1. The Basics of UC’s A-G Monica H. Lin, Ph.D. Associate Director of Undergraduate Admissions Nina Costales High School Articulation Coordinator University of California | Office of the President Educating for Careers Conference March 10, 2013

2. 2 Workshop Topics  Part I: Overview & Background  Part II: A-G Course List Update & Review Process  Part III: A-G Subject Area Requirements  Part IV: Writing Courses for A-G Submission

3. 3 Part I: Overview & Background

4. 4 Purpose of Articulation  Align curriculum across educational segments to support students  UC admissions based on a minimum of 15 academic courses known as the “a-g” subject requirements  Pattern of “a-g” courses aims to: –Prepare students to participate fully in their first-year program at the University –Provide students with a general knowledge foundation for new and advanced study –Help students develop critical thinking and analytical skills

5. 5 Why is UC Committed to CTE?  UC supports the statewide agenda to expand applied learning in high schools  UC values the multiple pathways approach to learning  UC recognizes how career technical education (CTE) helps bridge the college-career divide  UC’s aim: broaden student preparation, access, and success

6. 6 UC and CTE: How Far We Have Come  In 2000-01, UC approved 258 CTE courses  By 2012-13, UC has approved 11,844 CTE courses –9,954 CTE courses offered at public high schools –1,890 CTE courses offered at private high schools

7. 7 CTE Courses by A-G Subject Area

8. 8 A-G Courses by CTE Industry Sector CTE Industry Sector # of UC-approved A-G Courses Agriculture and Natural Resources1406 Arts, Media, and Entertainment4975 Building Trades and Construction11 Education, Child Development and Family Services209 Energy and Utilities16 Engineering and Design874 Fashion and Interior Design63 Finance and Business256

9. 9 A-G Courses by CTE Industry Sector CTE Industry Sector # of UC-approved A-G Courses Health Science and Medical Technology1469 Hospitality, Tourism, and Recreation58 Information Technology770 Manufacturing and Product Development141 Marketing, Sales, and Services340 Public Services1245 Transportation11

10. 10 UC’s CTE Goals for the Future  Approve more CTE courses in English, math, and history  Approve a variety of “a-g” courses in all industry sectors  Continue to support the development of integrated CTE courses for “a-g” approval –Provide professional development opportunities –Create more tools and resources for teachers

11. 11 UC Curriculum Integration Institutes  UCCI Institutes expand UC’s CTE vision to encourage collaborative, innovative course design  Brings together high school and community educators and industry representatives to create high school courses that integrate academics and CTE  23 CTE courses have been developed and approved in one of the “a-f” subject areas –e.g., Spanish for the Entrepreneurial Mind; Constructing Algebra 2; Business Statistics; Designing the American Dream  For more information: www.ucci.ucop.edu

12. 12 Upcoming UCCI Institutes  Spring 2013 – April 11-14 in San Francisco Bay Area –Institute #1: Health Science & Medical Technology with Language other than English (“e”) –Institute #2: Arts, Media & Entertainment with History/Social Science (“a”) or English (“b”)  Fall 2013 – Dates TBD in San Diego  For more information on applying: http://ucci.ucop.edu/ucci-institutes/upcoming-institutes.html

13. 13 Part II: A-G Course List Update & Review Process

14. Doorways Websites  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  “a-g” Guide website http://www.ucop.edu/agguide –Informational website for everything “a-g,” updating the course list, Career Technical Education (CTE), and online learning 14

15. 15 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!  2012-13 update cycle at a glance: –22,467 = Total number of courses submitted –9,897 = Total number of new courses submitted –8,050 = Number of courses received during the last 2 weeks of cycle

16. 16 Accessing the Online Update Website  The Online Update website is password protected  User IDs and passwords are issued by institution, not individually  Do not have (or remember) a login? Send an e-mail hsupdate@ucop.edu hsupdate@ucop.edu

17. 17 NEW A-G Course Submission Timeline New update cycle opens on February 1* PHASE 1 February 1*- June 1 New courses submitted may have up to 2 resubmission opportunities PHASE 2 June 2- August 1 New courses submitted may have only 1 resubmission opportunity PHASE 3 August 2- September 15 New courses submitted have no opportunity for resubmission Update cycle closes on September 15 *2013-14 update cycle opened March 1, 2013

18. 18 Part III: A-G Subject Area Requirements

19. 19 The A-G Course Pattern Subject requirement Required # of yearsAdditional information History/social science (“a”) 2 years 1 year of world history AND 1 year of U.S. history, or ½ year of U.S. history and ½ year of government. English (“b”) 4 years Includes regular writing, reading of classic and modern literature, and practice with listening and speaking. Mathematics (“c”) 3 years Including the topics covered in elementary and advanced algebra and 2- and 3-dimensional geometry. Laboratory science (“d”) 2 years Courses in at least 2 of the 3 disciplines of biology, chemistry, and physics. Language other than English (“e”) 2 years The same language other than English. Visual and performing arts (“f”) 1 year Chosen from dance, drama/theater, music, or the visual arts. College-preparatory elective (“g”) 1 year An “a-f” course beyond those used to satisfy the requirement OR course approved as “g” elective.

20. 20 UC A-G Course Approval  A-G course approval based on: 1)A-G subject area course requirements  Online: http://www.ucop.edu/agguide/a-g-requirements/index.htmlhttp://www.ucop.edu/agguide/a-g-requirements/index.html 2)CTE course criteria  Online: http://www.ucop.edu/agguide/career-technical- education/course-criteria/index.htmlhttp://www.ucop.edu/agguide/career-technical- education/course-criteria/index.html 3)A-G course evaluation guidelines  Online: http://www.ucop.edu/agguide/updating-your-course- list/submitting-courses/course-evaluation/index.htmlhttp://www.ucop.edu/agguide/updating-your-course- list/submitting-courses/course-evaluation/index.html

21. 21 History (“a”) Course Requirements  World history, cultures, and historical geography –Does not need to cover every culture and period –Can be in-depth study of single or multiple cultures over time  U.S. history –Covers full span of American history –Can focus on single group or theme over time  Government/civics –May focus on U.S. federal government OR comparative politics

22. 22 English (“b”) Course Requirements  Incorporation of Common Core State Standards –Address all Common Core College and Career Readiness Anchor Standards in Reading, Writing, Listening and Speaking  Reading –Variety of genres and text –Analysis of, and interaction with, the text –Must include at least 1 full-length work  Writing –Recurrent practice in writing extensive, structured papers –Responding to various texts and using different writing styles  Listening and speaking –Practice speaking in large and small groups –Develops critical listening skills

23. 23 Math (“c”) Course Requirements  Incorporation of the Common Core State Standards –Address 8 Standards of Mathematical Practice –Incorporate into key assignments, instructional methods, and assessments  Focus on learning to absorb major ideas and principles –Not treating math content as checklist  Not based entirely on repetition of material from prior course

24. 24 Lab Science (“d”) Course Requirements  Content drawn from: –California Science Content Standards –California CTE Content Standards, if applicable  Participate in all phases of the scientific process and method –Laboratory activities = 20% of class time –Involves inquiry, observation, analysis, and write-up  Required pre- or co-requisite of at least Algebra 1  Acceptable courses can involve in-depth study within one discipline or advanced interdisciplinary science topics –e.g., Marine Biology, Organic Chemistry, AP Environmental Science

25. 25 Language Other than English (“e”) Course Requirements  Emphasizes speaking and understanding  Instruction on grammar and vocabulary  Includes reading and comprehension

26. 26 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

27. 27 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 11 th and 12 th grades OR has an appropriate pre-requisite  Must also meet subject-specific elective criteria

28. 28 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

29. 29 Subject-Specific Elective Course Requirements  Laboratory science –Includes laboratory activities –9 th and 10 th 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

30. 30 CTE Course Criteria  Include advanced concepts and skills from the “a-g” subject areas  Combine academic knowledge with technical and occupational knowledge  Incorporate challenging opportunities to develop understanding of tools, processes, and materials  Connects closely with the academic curriculum  Shows the integration of academic and technical concepts and skills in all aspects of the course

31. 31 Part IV: Writing Courses for A-G Submission

32. 32 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  New User Training – Updating the A-G Course List Webinar (March 13)  New Online Course Policy (April 24) –“a-g” Guide website

33. 33 Brief Course Description Briefly (in a short paragraph) describe the course, focusing on content, rather than instructional strategies, assessments, or rationale. If the school has a catalog, enter the description that is in the catalog.  What is the course about?

34. 34 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

35. 35 Textbook/Supplemental Materials  Textbooks : 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?

36. 36 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

37. 37 Course Purpose What is the purpose of this course? Please provide a brief description of the goals and expected outcomes. How these will be accomplished should be reserved for the Course Outline, Key Assignments, Assessments and/or Instructional Methods.  Why is it important for students to take this course?

38. 38 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

39. 39 Course Outline A detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based; give example. Show examples of how the text is incorporated into the topics covered. A mere listing of topics in outline form is not sufficient (i.e., textbook table of contents or California State Standards).  What are the students learning?

40. 40 Guidelines for Course Outline  In the Course Outline section, UC is looking for: –The concepts, topics, theories, and skills that are covered –Depth and breadth –The process and flow of concepts –Clear evidence of the level of rigor and development of essential skills –Incorporation of the texts and supplemental materials  Additional tips: –Be detailed and descriptive –Do not include key assignments or assessments –Remember your audience

41. 41 Key Assignments Detailed description of all Key Assignments which should incorporate activities and projects, as well as short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete. Assignments should be linked to components mentioned in the course outline. It is not appropriate or necessary to include instructions given to students regarding execution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section.  What are the students doing?

42. 42 Guidelines for Key Assignments  In the Key Assignments section, UC is looking for: –Detailed descriptions of each key assignment – process, product, and outcome –Assignments clearly link to and address the unit’s topics and goals –Progression of content, skills, and student understanding –Engaging and rigorous assignments –Description of writing assignments – topic, length, nature, and intent of the essay –Description of lab activities – process, product and result/outcome  Additional tips: –Use a variety of different types of activities and projects –Quality over quantity –Each description = 3-5 sentences in length

43. 43 Instructional Methods and/or Strategies Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum. What portions of the Course Outline are supported by the methods and strategies?  What methods will be used to teach the course and how do they support the content and student outcomes?

44. 44 Guidelines for Instructional Methods and/or 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

45. 45 Assessment Methods and/or Tools Indicate the intent of each assessment method and a brief description of how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of mind.  What tools will be used to assess the students and how do they support the content and learning outcomes?

46. 46 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

47. 47 Sample Integrated Courses  History/social science (“a”) –Criminal Justice and Public Policy –Journey for Justice  English (“b”) –Applied Medical English –Integrated Marketing and English  Mathematics (“c”) –Algebra at Your Service –Business Statistics –DaVinci Algebra

48. 48 Sample Integrated Courses  Laboratory science (“d”) –Applied Physics and Engineering –Biotechnology  Language other than English (“e”) –American Sign Language  Visual and performing arts (“f”) –Graphic, Architectural, Furniture Design –Animation –Video Production, Photography –Technical Theatre, Stagecraft

49. 49 Sample Integrated Courses  College-preparatory elective (“g”) –Child Development –Engineering I & II –Forensic Science –Introduction to Biotechnology –Introduction to Business Economics –Introduction to Education –Journalism (Advanced and Beginning) –Robotics –Sports Medicine

50. 50 Contact Us  UCOP High School Articulation hsupdate@ucop.edu  UC Admissions askuc@ucop.edu