2. Leadership Roles for Successful Curriculum Integration Dr. Penni Hudis, Director of Pathway and Curriculum Development, ConnectEd Kathleen Harris, Director of Coaching and Technical Assistance, ConnectEd Rob Atterbury, Director of Professional Development, ConnectEd

3. www.connectedcalifornia.org 510-849-4945 Partnering with NAF, NCAC, CASN, EDC

4. Session goals Recognize quality integrated curriculum Identify key leadership roles Determine possible obstacles and solutions

5. Linked learning pathway’s four components in NAF Academies Linked Learning Academic Core Technical Core Work-based Learning Support Services NAF Three Pillars Curriculum Advisory Boards Internships

6. Why project-based learning? PBL PBL engages students in complex, real-world problem solving …is Academically challenging …is Relevant …uses Active learning

7. What does quality look like? Activity 1 Review and assess curriculum sample using the The Integrated Lesson or Project Quality Criteria

8. BASIC INTERMEDIATE COMPLEX Why multidisciplinary integration? CTE MathELAARTS For Lang SOCSCI Single Subject Parallel (Paired) Interrelated Conceptual

9. Some common design pitfalls Engaging fun is the only strength Link between subject areas is weak or artificial Culminating project cannot function as an authentic, summative assessment Not authentic to the industry sector

10. Integrated curriculum design Curriculum/performance mapping Connecting concept or theme Essential questions Performance assessments Industry partners Reflection and revision

11. Process matters! What we have learned

12. Curriculum map – how it should be Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area MondayTuesdayWednesdayThursdayFriday Standards. Performance Topics/Activ 6.26.3 1.2 (10.a) 1.2 (10.d) 6.2 6.3 1.1 (1.3) 1.2 (10.c) B3.1 B4.0 E1.0 E2.0 Demonstrate proper experimental procedure Draw conclusions from data regarding prevalence ofbacterial contamination Analyze and evaluate symptoms to determine patient health status Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens ? ? ? ? 11

13. In Action

14. Where are your academy teams? Integrated projects are based on: A.Topic or idea B.Activities solely from the technical course C.Standards from ALL subjects D.Standards-based performance maps E. None of the above

15. Why performance mapping? Supports true collaboration and interdisciplinary project design Links directly to key standards Provides the foundation for assessing student performances throughout the project Assures fidelity with scope and sequence

16. 1.Performance-based Curriculum Mapping

17. AugSepOctNovDec English Biographies Character traits and motivation Short stories Time and sequence Foreshadowing Flashback Universal themes Literary devices Imagery, allegory, symbolism Creative writing Interviews Evaluating credibility Writing persuasive compositions Algebra II Numbers and functions Solving systems of linear equations Solving and graphing quadratics Exponential equations Logarithms Polynomial functions Biology Scientific method Cell biology Photosynthesis Cellular respiration Central dogma DNA structure and technology Protein synthesis Meiosis Inheritance Cloning Stem cell research Geometry Definitions Geometric reasoning Induction vs. deduction Construction of lines, angles, shapes Circles Properties of triangles Congruence Quadrilaterals Polygons Area, and surface area Sectors and segments Law and Justice Ancient legal systems Early laws Sources of law Bill of Rights Amendments Codes Criminal investigation Courts Courtroom testimony Mediation Arbitration Conflict resolution

19. Curriculum Map Template: Topics, Standards, and Performance Assessments in Each Subject Area Subject Week 1Week 2Week 3Week 4Week 5 18

20. Performance Map Template Across Subject Areas Subject MondayTuesdayWednesdayThursdayFriday Health Science English Science Find information on the topic using a minimum of five sources Evaluate the credibility and reliability of resources. Paraphrase the research intoyour own words.Formulate a preliminarythesis statement to reveal thespecific point of the paper. Prepare a formal outline using proper outlining form. Distinguish between active and passive transport along concentration gradients. Analyze structural differences between cells and viruses Compare and contrast viral replication and cellular division Demonstrate proper experimental procedure Draw conclusions from data regardingprevalence of bacterialcontamination Explain how different factors influence the spread of disease Identify various modes of transmission for common pathogens Analyze and evaluate symptoms to determine patient health status 19

21. End of Course Exams Balancing Assessments 20 Course Assessments StateTests Subject Specific Assignments

22. So what do we know…. Process matters for maintaining rigor Teaching teams need support through PD, curriculum tools and ongoing coaching Leadership at both site and district play a key roles

23. Leadership support Academy Integrated curriculum Authentic assessments Student centered teaching and learning Work-based learning Student supports District Vision Policies Tools Resources Coaches Site Scheduling Assignments Accountability PD/TA Student supports

24. Leadership Support WORKSHEET Work individually first to identify 2 areas going pretty well and two...not so much Complete your worksheet for those 4 Be ready to share

25. Getting Started Authentic Project Local Industry Connection Gaps Identified Using Student Data Standards- based Performance Maps

26. Resources Integrated Curriculum Design Manual http://www.ConnectEdCalifornia.org http://www.ConnectEdCalifornia.org George Lucas Education Foundation http://www.edutopia.org http://www.edutopia.org Buck Institute of Education http://www.bie.orghttp://www.bie.org What Kids Can Do http://www.whatkidscando.org http://www.whatkidscando.org Adria Steinberg’s Real Learning, Real Work and Schooling for the Real World: The Essential Guide to Rigor and Relevant Learning