(Draft 1/22/2013) Alignment to CCRC Goals (identified by number/s) 2012-2013 Areas of Focus for College & Career Readiness Collaborative: (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 Section 8 Submitted by (Academy Lead/Designee) Position Funding Source/Account # Principal Recommendation via E-mail 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 Mike Aaronian CCRC maaronian@wccusd.net Delmy Cornejo CCRC dcornejo@wccusd.net
Planning and Design Structures and schedules Integrated Curriculum & Performance Assessment Engaged Learning (Teaching and Learning) Embedded Student Supports Continuous Improvement Possible Outcomes 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 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
 Using state-of-the-art tools and industry-specific technology.  Participating in a sequence of 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.  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, ). Producing a successful integrated project or unit starts with the Six A’s: Academic and Technical Rigor – Projects are designed to address key learning standards identified by the school or district. Authenticity – Projects use a real-world context (e.g., community and workplace problems) and address issues that matter to the students. Applied Learning – Projects engage students in solving problems calling for competencies expected in high-performance work organizations. Active Exploration – Projects extend beyond the classroom by connecting to internships, field-based investigations, and community explorations. Adult Connections – Projects connect students with adult mentors and coaches from the wider community. Assessment Practices – Projects involve students in regular performance-based exhibitions and assessments of their work; evaluation criteria reflect personal, school, and real-world standards of performance.