1. Corporate Work Study Curriculum 101 Tuesday, May 26, 2015

2. Agenda  Project Overview  Benchmarks  Resource Library  Implementation 2

3. Agenda  Project Overview  Benchmarks  Resource Library  Implementation 3

4. 21 st Century Knowledge Jobs Replace Traditional CWSP Functions Most Common Cristo Rey Jobs are Disappearing Traditional CWSP Jobs Document Processing File Management Mail Room Assistant Receptionist 21 st Century Knowledge Jobs Better preparing students for the workplace is not only a matter of social justice, but also essential for the financial sustainability of the Cristo Rey model. 4 Audit Preparation Balance Sheet Journal Entries Contract Administration Data Entry in Excel Engineer Support Graphic Design Information Technology Assistant PowerPoint Presentations Research Science Lab Research Translation Services Website Maintenance

5. Transforming Urban America – One Student at a Time Curriculum Team  In January of 2014, 8 Corporate Work Study staff members convened in Chicago to outline the curriculum project. This team represented 7 Cristo Rey schools: –Arrupe Jesuit (Denver) –Cristo Rey New York High School –Cristo Rey Jesuit High School Twin Cities –Cristo Rey St. Martin College Prep (Waukegan) –Immaculate Conception Academy (San Francisco) –Notre Dame Cristo Rey High School (Lawrence) –Verbum Dei High School (Los Angeles) Team members have backgrounds in the following areas: Former CWSP supervisor Masters and PhD in Curriculum Development Corporate Training Former Teachers

6. Transforming Urban America – One Student at a Time Project Overview Method: –Using performance survey results and third-party input, create curriculum benchmarks that standardize and elevate the quality of work study training throughout a student’s career at Cristo Rey –Design assessments that measure progress towards curriculum benchmarks –Assemble a resource library with training materials tailored to prepare students towards curriculum benchmarks Timeline: Launch the curriculum with the Freshman Class of 2019 this summer in full with 7 Phase 1 pilot schools, modifying benchmarks and growing resources as the class progresses through Cristo Rey

7. Transforming Urban America – One Student at a Time Pilot Program Overview  7 schools will pilot the curriculum for the class 2019, beginning with summer training 2015  Phase 1 Pilot schools commit to: –A) Working towards progress on all benchmarks with students –B) Measuring student progress using common assessment tools –C) Providing substantial feedback on benchmarks and assessments so they can be revised for broader implementation next spring –D) Sharing best practices for successful implementation to create recommendations for future schools

8. Transforming Urban America – One Student at a Time Interested In the Curriculum? Here’s what you can do now! Schools who are not part of the Phase 1 pilot can still begin to implement pieces of the curriculum in preparation for a larger Phase 2 roll out in the spring of 2016. The benchmarks and resource library are now available to all Cristo Rey schools.

9. Agenda  Project Overview  Benchmarks  Resource Library  Implementation 9

10. Transforming Urban America – One Student at a Time  Statements of performance, taught and assessed over four years  Essential standards for workplace performance (not long lists)  Transferable skills that all students will need to demonstrate, regardless of job assignment or environment  A “guaranteed and viable curriculum” is the foundation for work study training, student feedback and performance assessment  Statements of performance that reflect target levels of performance (what we believe students should be able to do) 10 What Do We Mean by ‘Curriculum’?

11. Transforming Urban America – One Student at a Time Guiding Principles when Creating Benchmarks What college-level workplace skills should every student demonstrate upon graduation from our program ? Curriculum team answered the following questions:  Does the skill reflect appropriate rigor for a student entering college? (Caution: don’t reduce the goal; consider instead how you can provide the training and supports so that all students can accomplish the goal.)  What are the core, transferable skills over four years, regardless of the type of job students hold? These are skills that can be transferred to classroom success. 11

12. Transforming Urban America – One Student at a Time Key Focus Areas 12

13. Each benchmark defines learning outcomes by answering: “What should a Cristo Rey student know and be able to do consistently at this grade level?” Rigor increases at each grade level Benchmarks are meant to be realistic yet highly rigorous The curriculum is modeled after Teach Learn Lead and uses the same terminology Benchmarks are uni-dimensional and measurable Verb Choice is intentional and defines rigor of benchmark. Defining Benchmarks TECHNICAL SKILLS TCS.5 Data Processing 08.TCS.5.W1 Apply basic spreadsheet functions and formatting features (for example: inputting data, A-Z sorting) 10.TCS.5.W1 Apply intermediate spreadsheet functions and formatting features (for example: SUM, AVERAGE, MAX, MIN, COUNT, Formulas, tables, charts, format cells, currency, date, percentage, multilevel sorting, filtering) 12.TCS.5.W1 Apply advanced spreadsheet functions to accomplish a task (for example: IF, COUNTIF, VLOOKUP, pivot tables, conditional formatting, freezing rows or columns, text-to- column). TEAMWORK & COLLABORATION 08.TWC.W1 Respond appropriately to the opinions of others 10.TWC.W1 Express opinions and ideas with professionalism. 12.TWC.W1 Justify opinions and ideas with professionalism (by the end of ) Initial Training(by the end of) Grade 10(by the end of) Grade 12 CodeBenchmarkCodeBenchmarkCodeBenchmark 13

14. Benchmarks Provide the Roadmap  The Network Corporate Work Study and Curriculum teams provide support and resources, but how to meet each benchmark is determined by each school  Some schools may give different emphasis to particular benchmarks based on corporate partner needs and ability levels of incoming students – but the goal is for every student to work towards meeting each benchmark  Implementation will be different at each school, but could occur in 3 areas: 1.Corporate Work Study specific class time 2.Through collaboration with supervisors in the workplace 3.Integrated with traditional academic content in the classroom 14

15. Agenda  Project Overview  Benchmarks  Resource Library  Implementation 15

16. Basics of the Resource Library  Curriculum team members gathered lesson plans from across the Network to assemble a best-in-class resource library. Materials are sorted by their corresponding benchmarks.  All lesson plans utilize a common template, modeled after the Teach Learn Lead lesson template. (And discussed later in this presentation) Pilot schools are encouraged to utilize this template for any new material they create to facilitate easy sharing across all schools.  Once a year, the Network office will solicit all schools for new materials to upload into the resource library. 16

17. DAY 3 A Template for Lesson Planning 17

18. DAY 3 Library Demonstration community.cristoreynetwork.org 18

19. DAY 3 Registering for the Cristo Rey Network Community 19

20. DAY 3 Registering for the Cristo Rey Network Community 20

21. DAY 3 Registering for the Cristo Rey Network Community 21

22. DAY 3 Registering for the Cristo Rey Network Community 22

23. DAY 3 Registering for the Cristo Rey Network Community 23

24. DAY 3 Registering for the Cristo Rey Network Community 24

25. DAY 3 Registering for the Cristo Rey Network Community 25

26. DAY 3 Success! 26

27. Agenda  Project Overview  Benchmarks  Resource Library  Implementation 27

28. Transforming Urban America – One Student at a Time Implementation: Next Steps 1) Assess summer training material –What, if any, of the benchmarks are not addressed in the current summer training lesson plans? –What lesson plans in the resource library can help improve your school’s summer training? 2) Collaborate with Academic team and identify which benchmarks can be integrated into the classroom throughout the school year 3) Collaborate with Supervisors regarding which benchmarks students can work towards on the job