UC a-g Course Outlines: Adding Extra Value to Your Program Presenters: Liz Aschenbrenner Anne Cornell

Courses Approved Sierra High School: Pitman High School: Food & Nutritional Science, d-lab science Culinary Arts 1, g-elective Pitman High School: Child Development, g-elective Fashion History and Design, g-elective Careers With Children, g-elective, 2+2

Principal Reasons to Consider a-g Help raise academic expectations within the Home Economics Careers & Technology curriculum. Add value to HECT courses for graduation requirements. Encourage college preparatory students to major in HECT/Family Consumer Sciences in college.

What are the a-g Admission Requirements? a- History/Social Science-2years b-English-4 years c-Mathematics-3 years (Algebra, Geometry & Algebra II) d-Laboratory Science-2years (Disciplines of Biology, Chemistry, Physics) e-Language Other Than English-2years f-Visual & Performing Arts-1 year g-College Preparatory Elective-1 year (must be advanced level course)

a-g Courses by HECT industry Sector Education, Child Development and Family Service 212 courses g-Elective Credit Fashion and Interior Design 63 courses f-Visual and Performing Arts Hospitality, Tourism, and Recreation Sector 41 courses c-Math (Algebra at your Service) UCCI developed course d-Laboratory Science (Culinary Chemistry, Food & Nutrition, Nutritional Science)

CTE Courses by a-g Subject Area

Websites “a-g” Guide website Online Update website http://www.ucop.edu/agguide Informational website for everything “a-g,” updating the course list, Career Technical Education (CTE), and online learning Online Update website https://doorways.ucop.edu/update Manage and update course list and school’s information “a-g” Course List website https://doorways.ucop.edu/list View any school’s or program’s course list HECT Sample UC a-g course outlines http://www.hect.org/cfsoutlines.php http://www.hect.org/herooutlines.php 8 HECT sample outlines Use as necessary to get something submitted early

a-g Course List Update Process a-g course lists must be manually published each year All updates to your “a-g” course list are submitted using the Online Update website New courses typically reviewed within 4-6 weeks of submission Begin updating your course list early! New readers again this year!

Dates & Deadlines The annual a-g course submission cycle is divided into three phases. All must be submitted by September 15 each year. Phase #1 Feb-May31 - Submitted courses have up to 2 resubmissions Phase # 2 June 1-July 31 - Submitted courses have 1 resubmission Phase #3 Aug 1 – Sept 15 – No resubmissions Final Deadline Sept 15 – New courses, resubmissions and course list updates

Course Submission Doorways web site: www.ucop.edu/doorways/list Submit using a-g online web site Passcode protected Follow UC Doorways Online Update Template Can be saved and completed in stages Best to type Catalog Description, Background Information, Course Description, supplemental Texts in Word first then cut and paste

Minimum General Criteria for “College Preparatory” Courses UC reviews and approves courses meeting the a-g subject requirements for UC and CSU freshman admission Be academically challenging-primary focus is on the academic content, deemphasize technical Involve substantial reading and writing with vocabulary of disciplines Textbook should reflect academic content, not applied Include problems and laboratory work, as appropriate

Minimum General Criteria for “College Preparatory” Courses-continued Evidence of rigor Show serious attention to analytical thinking as well as factual content Develop students’ oral and listening skills Mission is academic, not technical Students should challenge themselves Technology rich courses should emphasize academic content and deemphasize technology

Visual and Performing Arts (“f”) Course Requirements Must be one year in length Content drawn from California Visual and Performing Arts Content Standards and address ALL component strands: Artistic Perception Creative Expression Historical and Cultural Context Aesthetic Valuing Connections, Relationships, and Applications Technology-based courses use the technology as a tool of artistic expression

Elective (“g”) Course Requirements Elective courses should: Strengthen general study skills, particularly analytical reading, expository writing, and oral communications Provide opportunity to begin work that could lead into a university major program of study Allow experience in new areas of academic discipline Designed for the 11th and 12th grades OR has an appropriate pre-requisite Must also meet subject-specific elective criteria

Subject-Specific Elective Course Requirements History May focus on specific regions, movements, or areas but avoid isolating from larger society Social science Content drawn from anthropology, economics, political science, psychology, and/or sociology English Substantial reading with extensive practice writing, listening, and speaking Mathematics Content drawn from advanced math or computer science

Subject-Specific Elective Course Requirements Laboratory science Includes laboratory activities 9th and 10th grade courses are acceptable Language other than English Pre-requisite of at least 2 years of the language Visual and performing arts Address all 5 component strands Pre-requisite of at least 1 year of coursework Semester courses are acceptable

Tips for Writing A-G Courses Read the subject area course requirements Focus on course content Be specific and detailed Write to your audience Presentation is important Use available tools and resources Course description templates Sample courses and other UC-approved courses Course evaluation guidelines Trainings and workshops “a-g” Guide website

Brief Course Description Should include a short paragraph summarizing what the course is about and describing what is covered, focusing primarily on the concepts and topics Content may be drawn from the Course Outline Should not be repetitive or identical to other sections

Guidelines for Brief Course Description In the Brief Course Description section, UC is looking for: A description of the course’s content Additional tips: This is the first thing the analyst will read Draw your content from the Course Outline section The Brief Course Description and Course Purpose should not be identical and repetitive

Context for Course-Required for CTE Courses Broader educational program and/or reform efforts for the school How does this course fit into broader departmental and/or pathway structure Is the course intended to be a core course or supplemental? What needs are met for student/school/community?

History of Course Development Who was involved in development? Did you consult with UC admissions or UC professors? Was course modeled after another course at another school that was UC approved? How does the course differ from modeled course? Has course received any special recognitions, designations, or awards? Has it been articulated with Community College or University?

Textbook/Supplemental Materials Include a list of Primary and Secondary Texts. Make sure to note the books that will be read entirely and those that will be read as excerpts. Online texts or non-standard text materials should include a link to the online text. Supplemental Materials: Please describe (each supplemental material). If using online text or non-standard material, please provide the title of the material or webpage and the URL link. What are the students reading and what other materials are used to support the delivery and understanding of the curriculum?

Guidelines for Textbook/ Supplemental Materials In the Textbook/Supplemental Materials section, UC is looking for: List of core textbooks List of key supplemental instructional materials Evidence that each textbook and supplemental material clearly supports the curriculum Grade- and content-appropriate text and materials Ensure that texts are incorporated into the Course Outline Text should be academic, not technical

Course Content/Course Purpose Should include a brief paragraph summarizing the learning goals, objectives, and student outcomes of the course, emphasizing the “big ideas” in terms of concepts learned, skills developed, and clearly demonstrating why it is important for students to take the course. Ensure that all standards for the Subject Area is addressed throughout the template.

Guidelines for Course Purpose In the Course Purpose section, UC is looking for: The course’s “big ideas” encompassing academic content, career-related (if applicable) goals, and habits of mind The rigor of the course and content Not a reiteration of state standards Additional tips: Be specific to your course and content Draw content from the course-wide goals and learning objectives Should be expository, not a list of objectives or standards The Brief Course Description and Course Purpose should not be identical and repetitive

Course Outline & Key Topics Provide a detailed description of the major themes, topics, concepts, and skills covered in the course, including and linking to the goals and outcomes of each unit. Depth and breath of each concept and topic should be defined and provide clear evidence of the level of rigor. Demonstrate the flow of content and progression of student learning. Use vocabulary for disciplines, not lists

Key Assignments/Topics Process, product, and outcome should be detailed for each Key Assignment, clearly linking to and addressing its corresponding Course Outline unit’s concepts and outcomes. The level of detail should be such that a teacher at another school/district could replicate the assignment. Use a variety of different types of activities and projects. Quality over quantity.

Instructional Methods & Strategies Describe how each motivates, challenges, assists, and/or reinforces student learning and encourages the development of new skills What methods will be used to teach the course and how do they support the content and student outcomes?

Guidelines for Instructional Methods & Strategies In the Instructional Methods and/or Strategies section, UC is looking for: The name of the instructional method/strategy Each instructional method supports the delivery of the curriculum and the learning objectives When (and why) each strategy is used Additional tips: Be specific to your course and content Use a variety of strategies A “laundry list” is not acceptable

Assessment Methods/Tools Elaborate how each connects to and assesses the course-wide objectives, expected results, and goals outlined in the Course Purpose. Briefly identify when each is used.

Guidelines for Assessment Methods and/or Tools In the Assessment Methods and/or Tools section, UC is looking for: The name of the assessment method/tool The intent and significance of each assessment Additional tips: Be specific to your course and content Use a variety of assessments Assessments can be listed by unit or type Give examples of when each assessment is used A “laundry list” is not acceptable

Notes Indicate if course is articulated with a Community College or Four Year College

HECT Education University of California a-g Admissions Requirements Task Force Meeting, May 8-9, 2014 Consisted of State Staff, Subject Matter Teachers, State University Instructors and Consultation from UC Admissions. Developed and complete 6 secondary courses to be submitted for State wide UC approval.

Courses Submitted Fashion Design, f Fashion Design, g (Visual & Performing) Human Development, g (English) Careers With Children (pre-school), g (English) Child Development, g (English) Careers in Education, g(English) Interior Design, f Food and Nutrition, g (English) Food Science, g (English)

Contact Information Liz Aschenbrenner laschenbrenner@musd.net Anne Cornell acornell@turlock.k12.ca.us