1. 1 Research Question: What did SDCOE do and what role did we play to have team-oriented classrooms, with students collaborating across disciplines, to solve authentic problems—real-world situations? Researchers Nancy Farnan, Suzanne Miyasaki, Steve Pinning February 3, 2009

2. 2 Sources of Information California Partnership Academy (CPA): http://www.cde.ca.gov/ci/gs/hs/cpagen.asp http://www.cde.ca.gov/ci/gs/hs/cpagen.asp ConnectEd: The California Center for College and Career: www.connectedcalifornia.org www.connectedcalifornia.org ConnectEd California: The California Center for College and Career: Press Room (http://connectedcalifornia.org/press.php)http://connectedcalifornia.org/press.php Buck Institute for Problem-Based Learning (PBL): http://www.bie.org/index.php/site/PBL/overview_pbl/ http://www.bie.org/index.php/site/PBL/overview_pbl/

3. 3 Resources, cont. Re designing schools: What matters and what works—10 features of good small schools. Linda Darling-Hammond (2002), published by the School Redesign Network at Stanford University: http: www.schoolredesign.netwww.schoolredesign.net Keeping Track: How Schools Structure Inequality, 2 nd edition. Jeannie Oakes (2009). Partnership for the 21 st Century: www.21stcenturyskills.org/route21 www.21st

4. 4 Summary of Findings/What did we find out? Importance of integrated curriculum and authentic problem-/project-based learning Many resources are available.

5. 5 Select Research Findings Integrated academic and technical curriculum leads to higher test scores if implemented well. In this research, career and technical education (CTE) teachers were paired with mathematics teachers who identified the mathematical content embedded in the CTE teachers’ subjects and developed lesson plans to teach the math within the occupational context (Stone et al. 2006). Those taught the integrated curriculum significantly outscored the control group on two tests of math ability (accessed January 28, 2009, online at http://www.connectedcalifornia.org/multiple.php). http://www.connectedcalifornia.org/multiple.php).

6. 6 Select Research, cont. An integrated curriculum combined with work-based learning and career guidance can lead to higher wages after high school. While this was true for both men and women, the result was statistically significant for academy males, who earned 18 percent ($10,000) more over the four-year period after high school (Kemple and Scott- Clayton 2004) (accessed January 28, 2009, online at http://www.connectedcalifornia.org/multiple.php). http://www.connectedcalifornia.org/multiple.php CAHSEE pass rates in total and disaggregated by ethnicity in both English language arts (84% vs. 76%) and math (80% vs. 74%) favored students in a CTE pathway programs versus those that are not. Research also sites higher graduation rates of 12th graders in a pathway program compared to students who are not (96% vs. 87%).

7. 7 What implication(s) does this information have for writing action plans? 10 Implications for planning…. Structuring school schedules to include common planning time for teachers. Developing project-/problem-based curriculum that integrates various disciplines in solving authentic problems, including how to connect school curricula to the world outside of school, particularly California’s business and industry sectors. Developing and conducting professional development for teachers, with professional development centering on how to develop project-/problem-based units and how to collaborate across disciplines, including collaborations that include academic disciplines and Career Technical Education courses.

8. 8 10 Implications for planning, cont. Connecting to individuals in business and industry to serve as collaborators and guest speakers. Teaching soft skills of interacting, collaborating, presenting, and so forth, along with academic curriculum. Integrating 21 st Century skills needed for success in a global society into curriculum.

9. 9 10 Implications for planning, cont Developing and maintaining work-based, worksite learning experiences (job shadow, internships) for students. Developing appropriate career counseling and guidance skills to better assist students in making pathway/ career choices. Training administrators in instructional support of teachers in collaborative pathway models. Developing opportunities for teacher externships (job shadowing experiences), where teachers have opportunities to explore curricular connections between school content and the world of work.