Article #2
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 staffing 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 focused 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
Districtwide Comprehensive
Assessment---
Implementation Plan
Overview
This is an overview for the Comprehensive
District Design plan created to ensure that all MPS graduates are equipped with
the knowledge and skills to be successful in three key areas: Academics, Social and Emotional Skills, and
Career/Life Experiences. This plan is
designed to provide academic excellence for all students so that they are
>>>>> Prepared for excellence and success in
career, college, and life
.
>>>>> Equipped with a broad array of knowledge
capacities, skills, and experience
>>>>> Empowered to thrive in diverse,
multi-cultural, and global settings and communities
>>>>> Draft:
Implementation DWCA
>>>>> This document is a first draft of potential
implementation
.
>>>>> Next steps will be fully vetted with more
detailed steps needed based on a final decision of pathways and programming and
project management.
Goals
1. >>>>> Set clear expectations for all graduates and
for the daily experiences of our students, staff, and families.
2. >>>>> Enhance academic programming that delivers
academically rigorous and relevant programming that meets the needs of all
learners. MPS will consistently provide
an individualized approach to instruction that begins with all students
participating in high quality coursework aligned to state standards; enriched
to result in a well-rounded education (ESSA: S. 1177-298).
.
3. >>>>> Create solid predictable staffing models that
ensure a common foundation for all MPS schools and students.
4. >>>>> Provid clear equitable academic pathways
supported by efficient and financuially sustainable transportation options.
.
5. >>>>> Pursue multiple approaches to sustainable
funding, including targeted, data-informed efforts to increase market share.
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