May 21, 2019

Article #2 >>>>> Board of Education Comprehensive Design Presentation 2019-2022 >>>>>Appendix >>>>> Career Technical Education, Middle Grades, STEAM, MPS Comprehensive Arts Plan, Ethnic Studies


Appendix

 

Career Technical Education (CTE)

 

Career Awareness in Elementary

 

>>>>>    PreK grade students have early exposure to career options, jobs, and occupations through intentional reference through daily academic content

 

Career Exploration in MS and HS

 

>>>>>    6-10th grade students dive into specific career options and learn about career fields, clusters, and pathways and how they align with their unique preferences, development level, skill interests, and values to be better prepared to make choices regarding career and education pathways.

 

Career Preparation @ CTE Central Campus

 

 

>>>>>    10-12th grade students enroll in pathway specific courses (i.e., Business, IT, Agriculture, Engineering, Auto, Construction, Health Care, Education) that explicitly tie the knowledge and skills learned to those necessary for future careers of interest.  Students gain hands-on skills and knowledge using industry-validated curricula to earn post-scondary credits nd industry certification

 

CTE Secondary Articulation

 

>>>>>    6th/7th /8th grade (approximately 7,300 students per year) 

 

>>>  Career Exploration via Cargill-funded Project Lead the Way---  Gateway courses offer through middle school science or elective course programming

 

>>>>>   9th/10th/11th /12th grade: (up to 3,000 students per year)

 

>>>  Exploratory Career Readiness Course available  via Cargill-funded Project Lead the Way---  Gateway courses offer through middle school science or classroom setting, advisory, as part of My Life Plan, or self-guided portfolio  

 

>>>>>  10th/11th /12th grade: (up to 2,500 students per year)

 

>>>  Enroll in courses at the CTE Central Campus or satellite location.

Options include CTE certificate programs, multi-course professional studies, the two-year IB Career Programme, or work-based learning internships

 

CTE Options

 

PLTW Gateway Program

 

>>>>>  Design and Marketing (Engineering/CAD)

>>>>>  Medical Detectives (Healthcare/Forensics)

>>>>>  Automation (Computer Science/IT)

 

Agriculture/Culinary

 

Automotive

 

>>>>>  ASE certified, maintenance light repair

>>>>>  ASE certified, collision repair

 

Broadcast Journalism

 

Business

 

Computer Science/Information Technology

 

Construction

>>>>>  pre-apprenticeship program

 

Engineering/Robotics

 

>>>>>  Intro to Engineering Design

>>>>>  Principles of Engineering

>>>>>  Civil Engineering

>>>>>  Digital Electronics

>>>>>  Computer Integrated Manufacturing

 

Healthcare

 

>>>>>  Home Health Aide

>>>>>  Pharmacy Tech

>>>>>  Pre-med

 

Manufacturing/ Machine Tool

 

Urban Education

 

Web & Digital Graphics

 

Work-Based Learning

(9th - 12th grade semester-long elective)

>>>>>  Career Readiness/ Career Exploration class

 

Work-Based Learning

(9th - 12th grade semester-long elective)

>>>>>  Work Experience-Paid/ Unpaid Internships

 

Plan

 

The “new” Centralized CTE Campus will offer over 12 different career certificate programs and multiple pathways to college and career readiness---  easily available to ALL MPS students

 

>>>>>  Explore career based on interest, not on zip code.

>>>>>  Earn college credit & industry-related credentials.

>>>>>  Easy access to L. B. Career Program requirements.

>>>>>  Equitable access to career connected learning, simulated work experiences, and internships.

 

(From professionally designed advertisement)

 

Careers Start Here

 

Career and Technical Education

 

Real Skills for the Real World!

 

Business Management and Administration

 

>>>>>  Marketing

>>>>>  Administrative Support

>>>>>  Finance

>>>>>  Human Resources

>>>>>  Hospitality and Tourism

 

Agriculture, Food, and Natural Resources

 

>>>>>  Agribusiness

>>>>>  Animal, Food, and Plant Systems

>>>>>  Environmental Services

 

Arts, Communications, and Information Systems

 

>>>>>  Arts, Audio/ Video Technology and Communications

>>>>>  Information Technology

>>>>>  Environmental Services

 

Engineering, Manufacturing, and Technology

 

>>>>>  STEM:  Science, Technology, Engineering, and Mathematics

>>>>>  Manufacturing

>>>>>  Transportation, Distribution, and Logistics

>>>>>  Architecture and Construction

 

Health Science Technology

 

>>>>>  Healthcare

>>>>>  Biotechnology Research

>>>>>  Therapeutic Services

 

Human Services

 

>>>>>  Law, Public Safety, Corrections, and Security

>>>>>  Education and Training

>>>>>  Government and Public Administration

 

Middle Grades & Middle Years

 

MYP---  Middle Years Program

 

IB Middle Years Programme---  International Mindedness

 

Language Acquisition---  language and Literature---  Individuals and Societies---  Mathematics---

Design---

 

Arts---  Sciences---   Physical and Health Education

 

Action --- Service

Community Project  ---  Personal Project

 

Approaches to Teaching ---  Global Contexts  ---  Approaches to Learning  ---  Concepts 

 

The IB Learner Profile

 

 

This We Believe:  Keys to Educating Young Adolescents

 

(Following the Association of Middle Level Education/www.amle.org)

 

16 Characteristics

 

Curriculum, Instruction, and Assessment

 

>>>>>   Value Young Adolescents:  Educators value young adolescents and are prepared to teach them.

>>>>>   Active Learning:  Students and teachers are engaged in active, purposeful learning..

>>>>>   Challenging Curriculum:  Curriculum is challenging, exploratory, integrative, and relevant.

>>>>>   Multiple Learning Approaches:  Educators use multiple learning and teaching approaches.

>>>>>   Varied and ongoing assessments advance learning as well as measure it..

 

Leadership and Organization

 

>>>>>   Shared vision:  A shared vision vision developed by all stakeholders guides every decision.

>>>>>   Committed Leaders:  Leaders are committed to and knowledgeable about this age group.

>>>>>   Courageous and Collaborative Leaders:  Leaders demonstrate courage and collaboration.

>>>>>   Professional Development:  Ongoing professional development reflects best practices.

>>>>>   Organizational Structures:  Organizational structures foster purposeful learning and meaningful relationships.

 

Culture and Community

 

>>>>>   School environment:  The school environment is inviting, safe, inclusive, and supportive of all.  

>>>>>   Adult advocate:  Every student’s academic and personal development is guided by an adult advocate.

>>>>>   Guidance Services:  Comprehensive guidance and support services meet the needs of young adolescents.

>>>>>   Health and Wellness:  Health and wellnesss are supported in curricula, school-wide programs, and related practices.

>>>>>   Family Involvement:  The school actively involves families in the education of their children.

>>>>>   Community and Business:  The school includes community and business partners.

 

Successful Schools for Adolescents

(Following the Association of Middle Level Education)

 

Essential Attributes:  An education for young adolescents should be

 

>>>>>    Developmentally Responsive

using the nature of young adolescents aas the foundation on which all decisions are made.

 

>>>>>    Challenging

recognizing that every student can learn and everyone is held to high expectations.

 

>>>>>    Empowering

Providing all students with the knowledge and skills they need to take control of their lives.

 

>>>>>    Equitable

advocating for every student’s right to learn and providing challenging and relevant learning opportunities.the nature of youn adolescents aas the foundation

 

STEAM  (Science, Technology, Engineering, Arts, and Mathematics) Plan

 

The STEAM Pathway will conain several core components to support its success:

 

>>>>>   An integrated approach to learning which requires an intentional , assessments, and lesson/design implementation

>>>>>   Two or more standards from Science, Technology, Engineering, Arts, and Mathematics are to be taught AND assessed iun and through each other

>>>>>   inquiry, collaboration, and emphasis on process-based learning

>>>>>   Utilizing and leveraging the integrity of the arts themselves

 

MPS Comprehensive Arts Plan

 

Goals

 

Goals 1  >>>>>     Schools will provide consistent, sequential, and culturally relevant Fine Arts education for all students.

 

>>>>>    Meet the minimum requirements of MN State Statute 120B.021.

>>>>>    Align curriculum to the 2020-2021 MN State Academic Standards in the Arts.

>>>>>    Predictable staffin of license K-12 Fine Arts specialists.

 

Goals 2  >>>>>     Targeted support to increase access to the Arts in schools.

 

>>>>>    Increase access to instrumental music programs.

>>>>>   Increase opportunities for artist residencies and teacher professional development.

>>>>>    meet the minimum requirements of MN State Statute 120B.021

 

Goals 3  >>>>>     Develop a foused Arts pathway for students K-12.

 

Region 1 >>>>>    Follow designated K-8 STEAM pathway to North (9-12) or FAIR (9-12)

Region 2 >>>>>    Folwell to FAIR (9-12)

Develop a focused Arts Pathway for students K-12

 

Region 1

 

>>>>>    Bethune K-5 (Turnaround Arts), Cityview K-5 (turnaround Arts), Hall (K-5 STEAM) >>>

Franklin MS 6-8 (STEAM) >>>  North (STEAM)  or  FAIR (citywide Arts).

 

>>>>>    Strong arts Programmin should continue at Bethune and Cityview and those schools can feed i

into Franklin MS.

 

>>>>>    Strong arts programming can be built into the STEAM model and maintain a pathway to North--- or for those who chose ---  to FAIR.  While the focus of STEAM is integration, those sites will still need to offer the state requirements of at least two art forms and ensure that students are meeting states statutes.

 

Develop a focused Arts Pathway for students K-12

 

FAIR HS Programming Recommendations

 

>>>>>    FAIR HS should remain citywide and also become a metrowide magnet program for the Arts.

 

FAIR would shift from a focus on Arts integration and move towards a conservatory model for the Arts.  Students would choose an area of focus (visual or performing arts) and take pre-professional course in those areas that would prepare them for work as a professional artist, as well as arts-related post-secondary education.  Stronger partnerships with our local Arts community would need to be formed and ther are opportunities to do so, based on our current partnerships that we have with the Cowles Center, MIA, The Guthrie, the Children’s Theater, Northrop, The Ordway, and the MN Orchestra.  There will be need to be a focus on developing partnerships with diverse, multicultural artist from across the metro area.       

 

>>>>>    Additional or supplementary funding may be needed to ensure all of the Arts areas are present at this site, especially during the first few years of development.

 

 

Ethnic Studies

 

Ethnic Studies for All

 

Can be done as a graduation requirement or simply a scheduling requirement for schools, similar to how some are doing Human Geography now.

 

>>>>>    Percentage of students impacted =  %100

 

>>>>>    The more teachers engage in this work, the greater the impact on other Social Studies courses.

 

>>>>>    provides options for what we count as Ethnic Studies---  for example an ELA or Art class might qualify.

 

>>>>>    Response to PPE findings.

 

Ethnic Studies is US History

 

Through a Rigorous Course Waiver, allow for two semesters of Ethinc Studies courses to replace

The two semester of US History, similar to how it works for AP/IB classes.

 

>>>>>    Percentage of students impacted =  unknown

 

>>>>>    Allows student choice in how they obtain their US History credit.

 

>>>>>    Legitimizes Ethnic Studies.

 

Ethnic Studies Elective

 

Courses remain as is, with student enrollment determing what is offered (or not) at each school.

 

>>>>>    Percentage of students impacted = this year 8% are enrolled (25% would mean that everyone is enrolled at some point in their 4 years)

.

>>>>>    Least disruption of the status quo

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