or sub-pathways to
allow for closer connections to cohorted students and to allow for deeper
collaboration
 Share and/or model protocols, facilitation strategies and sample agendas for
productive team meetings
 Assist team in assuming roles to distribute team functions and build strong
ownership
 Observe meeting and offer feedback to leads
 Suggestion and assist to arrange observation of other Linked Learning teams
 Devise coaching goals and strategies to build teacher leadership capacity
 Share schedules, make suggestion and offer advice on designing strong
community building experiences for student specific to pathway themes
 Utilize the Framework for a WBL Continuum with leads and teams and
encourage the development of plan with shared responsibilities and
identified timelines
 Use ConnectEd videos, on line resources and technical assistance as indicated
89
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Lead Teacher Handbook
Integrated Curriculum & Performance Assessment
Possible Outcomes
Thoughtfully designed, well facilitated and goal driven Communities of Practice
(COP)
Alignment and backwards mapping of outcomes
Common Core alignment
Performance Mapping
Authentic Performance assessments
Integrated lessons and projects
Integration of work based learning experiences with pathway curriculum
Evaluation of curriculum effectiveness
Sample Coaching Support
 Assist pathway teams to determine the collaboration structures that will
function as Communities of Practice that have frequent and sustained
discussion about specific students’ progress, teaching and learning strategies,
curriculum development and assessment practices
 Suggest strategies for aligning graduate profile with site level ESWLRs and
pathway outcomes
 Provide protocol for backward mapping or arrange for TA or PD
 Discuss how the aligned outcomes should be part of the curriculum design
process for performance assessment in each class and interdisciplinary
project
 Encourage the team to explore ways that progress toward the outcomes
might be tracked and monitored
 Coordinate with site and district C and I staff to be sure the pathway team’s
processes are aligned with the district plans for implementing the common
core.
 Demonstrate how the mapping tool has the common core as one of the
options for identifying standards when developing curriculum
 Assist the team in recognizing the benefit of unpacking curriculum to
performance levels and using performance mapping to design curriculum
 Arrange for TA or PD on using the mapping and PBL
 Encourage teams to develop the performance measures before designing
projects or integrated lessons
 Help develop an understanding about authentic assessment and their role in
inquiry based, student centered instruction
 Connect team to trainers and resources to help them devise the tools and
develop their process to working collaborative on quality integrated,
authentic lessons and projects
 Use the Framework for WBL continuum to build the teams capacity to infuse
WBL into classroom activities and project to move student toward the
pathway outcomes
 Encourage the team to determine the indicators they will use to gauge the
effectiveness of lesson and projects and establish common language for
looking at student work and judging mastery
Engaged Learning
(Teaching and Learning)
Possible Outcomes
Calibrated performance expectations and common rubrics
Researched and agreed upon instructional practices
Equitable classroom strategies designed for every student’s career and college
readiness
Peer support processes and protocols
Accountability for participation
90
Sample Coaching Support
 Encourage COPs to purposefully address their combined capacity to design
and use performance assessment, create powerful learning experiences and
use effective classroom strategies so all student can reach the outcomes
 Offer protocols for, or find technical assistance for looking at student work,
calibrating performance expectation, identifying and defining rigor
 Stimulate conversation around grading practices that are based on actual
student learning and performance expectations and that encourage student’s
continual progress
 Suggest process for the COP to explore and agree upon instructional
strategies that they want all student to experience consistently
 Offer resources for COP to conduct read/study session to expand their
practice and deepen their knowledge about effective teaching
 Regularly remind COPs that equity in education means all students are
provided personalized and targeted instruction so that they can progress
towards the learning outcomes.
 Model facilitation techniques for creating a safe, judgment free environment
to exploring and discussing teaching practice and student learning
 Provide samples of peer walk-throughs and consultancies to practice and
apply effective teaching strategies that have been agreed upon as the
pathway’s instructional goals (instructional norms)
 Work with district and site level leadership to determine how the expectation
of participation in pathway teams and COPs will be clearly communicated
 Explore strategies for encouraging and rewarding teacher participation with
the pathway leads and team members
 Help the pathway leads communication with leadership about the need to
have accountability measures in place to help teacher understand that
collaboration within the pathway structures is an expectation of their
teaching assignment.
College and Career Readiness Collaborative |WCCUSD | 1108 Bissell Avenue, Richmond CA, 94801-3135
Lead Teacher Handbook
Embedded Student Supports
Possible Outcomes
Structures and processes for monitoring individual student progress
Sample Coaching Support
 Pathway design should accommodate and address the need for providing
sustained student advisement with career and college planning
 Encourage teams to explore options for building closer adult student
relationships
 Suggest partnering with industry supporters to provide mentoring and
support to students
 Share intervention plans (pyramids) that show how all teachers can
consistently address behavioral issues and academic or technical support for
students.
 Stress the power of a combined, consistent messaging about expectations
and demonstrating the teams commitment to student success
 Review samples of student contracts, student led conferencing, peer
mediation and other student support strategies to encourage conversation
about designing services and common practices aimed at address specific
student needs with the pathway community
 Expose teams/COP to promising student support practices within the DI
network
 Model data driven discussion that identify trends or patterns that can be
purposefully address across the entire program of study.
 Share resources and practices for improving math and literacy through
thematically based lessons and projects and with authentic incentives
connected to the industry sector
 Explore how the team plans to help student with education and career
planning, creating industry focused portfolios and address the requirements
for post secondary transitions.
 Advocate for full involvement of counselors and career advisors on the
pathway team to capitalize on their expertise for guiding students thinking
and planning and addressing specific social or emotional needs
 If pathway teachers offer advisory, recommend counselor involvement in
designing and implementing activities and practices and supporting teachers
in this function
System of coordinated and consistent interventions
Common strategies for addressing identified improvement targets
Sustained career development and college planning for all students
 Stimulation exploration of the opportunities to extend pathway students’
experience beyond the limited school day by offering extended learning
opportunities by partnering with contracted providers and utilizing pathway
staff when possible
 Discuss how using the industry theme to keep student engaged in extended
learning opportunities my create opportunities for industry partners to be
more directly involved
Aligned, thematic extended learning opportunities
Continuous Improvement
Possible Outcomes
Established, data driven processes for monitoring student progress toward
college and career readiness
Community collaboration to assess effectiveness, plan and implement
corrections
Close relationships and coordination with family and community agencies
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Publication and celebration of successes
Sample Coaching Support
 Provide samples, protocols and process for COP to develop the pathway
team’s capacity to hold data driven discussions about student’s progress
 Connect to DI network so teams can share strategies and practice for
informing teaching and learning, changes in pathway design and assessment
practices
 Model or share processes for determining effective and planning for
modifications
 Suggest involvement of stakeholders in data review and discussion to build
stronger shared ownership and tap available resources

 Support consistent celebration of even small gains and very public
celebration of evidence of student success and pathway effectiveness
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Resources:
Coaching tool kit (on ConnectEd Studio’s website)
Linked Learning Tool kits (on ConnnectEd’s website) http://www.connectedcalifornia.org/landing
CCASN: http://CCASN.berkeley.edu/
SREB: Southern Regional Education Board – High Schools that Work
http://www.sreb.org/page/1078/high_schools_that_work.html
National Reform Faculty (CES) http://www.nsrfharmony.org/resources.html
ConnectEd Studios
“ConnectEd Studios is an online platform that connects students and teachers with Industry
Professionals, and that supports project-based learning in the classroom. Our goal is to encourage
schools to "power up" and tap into the digital literacy and engagement of today's high school students.”
(www.connectedstudios.org)
ConnectEd Studios (CES) is utilized by District Pathway Teams to document and map curriculum
as well as design integrated projects/units. Detailed user guides can be located at
www.connectedstudios.org for both the Curriculum Mapping Tool and the Project Tool, as well as
the College and Career Readiness Web Site (http://www.wccusd.net/page/384).
CES is the District Platform for Linked Learning/Academy Teams. CES allows student work to be
published and reviewed by Industry Professionals, instructors, administrators, and community
members.
Professional Development in CES
Training is available for all Linked Learning/Academy teams in WCCUSD. To schedule a
demonstration of CES or a team training, contact Ben Crosby, Internal Coach, College and Career
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Readiness Collaborative, at bcrosby@wccusd.net or 510-307-4565.
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Screen Shots – CES
This screen shot shows a sample curriculum map for a CTE course. Maps are designed around weekly topics, standards,
and performances. Group maps can also be created in CES which greatly enhance a team’s ability to plan, document, and
deliver an integrated project/unit.
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This screen shot shows a sample Project Wall. Each student creates a profile which can be associated with multiple
projects. Instructors, students, and Industry Professionals can collaborate to produce relevant student performances and
products.
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This screen shot shows a sample interaction between students and an Industry Professional. With some coaching, Industry
Professionals can give real world feedback to students about the quality of their work.
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College and Career Readiness Resources in ConnectEd Studios
The College and Career Readiness staff has built an online resource library available to all district
users. Located in the WCCUSD College and Career Readiness Collaborative Group Files and
Resources, this collection of resources includes:

21st Century Skills

Argumentative Writing Resources – (Literacy Design Collaborative resources located in this
folder)
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
Behaviors for Learning and Teaching

Common Core State Standards

College and Career Readiness Resources

ConnectEd Studios Access Codes

Curriculum Mapping Tool Guide

Expository Reading and Writing
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
Graduate Profile

Lead Meeting/PD Series Resources

Project Tool Guide

Sample Rubrics
For access to these valuable resources, contact Ben Crosby (bcrosby@wccusd.net) to be added to
the College and Career Readiness Collaborative group.
Linked Learning Certification
Linked Learning Certification is a review process developed by a consortium of pathway and
academy organizations to ensure high standards for pathway implementation. The Certification
Review process is managed by our partners ConnectEd. There is a great deal of information
regarding the Certification Criteria and the Review Process at the following link:
http://www.connectedcalifornia.org/schools_districts/certification.
You can review the Certification Criteria and Rubric located earlier in this section to better
understand the criteria for Certification. Within the District, Mike Aaronian
(maaronian@wccusd.net) is the contact person for initiating a Linked Learning Certification Review.
Section IX – The Behaviors of Learning and Teaching Framework
The Linked Learning Learning and Teaching Framework, developed by ConnectEd, “defines key
characteristics of student and adult learning and teaching practice within Linked Learning
pathways and illustrates how these characteristics might be observed in the behaviors of teachers
and learners, both inside and beyond the classroom.” The Framework also describes the specifics
of what teachers can be seen doing, and what students can be seen doing. There is also a
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developmental continuum of these observable behaviors included in the Framework.
To see the full framework, visit
http://www.connectedcalifornia.org/direct/files/resources/BLT%20Overview_Continuum_GSG_121
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712.pdf. The information below is an overview of the Behaviors of Learning and Teaching that we
hope to see in a Linked Learning Pathway or Career Academy.
Behaviors for Learning and Teaching (BLTs)
© 2012 ConnectEd: The California Center for College and Career. All rights reserved. DRAFT v. 121712 Page 2
Linked Learning is…COLLABORATIVE – STUDENT DIRECTED –
OUTCOME-FOCUSED – RELEVANT – RIGOROUS AND INTEGRATED
Collaborative (Work with Others) Students can be seen…
Regularly working with industry partners as learning resources and project clients.
Experiencing a variety of collaborative teams and settings.
Practicing industry-specific norms and strategies to make their teamwork efficient and effective.
Using industry-specific technology and social media tools to foster collaboration.
STUDENT-DIRECTED
Student Directed (Work Students Lead) Students can be seen…
Designing their interdisciplinary learning experiences.
Organizing, revising, and self-monitoring a learning plan.
Learning through an inquiry approach where their questions, choices, insights, and solutions lead the way.
Self-selecting from a variety of resources across disciplines to support learning and inquiry
Pursuing mastery through feedback, revision, and defense of work.
OUTCOME-FOCUSED
Outcome Focused (Work with a Goal) Students can be seen…
Creating, using, and revising plans for project work and for their college and career goals.
Seeking, offering, and using feedback on their project and personal plans.
Explaining how their daily work helps them master project, course, and pathway outcomes.
Reflecting daily on their choices, insights, and growth.
RELEVANT
Relevant (Work that Matters) Students can be seen…
Working on problems of genuine personal interest.
Engaging in complex projects authentic to the industry sector.
Producing work that reflects standards of the workplace.
Using state-of-the-art tools and industry-specific technology.
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Participating in a sequence of work-based learning experiences.
RIGOROUS & INTEGRATED
Rigorous & Integrated (Work that Challenges) Students can be seen…
Engaging in deep critical thinking using challenging material and industry-specific problem-solving tools.
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Designing and publicly defending high quality project solutions.
Articulating how they are mastering the Common Core State Standards.
Pointing out connections across subjects in theme-based interdisciplinary projects.
Section X – Integrated Curriculum Design
Creating an Integrated Curriculum
Designing a multidisciplinary integrated curriculum is a primary focus of Academies in
WCCUSD. The goal of Integrated Projects is to increase student learning and
engagement by having students tackle real-world problems that require mastery of
content area knowledge and skills. Research has shown that students are more
motivated to learn when they need to acquire knowledge in order to accomplish a
complex task or project. “One of the most powerful strategies teachers can use to make
learning relevant is to place academics within the context of issues and problems from
the world of work” (Designing a Multidisciplinary Integrated Curriculum: A Practical
Manual, ConnectEd, http://www.connectedcalifornia.org/curriculum/integrated_units).
Producing a successful integrated project or unit starts with the Six A’s:
Acadmic and Technical Rigor
Authenticity
Applied Learning
Active Exploration
Adult Connections
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Assessment Practices
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1.
Academic and Technical Rigor – Projects are designed to address key
learning standards identified by the school or district.
2. Authenticity – Projects use a real-world context (e.g., community and
workplace problems) and address issues that matter to the students.
3. Applied Learning – Projects engage students in solving problems calling for
competencies expected in high-performance work organizations.
4. Active Exploration – Projects extend beyond the classroom by connecting to
internships, field-based investigations, and community explorations.
5. Adult Connections – Projects connect students with adult mentors and
coaches from the wider community.
6. Assessment Practices – Projects involve students in regular performancebased exhibitions and assessments of their work; evaluation criteria reflect
personal, school, and real-world standards of performance.
ConnectEd, our partner in developing quality career pathways has outlined a design
process offered to educators working towards integrated projects and/or integrated units
of instruction. Their design process features the following steps:
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
Identify Themes Through Curriculum Mapping

Decide on the Topic of the Integrated Unit

Craft the Essential Question

Identify Topical or Key Questions

Assign Responsibilities

Review and Revise the Curriculum Map

Set the Learning Scenario

Establish Student Assessments

Check Alignment with Standards

Write Lesson Plans

Evaluate the Unit

Integrated Unit Logistics
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The complete manual is available for download and covers each design step in detail. Go
to http://www.connectedcalifornia.org/curriculum/integrated_units to download the
complete .PDF file.
Project Based Learning
Project Based Learning is a teaching and learning strategy that engages students
with Real-World problems and requires mastery of content area knowledge and skills.
PBL in the context of Linked Learning Pathways or Academies also strives for integrated
CTE and core academic curriculum and standards around Integrated Projects. The PBL
Design process is a tool used by Academy Teams to create standards-based, real-world,
integrated projects. The information provided below is only an overview of the PBL
process. There exists a wealth of information and resources for each step of the project
design process at http://pbl-online.org, and also through the Buck Institute of Education
http://www.bie.org.
What is Project Based Learning?

Project Based Learning (PBL) is an inquiry based process for teaching and
learning. In PBL, students focus on a complex question or problem, then answer
the question or solve the problem through a collaborative process of investigation
over an extended period of time. Projects often are used to investigate authentic
issues and topics found outside of school. During the inquiry process, students
learn content, information, and facts necessary to draw conclusions about the
question. Students also learn valuable skills and habits of mind during the process.
Why should I use Project Based Learning?

PBL is extremely effective as a method for engaging students in their learning. With
engagement comes focus, discipline, and mastery of academic content. Further,
students have the opportunity to work on problems and issues relevant to their
lives, as well as learn vital work and life skills necessary to their success in school
or in the work world.
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PBL Design Principles (http://pbl-online.org)


Design Principle #1: Begin with the End in Mind
o
Develop a Project Idea
o
Decide the Scope of the Project
o
Select Standards
o
Incorporate Simultaneous Outcomes
o
Work from Project Design Criteria
o
Create the Optimal Learning Environment
Design Principle #2: Craft the Driving Question, also known as the Essential
Question
o
Drives the Project
o
Captures a Project Theme or a “big idea”
o
Points Students Toward Mastering Content and Skills that Enable
them to Answer the Question
o

Not Easily Solved or Answered
Design Principle #3: Plan the Assessment
o
Align the Products or Performances for the Project with the
Outcomes
o
Know what to Assess – Establish Criteria to Assess each Product and
Performance
o


Create Rubrics for the Project
Design Principle #4: Map the Project
o
Organize Tasks and Activities
o
Decide How to Launch the Project
o
Gather Resources
o
Draw a Storyboard
Design Principle #5: Manage the Process
o
Share Project Goals with Students
o
Use Problem-solving Tools
o
Use Checkpoints and Milestones
o
Plan for Evaluation and Reflection
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Common Assessments
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Integrated curriculum projects or units utilize both formative and summative assessments,
as well as student products and culminating events. Teacher teams have found it critical
to use some common assessment strategies in order to deliver an effective, engaging
project.
The following section features explanations and ideas around assessments for integrated
projects. (Designing a Multidisciplinary Integrated Curriculum: A Practical Manual,
ConnectEd, http://www.connectedcalifornia.org/curriculum/integrated_units):
Integrated curriculum units offer teachers many opportunities to move beyond traditional
paper- and- pencil tests. Teacher teams can design engaging and challenging
performance-based formative and summative student assessments that are well
matched to authentic teaching strategies. To create these assessments, it is valuable to
work backwards. Begin thinking about the summative Culminating Event and then design
the formative student work products that demonstrate students’ learning and help them
prepare for it.
Summative Evaluation: The Culminating Event
The Culminating Event is the place where students summarize and present their
conclusions about the Essential Question, synthesizing their learning and research across
all of the disciplines in the unit. At the Culminating Event, teachers, community representatives, and industry partners can also assess and evaluate student learning in relation
to many of the discipline-specific content standards that were the basis for the Key
Questions. This summative evaluation is an ideal opportunity for students to display their
higher-order thinking skills, problem-solving abilities, effective teamwork, written and oral
communication skills, and ability to integrate and apply knowledge gained across several
academic and technical disciplines.
The following are some considerations that have helped teachers design effective and
memorable Culminating Events:

Encourage students to link their presentations to a real-world setting, ideally in the
workplace; the setting will further reinforce career development goals identified for
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the curriculum unit.
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
Involve the community and industry partners; participation at the Culminating
Event will reinforce community and industry support for innovative high school
improvement strategies and career-themed education.

Allow students to present in groups or individually, depending on their strengths
and learning styles; use these alternatives as a way for students at all achievement
levels to participate.

Ask students to reflect on what they have learned and share their observations;
explicitly tie results of these meta-cognitive activities back to the academic and
technical content standards that were used to design the curriculum unit.
The following are several possible formats for a Culminating Event:








Create and deliver a PowerPoint presentation.
Hold a Science Fair with students presenting tri-folds and visual displays.
Invite parents to view presentations (PowerPoint or tri-folds) at a Back-to-School
night.
Demonstrate a lesson or activity to industry partners, a community group, or a
municipal agency.
Develop a practical manual addressing the topic of the unit and proposing a
resolution or plan of action.
Create a website focused on answering the Essential Question.
Hold a debate on the Essential Question.
Develop policies and procedures that deal with the topic of the unit.
Formative Evaluation: Student Work Products for Feedback and Assessment
Integrated curriculum units also lend themselves to a variety of performance-based and
standard formative assessments. Teachers can use these assessments to give students
ongoing performance feedback and also to avoid having too much of a semester’s final
grade rest on a single Culminating Event. This is particularly important as many of the
Culminating Event formats rely on group activities and presentations and may include
limited opportunities to assess and provide feedback to individual students.
The following are several examples of work products that help groups of students prepare
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for the Culminating Event and offer opportunities for formative feedback to individuals and
groups.
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• A written project outline, work plan, and schedule, or a classroom presentation on the
team’s project objectives and work plan.
• A selection of readings (with an annotated bibliography) that individuals or teams
recommend for outside reviewers who will later evaluate the Culminating Event.
• A scoring rubric for outside evaluators to use in grading the team’s Culminating Event.
• A research paper on one of the Key Questions addressed in a specific discipline.
• A set of drawings, designs, graphic representations, or a photographic portfolio related
to the Essential Question or one of the Key Questions.
Assessment Samples
Samples of Integrated Units Showing Formative and Summative Assessments
(Student Work Products and Culminating Events)
The following are two examples of assessments for integrated units currently in place in
high schools and a third hypothetical example.
Topic: Health Insurance
Unit Title: Risky Business
Essential Question How can we balance personal freedoms and society’s need to provide
accessible, affordable healthcare?
Learning Scenario: School ski trip
Discipline-Related Formative Assessment Assignments:
• Art and English—Create business cards and brochures for an insurance company.
• English—Read excerpts from Shattered Air by Robert Madgic (about a tragedy at
Yosemite National Park’s Half Dome) and debate risky behaviors.
• Algebra—Calculate entries for actuarial tables and mortality rates for leading causes of
death.
• History and English—Explore the history of medical insurance and write an expository
essay on the issue of universal health insurance.
• Geography and English—Research and write about the geographical distribution of
genetically linked diseases.
• Science—Chart biological pedigrees.
• Information Technology—Use appropriate computer software to prepare written reports,
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brochures, statistical tables, and presentations.
• World Languages and English—Research foreign insurance and medical information
and write up results in both English and another language.
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• Health Science and English—Research medical insurance and risky behaviors and write
up research results.
• Physical Education—Create a Wellness Program/Prevention Plan for an insurance
company.
Culminating Event: Small groups of students form their own insurance company. They
prepare Science Fair tri-fold presentations where they present their insurance companies’
programs and policies, including decisions about insuring individuals who engage in risky
behaviors. Community healthcare professionals use a rubric designed with student input
to grade the student presentations.
Topic: Cultural Differences in Healthcare
Unit Title: Second Opinion
Essential Question How can we ensure the safety and effectiveness of complementary
and alternative medical practices?
Learning Scenario: Excerpt from The Spirit Catches You and You Fall Down, (a book by
Anne Fadiman contrasting Hmong and Western medicine’s interpretations and responses
to epilepsy)
Discipline-Related Formative Assessment Assignments:
• Art, English, and Health Science—Design the lesson plan format and content for a
lesson on cultural competency.
• English—Read an excerpt from The Spirit Catches You and You Fall Down; complete an
expository writing assignment.
• Mathematics and Chemistry—Measure the bond angles of molecular compounds
created in chemistry class.
• History—Write the script for an “elevator pitch” to a physician about why he or she
should be culturally sensitive to patients from different countries.
• Geography and English—Research and write an expository essay about alternative
healing practices, including their distribution and how they are spread around the world.
• Chemistry—Create a model of the molecular structures of medicines and research the
differences in drugs.
• Computers—Provide web-based research support for all classes included in the
curriculum unit.
• World Language—Research and write about healing practices in Spanish-speaking
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countries.
• Health Science and English—Study and write an essay about cultural difference in
healing practices.
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• Physical Education and English—Research and write about cultural differences in levels
of and attitudes toward physical activity.
Culminating Event: Students present a culturally competent lesson plan to representatives
from various state agencies and professional organizations. These individuals use a
scoring rubric designed with student input to assess the lesson plan.
Topic: The Environment and Health
Unit Title: Save the Planet; Save Yourself
Essential Question How can we preserve the environment and enhance the quality of life
for future generations?
Learning Scenario: Profile of a physician who finds a cure for an environmental illness
Discipline-Specific Formative Assessment Assignments:
• Art—Paint a mural about an environmental issue.
• English and Art—Create a brochure that teaches members of the community about
“eco-friendly” habits and their health benefits.
• Mathematics (statistics)—Survey students about their attitudes toward environmental
issues; compile results and interpret the data.
• History—Evaluate and write about the environmental quality of life across historical
periods.
• Geography—Research and present findings to the class about environmental standards
in developing countries.
• Science and English—Research and write about air and water pollution and acid rain,
and their effects.
• Information Technology—Build a website on environmental issues.
• World Language—Research environmental issues in Spanish-speaking countries.
• Health Science—Research technological advances in the medical field and their impact
on the environment.
• Physical Education and Biology—Study pollution in the air and how it affects the
respiratory and cardiovascular systems during exercise.
Culminating Project: Create a website that focuses on environmental and health issues.
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Integrating Service Learning
The career-themed nature of integrated curricula and PBL offers an opportunity to add
relevance to the learner. Another layer can still be included in project design, and that is
Service Learning. Service Learning is a District-wide requirement for graduation. The
basic concept of service learning is for the students to perform a service to their
community, that is tied to the knowledge and skill of a content area. Within the
Academies, our career-foci align very well with service learning, PBL, and integrated
projects. Academies have been authorized by WCCUSD to manage the service learning
requirements of their students.
As your team develops projects and units, consider this question….What Service can our
students provide to the community within this project? If the service offered can be tied to
classroom instruction, you have the needed elements for service learning credit.
Some examples of service learning integration:

Technology Project – Students repair PC systems from the community as part of a
project on digital literacy.

Health Project – Students perform blood pressure and BMI tests on community
members while doing a project on fitness and health levels.

Construction Project – Students design and build furniture to be used in local
schools.
Section XI – Advisory Boards
(From Partnership Guide for Career Academies, CCASN, UC Berkeley, 2010,
http://CCASN.berkeley.edu/resources.php)
Here’s a quick list of the roles employer and college representatives (within the context of
Advisory Boards) usually play in a California Partnership Academy:
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• Advisory
Board (aka Steering Committee) member
• Input on technical curriculum
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• Donations of equipment, curricular materials
• Teacher externships
• Host for meetings, activities, graduation ceremony
• Speakers, field trips for sophomores
• Job shadowing for sophomores &/or juniors
• Mentors for juniors
• Work internships/ community service for junior grads, seniors
Academy Advisory Boards
The Advisory Board (aka Steering Committee) is the hub for all these roles. This is generally
comprised of at least one district and high school administrator, the Academy Lead Teacher and perhaps the
whole teacher team, a counselor, representatives from local companies in the academy career field,
representatives from local community/ four-year/ technical colleges, perhaps a community-based
organization that plays a role as an intermediary in bringing the high school and community together (e.g., a
Chamber of Commerce, service organization, or business-education alliance) and perhaps a parent and/or
student or two.
Some Boards have Executive Committees that meet periodically, generally a couple times per year.
This Board has corporate leaders, post secondary chancellors or deans, presidents of local community-based
organizations, government representatives, and the superintendent or his or her representative. In the fall they
review plans for the academy; in the spring they review progress and student achievement.
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If there is no Executive Committee, the general Board acts in this role, generally meeting quarterly or
so and forming smaller task forces to work on components needing attention between the general meetings.
For example, one task force might work on lining up speakers and field trip sites for sophomores, another on
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finding job shadowing positions and mentors for juniors, another on needed equipment and curricular
materials, and so on.
If a high school has more than one academy, there is generally one Advisory Board for each career
field, and should there be academies in the same career field in other high schools in the district, it plays this
role for them as well. This is so that one academy doesn’t find itself competing with another from the same
district for support from employers or colleges. Such competition makes it difficult for these organizations to
know where to place their support and can erode their involvement.
If there is more than one Academy/ Advisory Board in the district, there is often a district-wide Board
that brings representatives of them together. This allows academies to learn from each other and
opportunities for joint support at the district level. Superintendents can often be quite effective if they play a
role in these efforts.
Although the first meeting usually takes place on the high school campus, later meetings are often
held at the members’ facilities, perhaps rotating through the roster of members. The first meeting may be
chaired by the principal or lead teacher, but subsequent meetings are often chaired by one of the partners,
with agendas developed jointly by the committee at the conclusion of each meeting. A survey at the first
meeting can determine the most convenient time for meetings for the majority of the group.
Although there is a natural inclination for academies to seek financial support from their community,
this can be counterproductive and is usually not the greatest need. Rather what is most needed is peoples’
time and expertise. Since 80% of school budgets is generally spent on personnel anyway, even if funds are
provided they usually go primarily toward staffing. Volunteers who provide their time as Board members,
speakers, field trip hosts, mentors, and internship supervisors, and who share their expertise on needed career
field training, equipment, and instructional materials are a gold mine. And many enjoy serving in this role. It
can be disarming for a company to be told the academy is not seeking funding from it.
Good communication is essential to forming and maintaining effective advisory boards. Someone at
the high school, often an administrator or the lead teacher or a secretary who takes on this role, needs to be
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made the liaison and consistent point of contact. Likewise it is often possible to establish consistent contacts
at companies and colleges. Since there are often differences in cultures and terminology between educators
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and business people, and related mistrust, establishing dependable communication and allowing learning to
go on over time is essential.
It is also important for an academy to find ways to say thank you for the support of its partners. This
can be done at academy events, but also via newsletters or other media that recognize the contributions of
employers and colleges. Often the most effective form of appreciation is letters written by students
themselves. Helping students is something almost everyone identifies with and the core of what motivates
partners to become involved in academies.
Here’s a quick summary re. Advisory Boards:
•
Committee Membership
• Employers, higher ed., community/ government, parent(s), teachers, administrators, counselor(s)
• Chair: Employer; or co-led, school leader/ partner
• Roles and Responsibilities
• Joint decision-making, with school/ district
• Variety of resources, meeting the 100% match
• People’s volunteer time and expertise
• Meetings
• Frequency—bi-monthly, quarterly
• Where—high school, company, college, rotating
• Agendas—in advance, with outcomes & times
• Between meeting task forces (2-4 members)
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• Technical Curriculum
• Teacher Externships
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• Facilities/ Equipment/ Materials
• Speakers/ Field Trips
• Additional Resources
• Maintain communication & say thanks
• An established academy liaison
• Thank-you notes (especially from students)
• Academy events
• Newsletter/ other media
15 Steps To Building And Maintaining A Large
Partner Base For A Career Academy*
The following was originally developed by Anne Scott, Principal, and Larry Stewart, Academy Director, Highland
Energy/ Environmental Technology Academy, in Bakersfield, CA. It has been adapted by CCASN staff and provides a more indepth discussion of how to build partnerships in an academy.
Step 1: Define your potential partners
Step 2: Recruit your first few partners
Step 3: Organize and use your advisory board
Step 4: Define the partners' roles and responsibilities
Step 5: Develop an activities calendar for the semester/year
Step 6: Recruit classroom speakers
Step 7: Recruit field trip sites
Step 8: Recruit mentors
Step 9: Develop formal partnerships
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Step 10: Make your local college a partner
Step 11: View companies and colleges, not individuals, as partners
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Step 12: Respond to partner concerns
Step 13: Publicize partner activities
Step 14: Continually expand partner contacts
Step 15: Value your partners
* The terms “advisory board” and “steering committee” are used interchangeably.
STEP 1: DEFINE YOUR POTENTIAL PARTNERS
Assemble your academy team (teachers, counselors, administrators) and develop answers to the questions
below. This will take some research.
How do you define your industry? Keep your definition as broad as possible to include lots of business
partners.
What are the types of companies/agencies that are part of this industry?
What are some leading companies in your city/county associated with this industry?
What associations serve these companies/agencies?
What local college programs are associated with this industry?
Who do you know who is associated with this industry (parents, friends, school board members, current
school business partners in other fields)?
STEP 2: RECRUIT YOUR FIRST FEW PARTNERS
Before a business or college commits itself to providing assistance to an academy it is often necessary to
obtain the approval of a high-ranking executive. This individual will then, more than likely, assign another
person to assume primary responsibility for the program, who may in turn select others or request volunteers
for particular assignments (e.g., advisory committee members, mentors, speakers, coordinators of
internships).
Organize an academy team that includes administrators, faculty and counselors to recruit partners. Hopefully
some will have been identified in the grant application, but begin from wherever you are.
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It is important that administrators, including the principal and even the superintendent, be involved with
partner recruitment. The higher the level of contact from the school the likelier you will be taken seriously.
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Provide release time for faculty to help plan the recruitment process and to make visits to industry sites. If this
activity occurs during the summer, provide faculty stipends.
Design and produce printed materials that describe your academy. Print lots of these brochures so that you
can distribute them wherever and whenever you talk to people about your academy. Develop a plan that
assigns recruitment of specific potential business partners to members of your academy team. Many hands
make light work.
Define the partner as a company or college, not an individual. Pick the top ten partners you would like to have.
Ask each member of the team if they have a personal contact that they can make in any of these. Make phone
contacts and set up appointments to personally explain your academy. CEOs and other industry
representatives expect to be contacted by an administrator if you are calling cold.
Invite the potential partner to be a member of the academy's advisory committee that will make the decisions
regarding curriculum, budget, calendar, activities, and so on. Stress how your academy will provide students
with knowledge about the industry and encouragement to enter the industry.
STEP 3: ORGANIZE AND USE YOUR ADVISORY BOARD
You need to include academy faculty, counselors, administrators, secretary, business partners and college
representatives. The business partner determines the employee(s) who will represent it on the steering
committee.
Hold an organizational meeting to determine place, time and frequency of meetings and who will serve as
chair. Set up a steering committee calendar for the year. Example: quarterly meetings, rotating among the
high school, supporting companies, and the local community college, 7-9 a.m., with a continental breakfast
and the host serving as chair.
Develop a process to keep the steering committee members informed. One option is to buy secretarial time
out of your grant or have the school provide secretarial time. The secretary can take minutes and mail them to
members, send reminder notices, develop the agenda in consultation with the academy director and meeting
host, handle phone calls and emails from members.
Define the responsibilities to be handled by the steering committee. The steering committee members will be
busy people. Make sure that steering committee meetings are productive. Use the expertise of your steering
committee members where it best applies. For example, don’t focus on small decisions better left to
administrators or teachers. Establish the topics that will be brought before the committee for review and
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approval.
Example: Review technical course sequence, identify possible dual enrollment subjects, identify/ provide
needed equipment, plan speakers and field trips, identify mentors, approve the annual budget, recruit
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additional partners, evaluate completed activities (e.g., speaker program, summer internships), solve
problems that develop.
Provide time for brainstorming during your steering committee meeting.
STEP 4: DEFINE THE PARTNERS' ROLES AND RESPONSIBILITIES
Partners include companies, public agencies, colleges and individuals employed in the industry. The advisory
board needs to define what you need from employers and colleges beyond those serving on the steering
committee. As your academy develops, your goal should be to expand the partner base to include a variety of
resource people who can assist in all aspects of the program.
We quickly learned that individuals who volunteer as partners have varied talents to share with students. Our
job is to match those talents with our needs. One partner may be willing to come to the classroom one day
and talk about his job. Another partner may volunteer to set up a field trip at her business. A trio of business
partners may agree to work together and mentor some students.
We ask our partners to provide us with one field trip site each year which will give 50 sophomore or junior
students a half or whole day tour/ experience. If that is difficult to do, we ask that they take a smaller group of
students. If that is impossible, we ask that they provide a classroom speaker.
We ask that our company partners provide us with opportunities to recruit mentors and that the mentors be
able to use work time to work with our students.
We never ask for money. In our initial presentation, we explain that we are asking for a more valuable
contribution: the time and talents of individuals. However, we do get contributions of money and meals while
on field trips. This occurs when a partner wants to do something with our academy students and realizes that
the school doesn't have the resources to accomplish the task.
STEP 5: DEVELOP AN ACTIVITIES CALENDAR
Partners are wonderful, but if you recruit lots of talented individuals who want to work with your students, you
need to develop a calendar to organize all the academy activities. We develop and print a calendar each
semester. We schedule monthly field trips, classroom activities, mentor activities, due dates for semester
projects, parent meetings, student celebrations, and industry events.
The academy calendar is developed by the academy faculty. Much of the work on it is done during the
summer when the teachers contact partners and set up field trips and classroom activities for the coming
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year. Our academy teachers are each paid a $1,000 summer stipend for academy work. They also schedule
evening meetings with parents and quarterly celebrations of student achievement.
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Work on the calendar is continuous because dates get changed and new opportunities emerge. It is on the
computer and updated and printed frequently to reflect the changes.
STEP 6: RECRUIT CLASSROOM SPEAKERS
Partners can bring the industry and higher education to the classroom. We block our academy classes so that
all sophomores or all juniors may come together for a presentation. Our academy headquarters is in one
building with a large classroom that can hold 50 students. All our math classes are conducted here. The
classroom is adjacent to two large science labs that are also used by the academy for the academy
technology and applied physics classes. The academy also has access to computer labs. This classroom
complex has evolved in response to the varied activities we pursue in the academy.
What types of classroom activities do partners provide? They may provide general information about their
industry, support for the academic disciplines taught within the academy, or offer specialized training. Ideas
for classroom presentations frequently come from the steering committee's partners. Academy team
members are always alert to new possibilities, and we find that ideas often emerge when we're having
informal discussions at industry functions or on field trips or working with mentors. Often, a partner will
recommend that we contact a colleague who has particular expertise that can be shared.
How often do you schedule business partners in the classroom? We began by trying to schedule a classroom
presentation every two weeks. This schedule, coupled with a monthly field trip, quarterly celebration of student
accomplishments, group research projects, and the need to teach a college prep curriculum in English, math,
and biology to students who had previously been general level, exhausted our teachers. We are now more
flexible about classroom presentations, and schedule them whenever they seem appropriate.
STEP 7: RECRUIT FIELD TRIP SITES
The monthly field trip experience has been a major component in the success of our academy. Approximately
seven field trips are provided for students each year.
How do you organize the field trips? During the summer academy teachers meet and outline a tentative
calendar of field trips related to topics that the students will be studying during the year. Each teacher
volunteers to organize specific trips. That teacher is responsible for contacting the business partner and
arranging the date, place, and time of a trip. Our academy secretary schedules school buses to transport the
students. Transportation costs are funded through the CPA grant. A majority of our students are on the
free/reduced lunch program, and the school cafeteria provides free sack lunches for those students. The grant
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pays for sack lunches for the other students. Two academy teachers or one teacher and an administrator or
counselor go on each field trip. Because of block scheduling, only one substitute has to be hired to cover two
academy teachers. Substitute costs are budgeted through the grant. All counselors and administrators are
encouraged to participate in one field trip each year.
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The school has obtained signed parent permission forms that cover all academy activities during the school
year. Students must wear their academy white polo shirts on the field trip. To participate in a field trip students
must be in good standing in the class which means no recent attendance cuts or discipline referrals.
What is the partner's role for a field trip? Business or college partners provide activities for students at the site.
This may include presentations, tours, demonstrations, and hands on opportunities. We go with what the
partner wants to provide. Last year we provided eight field trips for our sophomores.
STEP 8: RECRUIT MENTORS
The Career Academy guidelines call for adult mentors at the junior year. Recruiting partners as mentors has
been our greatest challenge. The academy team used the mentor materials presented at the state Career
Academy conference and found them extremely helpful. However, convincing a business partner that he
wanted to mentor a student has been much more difficult than organizing classroom presentations or field
trips.
How do you recruit business partners as mentors? The team adapted materials from the CCASN Mentor
Handbook for Career Academies. An academy mentor information package was developed and printed. The
teachers tried to set up mentor presentations during the summer; however, companies were reluctant to
schedule such presentations then because of vacations.
We solved our mentor recruitment problem by enlisting the services of a retired district administrator who took
on the activity as a 30-day post retirement project. The district approved the project for funding as a $9,000
district matching investment. This administrator had served at the adult school and had extensive industry
contacts. He set up appointments for both himself and the teachers and administrators to present the mentor
program. He brought out prospective mentors to view the academy classes and meet academy students. He
made personal contacts with industry public relations officials and left mentor materials for distribution to all
employees.
What does a business partner do as a mentor? Mentors are asked to meet with their mentees once each
month. An information session and lunch activity at the high school was provided to introduce the mentors to
their students. A schedule of monthly mentor activities has been developed; however, mentors do not have to
participate in these. Mentors are asked to provide a February job shadow experience for their student.
On their mentor information/application forms most of the mentors wrote that they wanted to assist the
students with their academic work, and tutoring sessions have been scheduled. Some mentors volunteered to
work with two mentees, and some work as teams sharing a group of students.
STEP 9: DEVELOP FORMAL PARTNERSHIPS
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A great way to gain business partners and financial support is for your academy to be formally partnered with
a company or related organization. This is particularly important if your school is located in a large city and
competes with other schools for support.
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How do you establish formal partnerships? They may be developed with a specific business, an industry
association, an intermediary organization such as a school-business alliance or Chamber of Commerce, or
any other group that interfaces with that industry. Your job is to convince the organization that your academy
has unique ties to them that makes a formal partnership logical and productive. The business or organization
needs to see some value for them as a result of partnering with you.
What do you get from a formal partnership? There are a number of potential advantages:
1. Access to all the employees and/or the roster of members so that you can then recruit individual business
partners
2. Specified annual commitments of personnel time and talent
3. Grants, used equipment, instructional materials, and attendance at industry functions
4. Status, as your partnership is publicized by the company
Affiliate memberships in organizations may assist your academy's growth also. You may want to become an
affiliate member of an organization that can provide your academy with specialized knowledge of assistance.
STEP 10: MAKE YOUR LOCAL COLLEGES PARTNERS
A local community college or a four-year state university can be a great partner. Many of your academy
students will be attending one of these, and you need to be working closely together. You need to include the
college from the beginning in your academy planning.
What roles does a college play as partner? The college should have representatives on the academy steering
committee. These representatives should come from appropriate departments and programs.
The college partners can offer advice on curriculum development, particularly in the technical academy
classes. They may provide college courses for academy students to take through dual enrollment
arrangements, providing both high school and college credit. The college faculty can also introduce the
academy faculty to other sources of information related to the industry.
The college should be the site of a field trip each year to learn about college programs related to the industry,
how to access the college library to do research, and the college application process. It may also have
funding sources to augment the academy program budget.
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STEP 11: VIEW COMPANIES AND COLLEGES. NOT INDIVIDUALS,
AS YOUR PARTNERS
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Change happens. Individuals are transferred, get new responsibilities, develop new community interests, and
the academy may no longer be a high priority. We've struggled with this situation in several instances and
have learned to seek a company or college commitment with the understanding that individuals may vary
from year to year.
Example 1: We had an individual who served as a business partner when we became a model Tech Prep
school. She then became a member of our steering committee. Through her efforts the academy received a
grant of $5,000 and was provided a field trip site. However, this partner was transferred to the mid-west and
her successor has not answered any of our phone calls.
Example 2: Another business was an original partner that formally supported our grant application. For the
planning year and first year of implementation the individual who wrote that letter served on our steering
committee. However, she involved a variety of other employees in academy projects. When her company
merged with another our steering committee member assumed new responsibilities. However, she arranged
for the high school to become a formal partner with that new company and had a successor named to the
academy steering committee.
STEP 12: RESPOND TO PARTNER CONCERNS
One of your major academy goals should be to keep your partners happy with their roles in your academy. To
succeed you need to be aware of any concerns and be ready to respond.
How do you respond to individual partner concerns? Business partners may be uncertain about working with
teenagers. They will have questions about how to successfully handle their academy responsibilities. You
need to have a process to handle their questions and reduce their anxiety. Academy faculty need to
understand that part of their task is to guide business partners participating in an activity.
Example: Each teacher is responsible for working with specific business partners who are serving as mentors.
If a mentor has a question, she calls that teacher. Alternatively, you could assign one teacher the responsibility
of the mentor program, and that teacher would then handle all mentor concerns.
Concerns often focus on the scheduling. That is why it is important that every activity be assigned to a specific
teacher who will organize it, contact the partner, and maintain contact until the activity is completed. An
academy secretary can play an important role in handling scheduling concerns and other minor problems.
She needs to know what is going on with partners so she can respond to calls or emails and provide the
needed information. She can also find answers to concerns and relay them back to the partner.
Example: Our academy uses two hours of a full time school secretary who also handles other responsibilities.
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Our understanding is that her time is flexible so that she may respond to academy calls throughout the day.
However, the academy Lead Teacher and administrators need to handle concerns that affect the company or
school. If it’s a serious concern, the principal needs to become involved because the partner may work with
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the school in other areas beyond the academy. Sometimes a major concern is beyond the school's ability to
solve because the industry is experiencing problems. In this case you just adjust and move on.
STEP 13: PUBLICIZE PARTNER ACTIVITIES
Business partners volunteer to assist an academy for a number of reasons. These include wanting to assist
young people to succeed, wanting to recruit young people to enter the industry, wanting to give back to the
community, wanting approval from their company, or the company wanting approval from the community
and/or its national headquarters.
You need to provide your business partners with positive publicity about the support they are providing your
academy. This gives strokes to individual partners while encouraging other employees to volunteer to work
with your academy. It enhances the company image in the community. If the company is national, it helps the
local office to impress national headquarters with their volunteer spirit and industry promotional efforts.
Example: The energy industry gains mixed reactions from the general public. When we first proposed an
energy/environmental technology academy, potential energy industry partners worried that the students
might attack the industry. We explained that it gave the industry an opportunity to present its operations in a
positive way. Newspaper articles about our field trips present the industry favorably, quoting positive student
reactions while explaining what the students have seen and learned.
What types of publicity can you provide? One goal is to keep the academy visible in the school and
community. Each edition of the school newspaper can have an academy story, and the parent newsletter an
academy update. The public relations representatives of our business partners keep in contact with the school
and write frequent articles for the company newsletters. The community newspaper and television stations
accompany students on field trips to interesting business sites. These stories provide human interest, showing
students interacting with industry representatives.
If the school has a career day or partner’s day this can generate positive publicity. It can become an
opportunity to host your business partners or recruit potential partners. It may give them a picture of the
school generally or focus on the role of the academy within the school.
Example 1: The district holds an annual Principal Partners Day, and each school hosts 15 to 20 business
leaders. This year we invited all the members of the educational subcommittee of the Bakersfield Chamber of
Commerce and concentrated on presenting the academy. Some who attended had not been active in the
academy previously, but three signed up to be mentors the next day.
Example 2: The district always invites representatives from the local offices of the state senator and
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assemblyman to attend Principal Partners Day. This year we hosted the local representative of an
assemblyman, who seemed very impressed with the academy. We have subsequently heard that this
assemblyman will support the state budget increase in the Partnership Academy allocation.
STEP 14: CONTINUALLY EXPAND EMPLOYER CONTACTS
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Why do you need to keep adding business partner contacts? Change happens: companies dissolve or
change their community focus, and individuals leave the company, or grow tired. You need to view each
business partner as a potential long-term connection who is really only certain for the short-term.
National corporations move their employees. We have assigned mentors to students and then had the
mentors call and say they were being transferred next month or having to go out of the country for an
extended assignment. The academy tries to develop mentor clusters with several mentors from one company
working with several students. If one employee is transferred, the other mentors agree to mentor the student
assigned to that employee.
New business partners bring in new ideas and activities. You may begin your academy with ten business
partners that you already know. As your academy grows and you add students, you need to expand your
academy partners to answer needs that you didn't know existed when you began.
Example: Our academy began with an emphasis on the energy industry because we had contacts in that field.
Our only environmental technology contacts were with the local community college and waste management
organization. By our second year we had established business partner connections with the local Parks and
Recreation Department, the Bureau of Land Management, and other environmental groups. When the
industry encountered a cyclical downturn the environmental business partners stepped in and provided
increased field trip sites, mentors, and service learning opportunities.
STEP 15: VALUE YOUR PARTNERS
Without business partners your academy can't survive. You need to show your companies, your individual
partners, the associations that support you, and your local colleges that you value their association with your
academy.
How do you value your business partners? Provide opportunities for your business partners to be thanked by
the students, staff, parents and school. This can be an end-of-year celebration, a formal certificate of
appreciation, thank you letters from the students following a field trip experience, letters of appreciation sent to
employers who have provided employee support, or formal commendations to employers from your school
board. Thank your partners for every activity they provide in support of your academy.
Example: Our academy students write thank you letters in their English academy class after field trips. This is
both a writing assignment and a lesson in how you respond appropriately when someone has provided a
service for you.
Provide opportunities for your business partners to learn about student success. The goal of your academy is
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to guide your students to graduation, higher education, and successful careers. Your partners support these
goals. Without violating student privacy, devise ways to highlight student improvement in grades, attendance
and attitude and share this information with your partners. They want to know that their efforts are producing
positive results.
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The greatest compliment that you can give to your business partners is to use the information that they
provide you. Value what your business partners recommend, offer in assistance, and report back to you after
an activity is completed. They see what is happening in your academy in different ways than the faculty or
administration may. Sometimes partners are more positive about an event than the faculty, and sometimes
they have concerns. Value this information and adjust your next activity to reflect them. When partners see
that the school respects their input, they feel a vital part of the academy operation.
Sample Advisory Board Agendas:
AGENDA FOR MEETING OCTOBER 19 , 2010
TH
1. Introductions all around: Ben
2. Overview: Ben
Covers what happened at graduation, during the summer (jobs), college-going rates, the
start-up of the Fall semester (classes, students, cohorts,…) and current challenges.
3. Overview of curriculum: Ben on Networks and Melody on Web Design/Content. Each to spend about 15
minutes of show and tell to indicate what is being taught and the basic approach. Should include what the
Advisory Board could do to contribute.
Examples of work: The lab at El Cerrito (Bob Davis), the new ITA/TF web site, student work from Melody’s
class.
4. Summer jobs program: Chris
Summary of prep….field trips, soft skills training, portfolios, Youth Works collaboration.
Summary of number of students placed and companies.
Recognition of AT&T Aspire Grant.
5. El Cerrito Career Academies: The Principal’s Perspective: Jason Reimann
Jason reviews the status and prospects for the three academies at EC and his personal commitment to their
success. Takes questions. 10-15 minutes.
6. Overview of Linked Learning Initiative: Ron to do a quick update on some of the progress….mostly from the
Connect Ed site…let’s be sure to have Patricia Clark invited. Will also tie in some of the Federal and State
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initiatives. 10 minutes
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Sample PowerPoint Slides for a Presentation to Advisory Board:
Welcome Board Members!
Curriculum Review
Work Based Learning
Capital Development
•Classroom
Experience
•New Directions
Relevance
WBL
•Role of
Internships tied
to classroom
experience
•Foundational
Background
•Career
Preparation
College &
Career

Chris Merrida – TechFutures Office Manager

WBL Update and Examples
Current Objectives – Increase internship placements
Future Goals – Expanding and Exploring…
Field Trips
Diane Davis – Mentorship Model




Client Websites with WordPress
Seniors in the Computer Programming Applications for the
Web class worked with clients who wanted their own
professional websites.













Technical Skills
- HTML, CSS, PHP
- Database creation
- Domain name registration and web hosting set up
- Design, layout, information hierarchy
Soft Skills
- Client relations
- Design process management
- Meeting planning
- Project management: deadlines, roles, workflow
- Writing a technical manual
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Section XII – Work Based Learning
Work Based Learning Opportunities (WBL):
Within the West Contra Costa Unified School (WCCUSD) and the Linked Learning model, WBL is
defined as structured activities incorporated in the curriculum which apply knowledge and skills
learned in class which connect to experiences at work.
Internships:
An internship is a chance to use a “business classroom” to connect with what is happening at
school, to add value to the educational experience, and to clarify the vast number of options
available to students. Through internships, the student’s education is improved by:

Introducing the intern to modern workplace equipment and actual workplace problems

Giving young people access to experiences that require more knowledge and skills
than ordinary “student jobs”

Giving educators and employers the chance to work together in preparing students for
success in the workplace

Helping educators connect the classroom to the modern workplace

Helping students understand the importance of their classroom instruction

Providing experience to list on the student’s resume

Giving students the opportunity to have a real world experience in a career field in
which they have an interest

Creating possible future opportunities for young people in the companies where they
intern (and possible future employees for companies that need them

Allowing employers to build alliances with local schools. Together, employers and
educators can deliver a powerful message of the importance of education.
Students involved in an internship gather firsthand experience in modern business practices and
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skills. They learn what is necessary to complete assigned tasks in a timely manner, how to comport
themselves responsibly and professionally, how employees work together, and the many
opportunities available to them. They get the chance to practice or observe current technology,
teamwork and cooperation, and basic business decorum. Internships provide an excellent
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opportunity for young people to question adults about their careers. They can view the myriad of
possibilities within each career field; discern what they like and dislike about a particular job; and
learn what skills, knowledge, and education are necessary for the career in which they have an
interest. Because internships are not the same as jobs, students can learn more about the
company than they would as an employee.
Internships assist the classroom teacher by giving the student a context to which they can relate
their schoolwork. Research, writing, speaking, computation, analysis, problem solving, use of
technology, organization, and responsibility are all inseparable parts of the modern workplace.
When students can see the imminent value of their education first hand, a natural, honest
motivation occurs, and gives value to that which the teacher has to offer. Students who serve
internships learn the answer to “Why do we need to learn this?” first hand, and do not need to be
apprised of the value of their academic instruction. They also see the relationship between job
quality and level of education, and often return to school more motivated to go to college than
beforehand.
Classroom instruction which augments the internship experience can be part of this experience.
Examples include journal-keeping, resume building, and portfolio development. Lessons in all
disciplines can be geared to relate the internship experience to academic skills. Such activities
help to emphasize for students the connection between school and work, showing them practical
applications for their learning and opening their minds to possible futures beyond what academic
instruction alone usually achieves.
Organizing an Internship Program
The coordinator is crucial to an effective internship program. He or she should be carefully
selected as one who is knowledgeable in, and dedicated to, the values of work-based learning.
The coordinator will generally have final responsibility for development and implementation of the
internship program, and will work with students, parents, teachers, mentors, supervisors, site and
district administrators, and business to bring together a rigorous and valuable experience. This is a
pivotal role, requiring interest, dedication, and time.
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The coordinator may be an academic or vocational teacher, a school-to-work or cooperative
education coordinator, a high school or district administrator, or an Academy coordinator. Any of
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these professionals can do a fine job of putting the program into effect, provided they the proper
support. The coordinator must have the trust and backing of the school and district’s top
administrators. Superintendents and principals can show their support for the program by
discussing it in positive terms with the faculty, local business representatives, and community
members. They also need to allot time to the coordinator to run the program.
NOTE: Remember, business generally takes place during regular work hours (typically Monday
through Friday, 9:00 a.m. to 5:00 p.m.). A teacher with classroom responsibilities during this time
may have difficulty developing necessary partnerships and keeping appointments with business
partners. Extra preparation time, some release from the school schedule, is necessary for this to
take place. Try to schedule this time around the lunch period – business can be done at this time,
and civic organizations (i.e., Rotary International, Lions Club, Soroptomist’s Club) also meet then,
and can be a great resource for partnership development.
Coordinator Roles and Responsibilities
Each of the following are pivotal aspects of the Coordinator’s position:

Identifying, recruiting, and orienting employer partners

Promoting the program to teachers, students, and parents

Recruitment and preparation of students for employer partners to interview

Organizing the Student Worksite Learning Plan, and other program policies and
procedures

Monitoring the progress of both students and employers at the work site

Evaluating student interns

Working with teachers on curriculum to bolster the relevance of instruction as it
pertains to internship,

Organizing a culminating activity and/or closing celebration

Reviewing and revising the program with employer partners.
Since this work is crucial for an internship program, let’s look at each of these responsibilities in
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more depth. The coordinator should develop a timeline or action plan for putting each step into
motion.
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1.
Identify, recruit, and orient business partners.
Although there are examples of programs that have been initiated by employers out of a
need for better qualified employees, and often out of a sense of community involvement,
this is the exception. More often, it is the responsibility of the Academy team, and
specifically the Academy Internship Coordinator, to meet this need.
Before planning to recruit employers for participation in your program, four basic but pertinent
questions should be addressed:

What will employers be asked to do?

Which employers will be targeted for recruitment?

Why should employers participate in your program?

How will employers be recruited?
Once these questions have been discussed, if not fully answered, you will be better
prepared to complete this task successfully. The first question is of paramount importance,
for if this is not clearly defined, it will be difficult to attract quality businesses as partners.
There are many ways employers can be useful to your Academy internship program (in
addition to simply providing a workplace where students can gain experience). These include:
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
Input on workplace validity of the curriculum

Program policy development and decision making

Recruitment of other employers/partners

Screening/interviewing of program applicants

Creation of work-based staff development opportunities for teachers

Job shadowing and career exposure assistance

Development of work site learning plans

Evaluation of student interns
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
Authentic audience for student presentations
Internship programs can vary. A first step in recruiting employers is to define your goals, the
intended focus and scope of your program? Is it to have every student participate, or only some.
Do you want paid positions or unpaid ones? Is your intent simply to further career awareness
among your students, or to provide a fully restructured applied learning environment? Job
shadowing and brief and/or unpaid internships can provide a level of career awareness. A longer
paid internship will achieve more. Will the level of involvement be the same for all students? To be
unclear about your goals and the scope of your program is to risk looking unprepared when
approaching employers. The better prepared you are, the more likely they will participate.
It is wise to seek the participation of representatives from all Academy stakeholders – teaching,
administration, counseling, students, parents, and Steering Committee members – when
addressing these questions of intent. Only then can you get a clear idea of the needs and desires
of the community at large, and only then will you be able to count on stakeholder support for the
decisions that are made. Ask yourself and your stakeholders the following questions, and make
your decisions based on the responses:

How structured do your partners want this program to be?

How many students will be participating in the program? How many at each business?

Will internships be paid or unpaid?

Will internships take place during summer? After school? Weekends?

Are all potential interns willing to make a commitment to an internship?

Are all students going to participate in the internship program?
The answer to these questions may vary. You may wish to keep your program flexible –
allow certain business partners to offer a one week, unpaid internship, while others develop
a more elaborate program. Use the expertise of your Steering Committee and business
partners to help make these determinations. If you allow the program to be responsive to
the needs of your business partners and students, to be flexible rather than rigid, it will
function more fluidly and with less conflict.
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Once these decisions are made, it is responsibility of the coordinator to find employers
willing to invest the time and resources needed to provide internship opportunities. Some
local employers may already be working with your school in various contexts: cooperative
education programs, technical high schools/programs, existing internship programs, or
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Academies. Your local Chamber of Commerce can be a wonderful resource. Another
good source is local civic organizations: e.g., Rotary International, Soroptomists, Lions
Clubs, and the like. These groups typically meet weekly or monthly, generally at lunchtime,
and are often seeking guest speakers. Your principal, superintendent, and board members
are likely to be members of the various groups in your community, and may be able to
assist you in gaining introductions and/or arranging an opportunity to speak about your
program and recruit business partners.
The next step is to develop a master list of prospective employers, with an address, phone
number, fax number, e-mail address, and contact person for each. You may wish to
include a brief abstract (just a sentence or two) regarding the school’s current or past
relationship with that company and any other pertinent information. Another good step is
to develop a brochure geared to the business community and do a mailing to the
businesses on your list. Follow up the mailing with phone calls, inviting these potential
partners to an informational meeting. This lets you meet with many business
representatives at once, and lets them learn from each other and perhaps support each
others' involvement. An aid to this endeavor is the site or district Career Counselor. These
professionals will often have much of this information at their fingertips, and can be of
tremendous assistance in accomplishing any tasks that require the help of the business
community.
Another approach, often necessary with some employers, is to set up an appointment at
the company to discuss your program. Be well prepared for this meeting. Have a clear
agenda in mind. Your presentation should be concise and to the point. Bring a brochure
geared to business partners, detailing your program. Know what you will need from these
partners, tell them, and also include it in your brochure so they can peruse it at their
convenience. Be specific about these needs, with a timeline. If possible, take an existing
business partner to this meeting – this will add strength to your presentation, as he or she
can detail the merits of your program. A member of your Steering Committee can also
serve in this role.
Once you have secured the involvement of a core group of employers, you will probably
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need to meet with them again to review the specifics of the program and prepare them for
implementation. This may be done on an individual basis, although again a group meeting
saves time and assures that all participants receive the same information. It also provides a
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chance for them to share observations with each other, and to see themselves as an
extended part of the Academy team. At this meeting cover student application and
matchup plans, student dress and behavior expectations, evaluation and assessment
plans, the student interview and selection schedule, planned monitoring visits, and future
meetings. It is a good idea to bring copies of pertinent forms and documents, discussing
them, and determining a timeline for their use during the internship period.
NOTES: 1) Be certain that partners know how to contact you. Frustration on the part of
your partners can cause them to become ex-partners, and ex-partners can cause others to
be disinclined to work with you. 2) The top person in the company will be most able to
make decisions to help your program succeed. However, these people are often difficult to
meet with. Try to get your superintendent involved in making these connections. CEO’s will
generally make time for other CEO’s. The superintendent – your CEO – can often make this
connection when others can’t.
2.
Promote the program to teachers, students, and parents.
It is important to generate excitement about the program at your school for it to be a
success. As in many aspects of the Academy, you are dealing with what for some will be
new and unusual ways of doing business, in what is often a very traditional structure. The
unknown or misunderstood often breeds resentment and fear, and a failure to clarify your
plans and purposes can create problems.
Once your program has been in existence for awhile, it will be its own public relations tool.
That is, students, parents, teachers, and business partners who have participated and/or
observed the program will provide testimonials and anecdotal evidence, and build
momentum. As you begin your internship program, however, it is important to provide
information not only to those you wish to recruit, but also to your colleagues at the high
school. Take a little time at faculty meetings to apprise the staff of what you’re doing. Hold
informational meetings in the evening, and invite not only parents but interested community
members. Invite the local newspaper and other media figures to report on business
partner and student orientation meetings. Seek the aid of other teachers for help in
recruitment. Ask your principal to show her/his support in a public way. To involve staff
and community is to avoid the spread of misinformation and misgivings.
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3.
Select and prepare students for employer partners to interview.
Because you are developing a program within an Academy, presumably there is a career
focus in which your students have an interest. It is now time to subdivide these interests
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into various aspects of the industry. Within each broad career field, there are many different
jobs and career options. Through interest inventories and other similar tools, as well as the
knowledge your team of teachers has about its clients, students can be ensured the best
possible internship match, and good matches help your program flourish.
A useful step at this point is to develop an application form that will help you determine each
student’s interests, and review these with care (a sample can be found in the appendix).
Discuss successful interview strategies in class, and conduct practice interviews. You can ask
business partners to assist in this, as they are the professionals. Let students know that, just
like in the real world of work, the process for placement will be competitive, and that business
partners will interview and select their choice of interns. This “raises the bar” for students and
takes some of the pressures off the coordinator.
Teachers may assist students in preparing for their interview by encouraging them to:

Participate in lessons on interview techniques

Participate in mock interviews

Prepare a resume and cover letter

Brainstorm possible questions and appropriate answers

Dress appropriately

Be prompt

Decline offered food or beverages

Be friendly and outgoing, but not to talk too much

Be concise and to the point

Arrive prepared to complete employment applications, and with all necessary
paperwork
4.

Thank the interviewer

Follow-up with a thank you note
Develop Student Worksite Learning Plans
The goals of a successful internship program are two-fold: to meet employers’
expectations, and provide a quality educational experience for students. To meet these
goals, work with the employer partner to develop a written work site plan. This plan should
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include what the student is expected to do on the job, and the assignments he or she must
carry out to meet educational expectations. Because this is an internship it is important
that it entail more than eight hours of filing or answering telephones each day. Students
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should learn about modern business practices, teamwork, job-specific skills, appropriate
business behavior and dress, safety practices, and ethics. They should also be exposed to
various aspects of the business, either through hands-on experience or observation. The
Worksite Learning Plan serves in effect as a contract, spelling out the program purposes
and responsibilities on both sides. A sample form for development of a Work Site Learning
Plan is included in the appendix.
5.
Monitor the progress of both students and employers at the work site.
After interns are placed with employers it is necessary to track their progress and their
developing relationship with the partner business. Depending on the number of students
placed, the coordinator may or may not be able to conduct these on-site checks alone. A
plan should be developed that is acceptable to the business partner for regularly viewing
the intern at work and conducting a brief meeting with the intern and supervisor. In this
way, potential problems may be circumvented, and the internship experience may be kept
meaningful and productive. The person conducting the visitation should keep a journal of
what they see, hear, and perceive about the student at work in order to answer any
questions from parents or administrators, as well as to assist in the evaluation at the
internship’s conclusion. This monitoring can be done both formally and informally.
Unannounced drop-ins can sometimes provide different insights to the student’s
experience than planned evaluative meetings.
6.
Conduct endpoint evaluations of student interns.
The next step is to establish a process for evaluating students' internship experiences. This
should include not only the concluding evaluation, but at least one benchmark assessment
along the way (depending on the length of the internship). Evaluations should be based on
written employer evaluations, the coordinator’s assessment during monitoring of the intern,
and completion of required assignments. Evaluation that’s done well will give the intern a
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clear idea of skills that must be developed or augmented during the senior year. The
evaluation should be structured to be developmental and constructive rather than punitive.
It is often helpful to have the students evaluate their own performance, after which a “gap
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analysis” can take place – places where the student’s self-evaluation diverges broadly from
that of her/his supervisor. Discussions of such gaps and be very instructive, including an
analysis of the reasons for the different perceptions.
7.
Work with key teachers on curriculum.
If teachers are familiar with what employees need to know and be able to do for success in
the workplace, they can more effectively connect their classroom instruction to work site
needs and competencies. The best way for this awareness to be developed is for
Academy academic and technical teachers to participate in the internship program,
particularly in site visits and evaluations. With the opportunity to view students at the work
site, and discuss their needs, strengths, and weaknesses with intern supervisors, teachers
become more aware of the activities at a modern work site. From this they can gain plan
assignments and projects for the classroom to strengthen these areas. It may be useful for
the coordinator to organize staff development training for the team. Assistance in
curriculum development in general, and integrated curriculum projects in particular, are
useful to connect the classroom with the work site.
8.
Organize a culminating activity and/or closing celebration.
You may wish to recruit the help of parent volunteers and/or employer partners in planning
a celebration of your internship accomplishments. However it is organized, it is important
to celebrate your program’s successes. School representatives, students, teachers,
employer partners, and parents should all be invited.
This is a good opportunity for students to “stand and deliver” their accomplishments in front
of a largely adult/professional audience. Students might be asked to develop a display
documenting their internship experience, including their portfolio materials. They may be
asked to give brief presentations of what they’ve accomplished. There can be a
culminating awards ceremony, where certificates of completion are distributed (software
that makes professional looking certificates is easy to find and inexpensive, and certificates
look good on everyone’s refrigerator!). Supervisor testimonials are important to the
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students and your program. It is a good idea to have these transcribed for future public
relations use. However you choose to structure this event, it is a good opportunity for
everyone involved to see the connection being made between school and work, and the
importance of this connection. Of course refreshments are mandatory!
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9.
Review, evaluate, and revise the program with employer partners.
In business, this is usually called debriefing. It is important to find time shortly after the end
of your internship period to meet with school officials and business partners to discuss
what went well and what needs revision. Encourage all participants to be candid; it is not a
failure to admit things weren’t perfect. Valuable insights can be gained from business
partners regarding curricular needs teachers might address, and the school may see ways
employers can augment the workplace learning to expand student understanding of the
connection between the two.
Information that comes from this meeting might be disseminated to critical school staff in
order to better train students in workplace competencies school wide. Arrange with the
principal to share these findings, and to help develop a plan to address these
recommendations.
Working Partners:
The Workforce Development Board of Contra Costa works with educators, businesses and
community partners to provide all participants a relevant education that includes awareness of and
access to career opportunities, employment, and preparation for post-secondary education and
lifelong learning. The Summer Youth Program provides a work-based learning experience for
participants between the ages of 14-24.
Key elements of CC Youth@Work program:
• Work Experience (WX) is in a range of professional settings and provides participants an
opportunity
to gain a broad understanding of a career field.
• Incorporates learning goals agreed upon by the participant, the worksite supervisor, and a
Career
Counselor, who also supervises the participant throughout the summer.
• Has an educational component, building upon community classroom learning and career
development activities.
• A WX is a powerful hands-on learning experience for a participant.
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Benefits of participating as an employer partner:
• Productive contribution by participant in the workplace.
• Positive publicity as a partner supporting the Workforce Development Board of Contra
Costa County
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(in publications and website, newspaper, and events).
• Heightened workplace pride and morale, a chance for employees to develop and practice
leadership
and mentoring skills.
• Targeted investment in the local workforce assures skilled workers in your industry.
• Direct contribution to building communities in Contra Costa County.
How does it work?
• Employers/Worksites submit an application to CC Youth@Work Project Manager.
• Participants complete an application and submit it to the Career Counselor, who forwards
the
application to the CC Youth@Work office with their recommendation.
• The CC Youth@Work office, in collaboration with partner agencies, match participants
with
employer/worksite partners, based on employer/worksite job description, student skills and
interests,
schedules, and Career Counselor recommendation.
• All employers/worksite supervisors attend an orientation before the start of the summer to
discuss
specifics about participants in the workplace. The goal is to assure a quality experience
that is
positive for both the employer/worksite partner and the participant.
• The CC Youth@Work program will provide a youth participant approximately 120 hours of
subsidized
work experience with an hourly wage of $8.25 per hour.
• The CC Youth@Work Office is available throughout the summer to address any questions
or
concerns that may arise.
YouthWORKS – Summer Youth Employment Program
The Youth Summer Employment Program is a yearly program that offers Richmond Youth the
chance to work in a variety of local jobs. Youth participants will gain professional experience
working in government agencies, non-profits and private businesses.
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Mentorships
Mentorship can take many forms, but should be part of a student’s experience in a Linked Learning
Pathway or Career Academy. Developing mentorship programs take time and strategy. Why try to
figure it out all yourself? Check out the Mentorship Guide developed by UC Berkeley’s College and
Career Academy Support Network at the link below.
http://CCASN.berkeley.edu/resource_files/mentor_handbook10-02-23-02-12-55.pdf.
Study Trips
Study trips can be valuable experiences for students, especially if they connect to what is going on
in the classroom. Here are some things to keep in mind when considering a study trip:

Study Trips must align with your Pathway Outcomes

Study Trips must align with the District Graduate Profile

Do not plan study trips during testing windows

Study Trip forms must be submitted 30 days prior to the trip

Consider how a study trip might enhance an integrated project

Here’s the link to the forms for study trips:
http://www.wccusd.net/cms/lib03/CA01001466/Centricity/Domain/69/Study%20Trip%20Pr
ocedures%20Manual.pdf
Job Shadowing
Job shadowing experiences allow students to follow – or shadow – a working professional in
his/her workplace. These can occur for short periods of time, such as one day, or also for longer
periods. The Junior Achievement organization excels in setting up job shadowing opportunities.
The District contact for Junior Achievement is Stacey Martin (smartin@janorcal.org). Stacey works
with many pathways in the District, and is an excellent resource for job shadows and mentorship
opportunities.
Guest Speakers
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Bringing industry professionals into your pathway can help students see a future for themselves,
relate what they are learning to the real world, and learn more about college and career planning.
Most lead teachers utilize their advisory board members to gain access to guest speakers.
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Students gain the most from a quest speaker when they have done some pre-work prior to the
visit, such as researching the company or industry, or drafting questions they would want to ask the
guest speaker. Some programs create panels of guest speakers, while some teachers interview
the guest speaker in front of the class allowing for student questions afterward. The District CCRC
staff and coaches can assist you in thinking about how to get the most out of a guest speaker
experience for your students.
Work Based Learning Continuum
Internships, mentorships, study trips, guest speakers are all part of what we consider a work based
learning continuum. These are all challenging aspects of program development, and take time to
implement effectively and to scale. Yet another challenge of work based learning is to have it
timed and integrated in such a way that it directly connects to what students experience in the
classroom. Further challenge exists in creating a sequence of these work based learning
experiences that build on each other and provide work based learning opportunities for all
students. To support this effort, ConnectEd has created the Work Based Learning Guide. Check
out this useful resource at
http://www.connectedcalifornia.org/direct/files/resources/WBL%20Definitions%20Outcomes%20C
riteria_pg_120512_v2.pdf.
Section XIII – Useful References
This section contains many of the links in the body of the Handbook, compiled here for ease of use.
ConnectEd Links

Main Web Site: www.connectedcalifornia.org

ConnectEd Studios: www.connectedstudios.org

Behaviors of Learning and Teaching Framework:
http://www.connectedcalifornia.org/direct/files/resources/BLT%20Overview_Continuum_G
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SG_121712.pdf

Linked Learning Certification Information:
http://www.connectedcalifornia.org/schools_districts/certification
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
Communities of Practice Continuum:
http://www.connectedcalifornia.org/direct/files/resources/3_COP%20Expanded%20Contin
uum_121712.pdf

Linked Learning Certification Criteria:
http://www.connectedcalifornia.org/direct/files/certification/Certification_Criteria_111412_s
ecured.pdf

Linked Learning Certification Rubric:
http://www.connectedcalifornia.org/direct/files/certification/Certification_Rubric_Booklet_1
21112_secure.pdf

Linked Learning Certification Guide:
http://www.connectedcalifornia.org/direct/files/certification/Certification_Guide_111412_se
cured.pdf

Work Based Learning Guide:
http://www.connectedcalifornia.org/direct/files/resources/WBL%20Definitions%20Outcom
es%20Criteria_pg_120512_v2.pdf
College and Career Academy Support Network (CCASN) Links

Main Web Site: http://CCASN.berkeley.edu/

CCASN Toolbox: http://CCASN.berkeley.edu/toolbox.php

CCASN Guides, Articles, and Presentations: http://CCASN.berkeley.edu/resources.php
California Department of Education Links:

Main CDE Web Site: http://www.cde.ca.gov/

California Partnership Academies Web Site: http://www.cde.ca.gov/ci/gs/hs/cpagen.asp
WCCUSD College and Career Readiness Link

CCRC Main Web Site: http://www.wccusd.net/page/387
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