Strategy 3: College and Career Through Applied Learning

We will provide college and career academies that focus instruction on industry standards and 21st century demands.  The instruction will be done through Applied Learning with an integration of one or more subject matter content areas through the California Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and Career Technical Education (CTE) Standards that provide rigorous, relevant, authentic, and engaging learning experiences.

This approach contextualized learning; provides multiple ways for students to learn; emphasizes 21st century skills; and incorporates learning in multiple settings (school, home, career, and community).

High Expectations
In supportive learning environments, students meet the indicators of College and Career that include but not limited to the academic and technical standards through real-world applications, integrated project-and problem-based instruction, authentic assessment, and work-based learning.

Action Steps:
  1. Define and market the meaning behind Authentic and Engaged Learning (AEL).

  2. Assess current systems, programs and practices to ensure that they fully support the AEL approach.

  3. Build teacher capacity to integrate CCSS/NGSS/CTE with rigorous, engaging, and relevant learning experiences.

  4. Continue to develop structures and guide principles for AEL at the elementary, middle, high schools and adult ed (starting from exploratory and moving toward application).

    a. Elementary-Establish foundational skills, using inquiry, and Applied Learning strategies to create the integral foundations for Applied Learning, life experiences and exploration.

    b. Middle School-Build opportunities for exploration of career paths and life experiences through writing, inquiry, collaboration, critical thinking, developing professional language, and Applied Learning opportunities.

    c. High School and beyond-Further develop career pathways in order to focus on connections to the business world, college, internships, and post-secondary learning.

  5. Create and maintain an accessible database of key stakeholders, resources and partnerships based upon student and school needs (eg., educational, professional, workforce, parents, universities, colleges, faith based, businesses, alumni/students, service organizations, government). 

  6. Monitor and assess the effectiveness of the AEL structures and partnerships in order to further refine and adjust the implementation.

  7. Increase support and accessibility for all students for dual and concurrent enrollment in academic and career pathways.

  8. Provide families opportunities to participate in district and school site trainings and events that connect to learning about college and career.

  9. Increase collaboration between schools, business, industry, community, and community based organizations to encourage opportunities for grants and donations, hiring, internships/externships, career advancements, and presence/footprints on campus

  10. Collaborate with SBCUSD alumni to serve as college and career leaders who return to the district to build the skills and knowledge of our students, staff, and families.

  11. Increase access to college and career exploration and readiness for Special Education students.

  12. Determine procedures for: open enrollment, student recruitment and placement, parent and student preference, and transportation.

  13. Create a system for recruitment, training, certification, and hiring of pathway teachers that have an understanding of the academic underpinnings of their pathway courses and real world, industry based applications.  Academic teacher should have an understanding of the CTE underpinnings/applications of their courses.  (Includes opportunities for teachers to participate in teachers internships, sabbaticals, apprenticeships.)

Success & Accountability
  • College and Career Indicators (CCI)
    Graduation Rate
    Grade 3 Reading
    Grade 8 Mathematics
    Grade 9 Mathematics

  • Success in Middle School Math and English

  • UC/CSU (A-G) Course Completion

  • English Learner Progress Indicator (ELPI)
    Reclassification Rate

  • CAASPP ELA/Literacy and Mathematics:
    District ELA/Literacy and Mathematics Benchmarks

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